東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Learning is not a Spectator Sport: I...

Tasker, Ashley Brooke.

Linked to FindBook

Google Book

Amazon

博客來

Learning is not a Spectator Sport: Incorporating Active Learning into High Risk Business Courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning is not a Spectator Sport: Incorporating Active Learning into High Risk Business Courses./
Author:	Tasker, Ashley Brooke.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	115 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10273734
ISBN:	9781369765540

Learning is not a Spectator Sport: Incorporating Active Learning into High Risk Business Courses.
Tasker, Ashley Brooke.

Learning is not a Spectator Sport: Incorporating Active Learning into High Risk Business Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 115 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--West Virginia University, 2017.

This quantitative study examined courses that have incorporated active learning, including peer mentoring, into courses with high rates of Ds, Fs, and withdrawals, to determine if these techniques increase student success, measured by overall course grades. The study also focused on analyzing factors, such as gender, socioeconomic status, and ACT composite scores to see if there were statistically significant differences among those and student success. The intent is to contribute and build on to the current active learning research which lacks in the quantitative, non-laboratory courses such as business. The results indicated that there is a significant difference in success rates when comparing students in classes that incorporate active learning and students who were in the baseline, lecture courses. There is a higher proportion of students who succeed in active learning courses than there were in lecture based courses. Additional findings suggest students who passed the course on average were female, had a higher ACT composite score, and had a higher socioeconomic status. In addition, there was a correlation between students having ever attended at least one peer mentoring sessions and passing the course.

ISBN: 9781369765540Subjects--Topical Terms:

641065
Higher education.

Learning is not a Spectator Sport: Incorporating Active Learning into High Risk Business Courses.
LDR:02211nmm a2200313 4500 001 2120008
005 20170627090657.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369765540
035 $a (MiAaPQ)AAI10273734
035 $a AAI10273734
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tasker, Ashley Brooke. $3 3281913
245 1 0 $a Learning is not a Spectator Sport: Incorporating Active Learning into High Risk Business Courses.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Advisers: Joy Saab; Samuel Stack.
502 $a Thesis (Ed.D.)--West Virginia University, 2017.
520 $a This quantitative study examined courses that have incorporated active learning, including peer mentoring, into courses with high rates of Ds, Fs, and withdrawals, to determine if these techniques increase student success, measured by overall course grades. The study also focused on analyzing factors, such as gender, socioeconomic status, and ACT composite scores to see if there were statistically significant differences among those and student success. The intent is to contribute and build on to the current active learning research which lacks in the quantitative, non-laboratory courses such as business. The results indicated that there is a significant difference in success rates when comparing students in classes that incorporate active learning and students who were in the baseline, lecture courses. There is a higher proportion of students who succeed in active learning courses than there were in lecture based courses. Additional findings suggest students who passed the course on average were female, had a higher ACT composite score, and had a higher socioeconomic status. In addition, there was a correlation between students having ever attended at least one peer mentoring sessions and passing the course.
590 $a School code: 0256.
650 4 $a Higher education. $3 641065
650 4 $a Pedagogy. $3 2122828
650 4 $a Business education. $3 543396
650 4 $a Curriculum development. $3 684418
690 $a 0745
690 $a 0456
690 $a 0688
690 $a 0727
710 2 $a West Virginia University. $b College of Education and Human Services. $3 3172311
773 0 $t Dissertation Abstracts International $g 78-10A(E).
790 $a 0256
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10273734