David Kember
Dados Biográficos
| ID | 111481 |
|---|---|
| NOME | David Kember |
| PRENOMES | David |
| SOBRENOME | Kember |
| ASSINATURA | KEMBER D |
| AFILIAÇÕES | Hong Kong Polytechnic University |
| ORCID | 0000-0002-1134-3741 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 44 |
| TOTAL DE CITAÇÕES | 208 |
| TOTAL COMO AUTOR | 44 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1986 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 8 |
Supporting engagement and retention of online and blended-learning students
University lecturers’ conceptions of online teaching in distance education courses in Vietnamese higher education
This study aimed to characterise academics’ conceptions of teaching in fully online undergraduate distance education courses with no on-campus component. The study aimed to fill a gap in the literature, as previous research had examined conceptions of teaching in face-to-face courses, with a few studies of blended teaching via the Internet in on-campus courses. Fourteen academics from five faculties in a Vietnamese regional university were interv…
Has the open door become a revolving door? The impact on attrition of moving from elite to mass higher education
As higher education has made the transition from elite to mass enrolments, the student body has become more diverse and online and blended learning have become more common. This study aimed to examine the impacts on attrition of admitting a more diverse student body with the shift towards online and blended learning. A hypothesised path model of attrition was tested with structural equation modelling. The model contained four presage variables re…
Motivating the learning of part-time taught-postgraduate students through pedagogy and curriculum design
Interviews were conducted with 29 part-time taught postgraduate (TPg) students to determine forms of teaching and curriculum which motivated their learning. The study was conducted in an open exploratory manner to investigate the aspects of pedagogy or curriculum design which particularly motivated the TPg students which were in any way distinct from typical undergraduate teaching. As most of the TPg students were mature professionals working in …
More can mean less motivation
A motivational orientation framework for higher education has previously been derived from interviews with 36 undergraduate students in an elite university system. The framework consists of six interacting facets of motivation represented by continua labelled: compliance, individual goal setting, sense of belonging, interest, career and university lifestyle. The aim of this study was to see whether the framework also applied to entrants to a comm…
Initial motivational orientation of students enrolling in undergraduate degrees
Governments are aiming to expand the intake to higher education, so it is important to understand what motivates students to enter university and choose a particular programme. The aim of this study was to see whether a motivational orientation framework, developed to explain motivation to study, could also be applied to motivation to enrol in a selected university programme. Data were collected through individual open interviews with 36 undergra…
Establishing the validity and reliability of course evaluation questionnaires
This article uses the case of designing a new course questionnaire to discuss the issues of validity, reliability and diagnostic power in good questionnaire design. Validity is often not well addressed in course questionnaire design as there are no straightforward tests that can be applied to an individual instrument. The authors propose the technique of establishing validity by deriving constructs from naturalistic qualitative research--in this …
A four‐category scheme for coding and assessing the level of reflection in written work
Where courses have as an aim the promotion of reflective practice, it will enhance the achievement of the goal if the level of reflective thinking is assessed. To do this in a satisfactory way requires a reliable protocol for assessing the level of reflection in written work. This article presents a protocol that can be used to guide the allocation of work to four categories, namely: habitual action/non‐reflection, understanding, reflection, and …
Characterizing the motivational orientation of students in higher education
Background. Consideration of motivation in higher education has often been drawn upon theories and research that were based upon school or workplace studies.Aims. This paper reports an open naturalistic study to better characterize the motivational orientation of students in higher education.Method. Open semi-structured individual interviews were conducted with 36 students from three universities in Hong Kong. The analysis used an exploratory gro…
Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney
Western research has characterized approaches to learning for specific learning tasks as discrete deep and surface approaches, distinguished by whether the intention is to understand or memorize. A more appropriate classification scheme for Hong Kong research is a continuum between deep and surface poles. In this article, the authors examine whether this characterization applies also to the West. University students in Australia ( n = 1,146) and …
Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive
A qualitative study of perception of workload found that it was very weakly related to hours of work. The complex construct was better characterised as being influenced by a broadly conceived teaching and learning environment. It appeared to be possible to encourage students to perform a great deal of high‐quality work, without complaining about excessive workload, by attention to this environment. This hypothesis was tested quantitatively with s…
Coping mechanisms of part‐time students
A characteristic shared by the majority of adult students is that they are undertaking part-time study. For these adult learners one of the major difficulties is how to find time for their study. This paper reports the coping mechanisms that part-time adult students adopt to meet the additional demands that study puts on their existing commitments to work, family and social lives. Data were collected from 53 part-time students in eight universiti…
The influence of active learning experiences on the development of graduate capabilities
Surveys at a university in Hong Kong indicated that graduates of discrete part-time programmes perceived significantly higher development in eight out of nine graduate capabilities than their counterparts in full-time programmes. Several possible explanations are considered and rejected. The conventional view that capabilities are nurtured through immersion in a stimulating campus environment was not applicable, as the part-time students spent le…
Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire
Aim: This study aimed to produce a revised two-factor version of the Learning Process Questionnaire (R-LPQ-2F) with deep and surface approach scales, measured by a reasonably small number of items, suitable for use by teachers in secondary schools to evaluate the learning approaches of their students.Method: A set of 41 items was derived, with modification, from the original version of the LPQ and from items used to develop the revised version of…
Interpreting student workload and the factors which shape students' perceptions of their workload
This article examines the nature of student workload and how perceptions of it are formed. Inferences are drawn from five detailed case studies, taken from a wider sample of university students who completed an hourly diary for one week. A subsample was also interviewed. Perceptions of workload are not synonymous with time spent studying, but can be weakly influenced by them. There are both class effects from contextual variables and individual d…
To Control or Not to Control
It is becoming increasingly common for academics to engage in research into their own teaching, usually by introducing some form of innovation into one of their courses. When doing so, they are often inclined by disciplinary tradition, or urged by senior colleagues, to use experimental designs in order that any observed outcomes can be attributed to the innovation itself. This article points out the problems with experimental designs for naturali…
Does the Use of Student Feedback Questionnaires Improve the Overall Quality of Teaching
An investigation was conducted into 3- or 4-year departmental sets of student feedback questionnaire data from one university. Only four out of 25 departments had significant changes to any of the six dimensions in the 3- or 4-year period, and three of these significant changes were falls. There is, therefore, no evidence that the use of the questionnaire was making any contribution to improving the overall quality of teaching and learning of the…
Medium of instruction in Hong Kong universities
Cultivating a sense of belonging in part-time students
This study investigated the sense of belonging of part-time students through interviews with 53 novice or experienced students enrolled in part-time programmes in Hong Kong. It was found that students were more easily able to affiliate with their class groups or teaching staff than with their department or university. Seven methods are suggested for promoting a sense of belonging. Class cohesiveness can be developed through learning activities an…
Conceptions of good teaching and how they influence the way adults and school leavers are taught
Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted …
Conceptions of good teaching and how they influence the way adults and school leavers are taught
Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted …
The revised two-factor Study Process Questionnaire
Aim. To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items. Method. A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and…
Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education
This study interviewed 53 novice or experienced students enrolled in part-time courses in Hong Kong universities. It was found that the attitudes to and ability to cope with study were influenced by a coherent set of beliefs about knowledge and the process of teaching and learning. This belief set was characterised in two broad orientations as didactic/reproductive or facilitative/ transformative. Novice students holding didactic/reproductive bel…
Lecturers' approaches to teaching and their relationship to conceptions of good teaching
Misconceptions about the learning approaches, motivation and study practices of Asian students
The revised two-factor Study Process Questionnaire
Aim. To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items. Method. A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and…
Orientations to Teaching and Their Effect on the Quality of Student Learning
Additional informationNotes on contributorsDavid KemberDavid Kember is educational development officer in the ETU, Hong Kong Polytechnic, and Lyn Gow is associate professor in the Faculty of Education, University of Western Sydney, Macarthur.Lyn GowDavid Kember is educational development officer in the ETU, Hong Kong Polytechnic, and Lyn Gow is associate professor in the Faculty of Education, University of Western Sydney, Macarthur
Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education
This study interviewed 53 novice or experienced students enrolled in part-time courses in Hong Kong universities. It was found that the attitudes to and ability to cope with study were influenced by a coherent set of beliefs about knowledge and the process of teaching and learning. This belief set was characterised in two broad orientations as didactic/reproductive or facilitative/ transformative. Novice students holding didactic/reproductive bel…
Conceptions of teaching and their relationship to student learning
It is now well established that students can hold differing, but readily identifiable, conceptions of learning. This study attempted to discover whether parallel conceptions of teaching can be identified and, if so, whether they are related to student learning outcomes. Initial investigation was through semi-structured interviews with lecturers at a polytechnic. Constructs identified from the interview transcript were transformed into scales for …
A challenge to the anecdotal stereotype of the Asian student
This paper challenges the anecdotal stereotype that Asian students have a marked predilection towards reproductive study strategies and suggests that, as elsewhere, approaches to learning tasks are more a function of the curriculum and teaching environment. Evidence is presented from a survey of approaches to the study of Hong Kong students using the Biggs' Study Process Questionnaire. Mean scores on the scales of the questionnaire were compared …
Cultural Specificity of Approaches to Study
This paper discusses the cultural specificity of constructs reported in research into approaches to study of western students. Data are reported from a survey of approaches to study of students at a Hong Kong tertiary institution. The Biggs' Study Process Questionnaire (SPQ) was administered to a sample of 1043 students. The SPQ and the Approaches to Studying Inventory were both administered to a smaller sample to aid in interpretation of the dat…
Interpreting student workload and the factors which shape students' perceptions of their workload
This article examines the nature of student workload and how perceptions of it are formed. Inferences are drawn from five detailed case studies, taken from a wider sample of university students who completed an hourly diary for one week. A subsample was also interviewed. Perceptions of workload are not synonymous with time spent studying, but can be weakly influenced by them. There are both class effects from contextual variables and individual d…
Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire
Aim: This study aimed to produce a revised two-factor version of the Learning Process Questionnaire (R-LPQ-2F) with deep and surface approach scales, measured by a reasonably small number of items, suitable for use by teachers in secondary schools to evaluate the learning approaches of their students.Method: A set of 41 items was derived, with modification, from the original version of the LPQ and from items used to develop the revised version of…
The dimensionality of approaches to learning
Background. A recent review of research into students' approaches to learning suggested there was good evidence of meaning and reproducing orientations to study. In the former the student seeks the underlying meaning in study material, while in the latter attention is directed towards reproducing the text itself. The most widely used inventories of learning approaches also include a factor for an achieving approach and one contains another factor…
Cultivating a sense of belonging in part-time students
This study investigated the sense of belonging of part-time students through interviews with 53 novice or experienced students enrolled in part-time programmes in Hong Kong. It was found that students were more easily able to affiliate with their class groups or teaching staff than with their department or university. Seven methods are suggested for promoting a sense of belonging. Class cohesiveness can be developed through learning activities an…
Characterizing the motivational orientation of students in higher education
Background. Consideration of motivation in higher education has often been drawn upon theories and research that were based upon school or workplace studies.Aims. This paper reports an open naturalistic study to better characterize the motivational orientation of students in higher education.Method. Open semi-structured individual interviews were conducted with 36 students from three universities in Hong Kong. The analysis used an exploratory gro…
A Longitudinal-Process Model of Drop-Out from Distance Education
A model of drop-out from distance education is proposed. The longitudinal model is developed from Tinto's model. It includes components for background characteristics, goal commitment, academic and social integration, and a cost/benefit analysis. Issues inherent in testing the model are discussed
The influence of active learning experiences on the development of graduate capabilities
Surveys at a university in Hong Kong indicated that graduates of discrete part-time programmes perceived significantly higher development in eight out of nine graduate capabilities than their counterparts in full-time programmes. Several possible explanations are considered and rejected. The conventional view that capabilities are nurtured through immersion in a stimulating campus environment was not applicable, as the part-time students spent le…
Reconsidering the dimensions of approaches to learning
Background. The dimensionality of student approaches to learning, inherent in the instruments commonly used to measure them, lacks consistency with research, particularly concerning Asian students, conducted since the original instruments were devised. Aims. The study examined four strands of evidence to examine whether, and if so how, the dimensionality of the instruments should be modified. 1. A qualitative study of students' perceptions of the…
Integrating part-time study with family, work and social obligations
This study examines the processes adult students use to integrate part-time study with existing family, work and social commitments. Evidence is drawn from interviews with students in three countries. A causal network is proposed with a positive category where social obligations are accommodated with study demands. The alternative category results in external attribution of the failure to accommodate demands. For each category the three environme…
Conceptions of good teaching and how they influence the way adults and school leavers are taught
Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted …
Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive
A qualitative study of perception of workload found that it was very weakly related to hours of work. The complex construct was better characterised as being influenced by a broadly conceived teaching and learning environment. It appeared to be possible to encourage students to perform a great deal of high‐quality work, without complaining about excessive workload, by attention to this environment. This hypothesis was tested quantitatively with s…
Coping mechanisms of part‐time students
A characteristic shared by the majority of adult students is that they are undertaking part-time study. For these adult learners one of the major difficulties is how to find time for their study. This paper reports the coping mechanisms that part-time adult students adopt to meet the additional demands that study puts on their existing commitments to work, family and social lives. Data were collected from 53 part-time students in eight universiti…
Medium of instruction in Hong Kong universities
Interpretation of Factor Analyses From the Approaches to Studying Inventory
The Approaches to Studying Inventory of Ramsden and Entwistle (1981) has now been used in a variety of educational contexts. Comparison of factor analysis results reveals a high degree of consistency in the first two factors extracted. These are interpreted in terms of a fundamental deep/surface dichotomy. The suggested explanation takes into account styles and pathologies which consistently load on these factors. The other two factors are more v…
Has the open door become a revolving door? The impact on attrition of moving from elite to mass higher education
As higher education has made the transition from elite to mass enrolments, the student body has become more diverse and online and blended learning have become more common. This study aimed to examine the impacts on attrition of admitting a more diverse student body with the shift towards online and blended learning. A hypothesised path model of attrition was tested with structural equation modelling. The model contained four presage variables re…
Initial motivational orientation of students enrolling in undergraduate degrees
Governments are aiming to expand the intake to higher education, so it is important to understand what motivates students to enter university and choose a particular programme. The aim of this study was to see whether a motivational orientation framework, developed to explain motivation to study, could also be applied to motivation to enrol in a selected university programme. Data were collected through individual open interviews with 36 undergra…
Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney
Western research has characterized approaches to learning for specific learning tasks as discrete deep and surface approaches, distinguished by whether the intention is to understand or memorize. A more appropriate classification scheme for Hong Kong research is a continuum between deep and surface poles. In this article, the authors examine whether this characterization applies also to the West. University students in Australia ( n = 1,146) and …
Determining the level of reflective thinking from students' written journals using a coding scheme based on the work of Mezirow
To determine whether students are engaged in reflective practice it is necessary to have some means of identifying reflective thought and a measure of the depth of reflective thinking. Several measures of reflectivity have been proposed but there appears to be no widely accepted and clearly formulated procedure for determining levels of reflective thinking from students' written reflective journals. In this study we propose a scheme for estimatin…
An examination of the interrelationships between workload, study time, learning approaches and academic outcomes
Interrelationships between learning approaches, study motivation, hours of study, perceived workload, English language ability and grade point average were investigated. A total of 174 students, who had enrolled in a mechanical engineering degree course, completed a study diary for 1 week. The diary was divided into hourly recording periods with spaces for both quantitative and qualitative responses. The quantitative data yielded variables for le…
Electronic communication for distance education
Distance education has at its disposal new technologies such as the telecommunications data bases. In this article a comparison of these alternatives is presented
A Longitudinal-Process Model of Drop-Out from Distance Education
A model of drop-out from distance education is proposed. The longitudinal model is developed from Tinto's model. It includes components for background characteristics, goal commitment, academic and social integration, and a cost/benefit analysis. Issues inherent in testing the model are discussed
Interpretation of Factor Analyses From the Approaches to Studying Inventory
The Approaches to Studying Inventory of Ramsden and Entwistle (1981) has now been used in a variety of educational contexts. Comparison of factor analysis results reveals a high degree of consistency in the first two factors extracted. These are interpreted in terms of a fundamental deep/surface dichotomy. The suggested explanation takes into account styles and pathologies which consistently load on these factors. The other two factors are more v…
Cultural Specificity of Approaches to Study
This paper discusses the cultural specificity of constructs reported in research into approaches to study of western students. Data are reported from a survey of approaches to study of students at a Hong Kong tertiary institution. The Biggs' Study Process Questionnaire (SPQ) was administered to a sample of 1043 students. The SPQ and the Approaches to Studying Inventory were both administered to a smaller sample to aid in interpretation of the dat…
A challenge to the anecdotal stereotype of the Asian student
This paper challenges the anecdotal stereotype that Asian students have a marked predilection towards reproductive study strategies and suggests that, as elsewhere, approaches to learning tasks are more a function of the curriculum and teaching environment. Evidence is presented from a survey of approaches to the study of Hong Kong students using the Biggs' Study Process Questionnaire. Mean scores on the scales of the questionnaire were compared …
Student Progress in Distance Education
This paper reports the testing and development of a model of student progress for distance education students. The constructs which have been used to explain drop-out in on-campus courses are not directly applicable to distance education. The Distance Education Students' Progress (DESP) inventory has been developed, containing four scales, made up from 17 subscales, which emerged from the factor analysis. The scales relate to approach to learning…
Peer Assessment of an Individual ‘s Contribution to a Group Project
In an optometry subject which utilised group projects, students complained that awarding the same mark to all group members was often not a fair reflection of individual effort. Accordingly, an examination was made of procedures for assessing the contribution of an individual to a group project. A classification system for such schemes is given. One subject in the optometry course used a system which modified the group mark by a two‐part weightin…
Problems with implementing goals in higher education
Conceptions of teaching and their relationship to student learning
It is now well established that students can hold differing, but readily identifiable, conceptions of learning. This study attempted to discover whether parallel conceptions of teaching can be identified and, if so, whether they are related to student learning outcomes. Initial investigation was through semi-structured interviews with lecturers at a polytechnic. Constructs identified from the interview transcript were transformed into scales for …
Orientations to Teaching and Their Effect on the Quality of Student Learning
Additional informationNotes on contributorsDavid KemberDavid Kember is educational development officer in the ETU, Hong Kong Polytechnic, and Lyn Gow is associate professor in the Faculty of Education, University of Western Sydney, Macarthur.Lyn GowDavid Kember is educational development officer in the ETU, Hong Kong Polytechnic, and Lyn Gow is associate professor in the Faculty of Education, University of Western Sydney, Macarthur
Action Research into the Quality of Student Learning
Additional informationNotes on contributorsDavid KemberDavid Kember is the Coordinator of the Action Learning ProjectJan McKayJan McKay is associate professor in radiography at Hong Kong Polytechnic University
An examination of the interrelationships between workload, study time, learning approaches and academic outcomes
Interrelationships between learning approaches, study motivation, hours of study, perceived workload, English language ability and grade point average were investigated. A total of 174 students, who had enrolled in a mechanical engineering degree course, completed a study diary for 1 week. The diary was divided into hourly recording periods with spaces for both quantitative and qualitative responses. The quantitative data yielded variables for le…
A reconceptualisation of the research into university academics' conceptions of teaching
Evaluating the effectiveness of educational innovations
The dimensionality of approaches to learning
Background. A recent review of research into students' approaches to learning suggested there was good evidence of meaning and reproducing orientations to study. In the former the student seeks the underlying meaning in study material, while in the latter attention is directed towards reproducing the text itself. The most widely used inventories of learning approaches also include a factor for an achieving approach and one contains another factor…
Determining the level of reflective thinking from students' written journals using a coding scheme based on the work of Mezirow
To determine whether students are engaged in reflective practice it is necessary to have some means of identifying reflective thought and a measure of the depth of reflective thinking. Several measures of reflectivity have been proposed but there appears to be no widely accepted and clearly formulated procedure for determining levels of reflective thinking from students' written reflective journals. In this study we propose a scheme for estimatin…
Reconsidering the dimensions of approaches to learning
Background. The dimensionality of student approaches to learning, inherent in the instruments commonly used to measure them, lacks consistency with research, particularly concerning Asian students, conducted since the original instruments were devised. Aims. The study examined four strands of evidence to examine whether, and if so how, the dimensionality of the instruments should be modified. 1. A qualitative study of students' perceptions of the…
Integrating part-time study with family, work and social obligations
This study examines the processes adult students use to integrate part-time study with existing family, work and social commitments. Evidence is drawn from interviews with students in three countries. A causal network is proposed with a positive category where social obligations are accommodated with study demands. The alternative category results in external attribution of the failure to accommodate demands. For each category the three environme…
Lecturers' approaches to teaching and their relationship to conceptions of good teaching
Misconceptions about the learning approaches, motivation and study practices of Asian students
Development of a Questionnaire to Measure the Level of Reflective Thinking
Many courses aim to promote reflective thinking or reflection upon practice, but there is a scarcity of readily usable instruments to determine whether students engage in reflective thinking and, if so, to what extent. This paper reports the development and testing of such an instrument. To ensure validity, the constructs measured were derived from the extensive literature on reflective thinking, particularly the writing of Mezirow. A combination…
Medium of instruction in Hong Kong universities
Cultivating a sense of belonging in part-time students
This study investigated the sense of belonging of part-time students through interviews with 53 novice or experienced students enrolled in part-time programmes in Hong Kong. It was found that students were more easily able to affiliate with their class groups or teaching staff than with their department or university. Seven methods are suggested for promoting a sense of belonging. Class cohesiveness can be developed through learning activities an…
Conceptions of good teaching and how they influence the way adults and school leavers are taught
Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted …
Conceptions of good teaching and how they influence the way adults and school leavers are taught
Seventeen lecturers in three departments in a university were interviewed about their conceptions of good teaching, their perceptions of the differences between adult and full-time students, and the actual strategies and methods they employed in their practice of teaching the two student groups. Results showed that there were common perceptions of the way adult students differed from their full-time adolescent counterparts. However, they reacted …
Psychology (44 obras) · Mathematics education (37 obras) · Evaluation of Teaching Practices (28 obras) · Computer Science (25 obras) · Pedagogy (25 obras) · Social Psychology (19 obras) · Higher education (16 obras) · Mathematics (12 obras) · Medicine (11 obras) · Online and Blended Learning (11 obras)