Literaturnachweis - Detailanzeige
| Autor/in | Juola, Arvo E. |
|---|---|
| Institution | Michigan State Univ., East Lansing. Learning and Evaluation Service. |
| Titel | Student Influence and Higher Education. |
| Quelle | (1977), (9 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Attitude Change; Change Strategies; College Students; Educational Policy; Higher Education; Relevance (Education); Responses; Student Characteristics; Student College Relationship; Student Evaluation; Student Reaction |
| Abstract | Since 1965, student views and feelings have influenced great changes in higher education, sometimes to the detriment of long-term interests in academic institutions and colleges. One conspicuous recent trend is the desire of college students for more influence, impact, or power. Other prevalent attitudes may be characterized as a desire to be anti-traditional, positive to change in general (especially rapid and extreme change), and free from controls such as living regulations, dress codes, and prohibitions concerning demonstrations. Based on an 80-item instructional preference scale administered to 700 freshmen at Michigan State University in 1975, students consistently rejected activities that suggested prescription, uniformity, compulsion, requirements, impersonalization, instructor control, systematic coverage, and relative grading. Television as an instructional medium was also indicated as undesirable, and programmed instruction and pass-no credit grading systems were rejected. Using these data, it is suggested that student preferences by themselves can be fallible and misleading as an exclusive basis for isolating effective learning tasks. Student views must be considered in making institutional decisions, but students appear to have a problem in specifying aspects of their instructional experiences which lead to effective learning because their immediate short-term desires for identity, acceptance, and freedom are too real and overpowering. (DC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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