Knowledge comprises facts from the discipline but also procedural knowledge (= steps in analytical and systematic problem solving strategies etc.).
Students study knowledge through active learning methods. For example: active lectures, self-study assignments, problem based assignments, projects, internships and case studies, group discussion or discussion through internet.
Students learn to relate their new acquired theoretical insights to the theories in the textbooks and the professional literature. The teacher stimulates this deepening of knowledge in the F2F lessons. In tests, these higher level theories are tested. Students build a body of knowledge necessary in the (future) professional field.
Some concepts are complex and need a longer period of study to really understand them. Such threshold concepts have to be studied in a number of courses. The teachers should agree mutually on how they will teach such a concept.
Cognitive load theory: A theory stating that limited human working-memory capacity has far-reaching implications for teaching and learning. Well-designed training systems prevent cognitive overload, decrease cognitive load that is not relevant to learning, and optimize cognitive load relevant to learning (van Merriënboer and Kirschner, 2013).