A comparative tale, comparing two university experiences, one traditional and one more learner-centred. The second approach takes a flipped-classroom approach in which students work independently on core materials that are interactive and personalised. Tutorials are spent working in collaborative groups, in problem-solving activities. The materials are not organised by topics, rather they are organised by the type of activity students are likely to be engaged in in practice, thus are more authentic. The scaffolding of the materials and logical progression are cognitive-constructivist in nature, however the problem-solving sessions are potentially constructivist depending on the nature of the problems and their purpose.
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