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… would you improve if you were to carry out a similar project in the future? From the time the project application was drafted, the partners communicated through email and phone calls, as well as meetings at conferences and Erasmus+ funded exchange visits. Most partners, therefore, knew each other - or at least one other partner - before entering into the project. This made the communication throughout the project easy and informal and has presumably prevented many misunderstandings. At the …

… and organizations of all types and sizes, to better understand and use O.R. and analytics tools and methods to transform strategic visions and achieve better outcomes. For more information on INFORMS, its publications, membership, or meetings visit http://www.informs.org http://pubsonline.informs.org https://doi.org/10.1287/mnsc.2022.4643 https://pubsonline.informs.org/Publications/Librarians-Portal/PubsOnLine-Terms-and-Conditions …

… reviewing the design of a course (and possibly redesigning after the review) should be common practice [UM]. A UM educator advises that it is a lot easier to re-design the entire program, than it is to look for quick fixes. UM educators emphasized revisiting the foundational principles of CCCS that builds PBL. 1. Course evaluations UM educators informed us that evaluations are carried out with an online evaluation form, during or after the last tutorial session of each course [UM]. UM educators … at the knowledge level, comprehension level, and application level, and participate in a forum discussion. Compared to those who solely participated in forum discussions, those who generated their own questions were more engaged in their learning – visiting the learning management system more frequently, creating more threads of discussion, and replying to posts more frequently [42]. In practice, UM educators have also found student-generated questions to lead to more in-depth discussions, where … at the knowledge level, comprehension level, and appli- cation level, and participate in a forum discussion. Compared to those who solely participated in forum discussions, those who generated their own questions were more engaged in their learning – visiting the learning management system more frequently, creating more threads of discussion, and replying to posts more frequently [42]. • PICO: population/problem (P), intervention (I), comparison (C), outcome (O) For example, in students (P), how …