The article discusses a didactic experiment carried out at an MA programme at The Copenhagen Business School. The experiment aimed at encouraging students to take charge of their learning processes via a course programme design that would motivate students to take an active part in choosing and presenting material in the language studied, just as they were encouraged to systematically use evaluation processes to enhance learning outcomes. Eventually, increased grade point averages suggested that the experiment was successful. The article also mentions subsequent revisions to the original format and points the way for further research.
International Journal of Business and Social Science, 2011, Vol 2, Issue 22, p. 35-44