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All tasks and study materials were made available to students at the beginning of the module. However, the expiration dates were strictly defined. This model provides active students the opportunity to complete tasks in advance and plan personalized study schedules. However, to help alleviate the workloads of teachers, comments and assessment of sent tasks are provided to all students shortly after the expiration date and at the same time, that is, this model does not point to Implementations totally non-stop. The benefit of the weekly allocation model is that less active students will also realize that they should improve their performance if they do not return their tasks or get low scores of their tasks. The specific feedback of the allocation generally included a small amount of feedback written in addition to the points-based assessment.

The teaching follows the blown classroom model, that is, students are expected to become independently familiar with existing study materials, completing related tasks, and are also provided with office hours where they can receive guidance. When preparing these types of assignments, pay close attention to the way you write your instructions so that you can minimize the possibility of any misunderstanding. The study materials consist mainly of instructional videos that have been carried out for each implementation. However, experiences have shown that the same videos can be used later as effective complementary materials in the modules that are based on the principles of traditional classroom education. The key point for this implementation method is that the study module is planned in detail and that the study materials and related tasks have been completed before the actual implementation begins.