An Intensive Approach for Course Repeating Students at a Chilean University

Autor/inn/en	McGinn, Noel; Schiefelbein, Ernesto; Froemel, J. Enrique; Lecaros, Alberto
Titel	An Intensive Approach for Course Repeating Students at a Chilean University
Quelle	In: Higher Education: The International Journal of Higher Education Research, 80 (2020) 6, S.1045-1059 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGinn, Noel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-019-00460-x
Schlagwörter	Teaching Methods; Foreign Countries; Academic Failure; First Generation College Students; Student Motivation; Flipped Classroom; Minicourses; Chile + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schulische Motivation; Flipped classrooms; Flip teaching; Inverted teaching; Kurzlehrgang
Abstract	Improved access to higher education can reduce social and economic inequality only if universities achieve equality in graduation rates of different groups of students. Concerned about first year failures among first-generation students, a university in Chile devised a between-semesters course intended to allow failed students to remain with their entering class. The course had three major elements: compression of a semester's course work into 2 weeks; use of incentives to motivate students to prepare for classes; and "flipped class" participation. In 2014, this intensive course was offered in the break between the first and second semesters. Some 310 students in Health Sciences who had failed at least one of three required courses were invited to enroll; 140 signed up. At the end of the course, more than 90% of the students taking the intensive course passed the regular final examination they had previously failed and continued with their entering class. With no additional intervention, over the next seven semesters, students who had taken the intensive course performed as well in their courses as those who had not and were less likely to drop out. In 2017, more than 75% were still with their class, compared with 53% of those who had not taken the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01