Student Buy-In to Active Learning in a College Science Course.
CBE Life Sci Educ
; 15(4)2016.
Article
em En
| MEDLINE
| ID: mdl-27909026
ABSTRACT
The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students' course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process.
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Ciência
/
Estudantes
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Universidades
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Aprendizagem Baseada em Problemas
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Currículo
Tipo de estudo:
Prognostic_studies
/
Risk_factors_studies
Limite:
Adolescent
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Adult
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Female
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Humans
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Male
Idioma:
En
Ano de publicação:
2016
Tipo de documento:
Article