The impact of attendance on first-year study success in problem-based learning.

Autor/inn/en	Bijsmans, Patrick; Schakel, Arjan H.
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 kostenfreie Datei Link als defekt meldenVerfügbarkeit
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