ABSTRACT In first-year engineering students, a common teacher-centred, passive learning and deficient secondary educational backgrounds are often observed. However, there is a problematic difference whether the individual background is vocational education and training (VAT) or baccalaureate. This implies an educational need to level up these backgrounds, together with a more student-centred, active learning. As a possible practical remedy, an approach of independent learning before the class was implemented, as in a flipped classroom. To this end, students were requested to study the topic scheduled for the next class independently as an out-of-class activity or ‘homework’, by using sources suggested (handbooks and web pages). At first, this task was not monitored. In a second phase, the task was monitored by a handwritten summary delivered before the class. A questionnaire survey showed that this type of homework was perceived as fostering a better understanding of theory in class and a more appealing class, but only if it was controlled as described. In addition, some differences surfaced depending on a student’s educational background (VAT vs. baccalaureate), but also in repeaters vs. non-repeaters. A quantitative comparison of final-exam marks and homework marks reveals a better performance by most students with sufficient homework, although with some limitations.

中文翻译：

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独立学习作为课堂准备，以培养工程类一年级学生以学生为中心的学习

摘要在工程专业的一年级学生中，经常会观察到以教师为中心，被动学习和中学教育背景不足的情况。但是，个人背景是职业教育和培训（VAT）还是学士学位有一个问题。这意味着需要提高这些背景的教育水平，以及更加以学生为中心的积极学习。作为一种可行的补救措施，在课堂上课之前，如在翻转教室中，应采用独立学习的方法。为此，要求学生使用建议的来源（手册和网页），作为课外活动或“家庭作业”，独立研究安排在下一堂课上的主题。最初，未监视此任务。在第二阶段，上课前通过手写的摘要对任务进行了监控。问卷调查显示，这种作业被认为可以促进对课堂理论的理解和对课堂的吸引力，但前提是必须按照说明进行控制。此外，根据学生的教育背景（增值税与学士学位），以及留级生与非留级生之间也存在一些差异。期末考试成绩和作业成绩的定量比较显示，尽管有一些局限性，但大多数有足够作业的学生表现会更好。根据学生的教育背景（增值税与学士学位），以及复读生与非复读生之间会出现一些差异。期末考试成绩和作业成绩的定量比较显示，尽管有一些局限性，但大多数有足够作业的学生表现会更好。根据学生的教育背景（增值税与学士学位），以及复读生与非复读生之间会出现一些差异。期末考试成绩和作业成绩的定量比较显示，尽管有一些局限性，但大多数有足够作业的学生表现会更好。