دورية أكاديمية
Challenge and Learning in Honours Education: A Quantitative and Qualitative Study on Students' and Teachers' Perceptions
| العنوان: | Challenge and Learning in Honours Education: A Quantitative and Qualitative Study on Students' and Teachers' Perceptions |
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| اللغة: | English |
| المؤلفون: | Janine Haenen (ORCID |
| المصدر: | Teaching in Higher Education. 2024 29(1):216-232. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Honors Curriculum, Teacher Attitudes, Student Attitudes, Learning Activities, Group Dynamics, Learning Processes, Program Development, Instructional Design, Undergraduate Students, College Faculty, Foreign Countries |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1080/13562517.2021.1973408 |
| تدمد: | 1356-2517 1470-1294 |
| مستخلص: | In honours programmes, teachers face the task of designing courses in which students feel challenged and learn from accomplishing demanding assignments. The aim of this study was to investigate students' and teachers' perceptions of challenge and learning in an honours programme. From 2016 to 2019, students and teachers rated the learning activities during the programme and explained their ratings. The results showed that in the first two years, teachers estimated challenge and learning significantly higher than the students did. However, both students and teachers viewed the tasks as the factor with the strongest impact on challenge and learning. In the first year, students also identified group dynamics as challenging and a source for learning. Enhancing task complexity and supporting group dynamics are the main factors to adjust the level of challenge in an honours programme. Monitoring students' and teachers' perceptions can help to adapt the programme to improve students' learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1413635 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1356-2517 1470-1294 |
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| DOI: | 10.1080/13562517.2021.1973408 |