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Autor/inn/en | Bijsmans, Patrick; Schakel, Arjan H. |
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Titel | The impact of attendance on first-year study success in problem-based learning. |
Quelle | In: Higher education, 76 (2018) 5, S. 865-881Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0018-1560; 1573-174X |
DOI | 10.1007/s10734-018-0243-4 |
Schlagwörter | Lehre; Studium; Studiendauer; Studienerfolg; Student; Ausland; Niederlande |
Abstract | The literature on first-year study success has identified a host of factors that may affect a student's chances of succeeding, ranging from personal circumstances to educational environment. One of the factors that often emerges in this context is (non-)attendance of classes, lectures and tutorials. Intuitively, one would expect this to be all the more important in programmes that employ a student-centred and interactive approach to learning, such as problem-based learning. Interestingly, there is little dedicated research that looks into the importance of (non-)attendance in such a learning environment. This article addresses this gap in the literature by looking at the effect of (non-)attendance on the study success of three cohorts of Maastricht University's Bachelor in European Studies (annual intake of 325-350 students). Controlling for a range of factors, we find that attendance matters for several measures of study success and also for the committed and participating student. (HRK / Abstract übernommen). |
Erfasst von | Hochschulrektorenkonferenz, Bonn |
Update | 2019/2 |