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International Journal of Technology and Design Education

Erschienen in:

15.04.2020

Assessing evaluation: Why student engages or resists to active learning?

verfasst von: María J. Alonso-Nuez, Ana I. Gil-Lacruz, Jorge Rosell-Martínez

Erschienen in: International Journal of Technology and Design Education | Ausgabe 5/2021

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Abstract

This research shows, on a wide dataset of students, that evaluation methods to promote active learning improve students’ academic success and performance. On a database of 4622 engineering and design students, we demonstrate that this result holds when correcting the selection bias—more engaged students opt for active learning. The intriguing result is that the percentage of students that opt for active learning decreases along time. The discussion points to the role of faculty as crucial to decrease the resistance of students to active learning. The general methodological approach in this paper may be useful to assess the performance of any change in a subject’s evaluation.

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Every student enrolled in an introductory Management subject in first year of the engineering and design degrees at the School of Engineering and Architecture of Zaragoza (Spain).

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Titel: Assessing evaluation: Why student engages or resists to active learning?
verfasst von: María J. Alonso-Nuez
Ana I. Gil-Lacruz
Jorge Rosell-Martínez
Publikationsdatum: 15.04.2020
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 5/2021
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-020-09582-1

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