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- Knutsson, Hans, et al.
(författare)
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Reality- Based Learning: How to get Business Students Down to Business
- 2010
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 22:3, s. 277-286
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Tidskriftsartikel (refereegranskat)abstract
- Reality-Based Learning, RBL, is a teacher-driven initiative introducing the core business administration subjects to first-year business students by means of making business plans. This paper empirically accounts for the development of RBL over three years. RBL is scrutinized for pros and cons by a proposed education development framework. When the educational change is dissected and related to prevailing teaching contexts, areas prone to further development are identified. Results indicate that RBL has been developed by a few teachers, both in spite of and due to the lack of longterm pedagogical strategy and development incentives at the department and school levels. This paper concludes with the suggestion that the education development framework is apt for both ex ante design stages and ex-post evaluation of course parts, courses and entire programs.
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| 2. |
- Malm, Joakim, et al.
(författare)
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Supplemental Instruction: Whom Does It Serve?
- 2011
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 23:3, s. 282-291
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Tidskriftsartikel (refereegranskat)abstract
- Supplemental Instruction (SI) is today a well-known academic assistance program that provides help for students in "difficult" courses. SI has repeatedly been shown to decrease the percentage of failures in the course as well as increasing course grades for students who attended SI sessions. Although SI is open for all students, its main objective is to come to terms with students' high failure rates and retention problems. And even if SI has been shown to reduce failure rates and increase re-enrollment figures, surprisingly few studies have been devoted to determine how well it benefits students with different prior academic ability. These studies tend to show that "weaker" students benefit from SI. The results for "average" and "strong" students are not as clear. The present study focuses on the benefit of SI for "weak", "average," and "strong" first-year engineering students in a calculus course. The results show that all three groups benefit from SI and that the failure rates among students with low prior mathematics achievement who had high SI attendance are almost as low as for students with high prior mathematics achievement who do not attend SI. (Contains 4 tables and 2 figures.)
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