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Who Goes to Lectures (and Does It Matter)?
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Birch, Elisa; Williams, Andrew – Higher Education Review, 2015
Using a combination of survey and student record data from a first year university economics principles class, we look at the characteristics of students who are attending face-to-face lectures, versus those students who choose to view these same lectures via online lecture recordings. The survey includes the Biggs (2001) Revised Study Process…
Descriptors: Foreign Countries, College Freshmen, Lecture Method, Integrated Learning Systems
Quality Experiences of Inquiry in Blended Contexts--University Student Approaches to Inquiry, Technologies, and Conceptions of Learning
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Ellis, Robert A. – Australasian Journal of Educational Technology, 2014
Evaluating the quality of inquiry using technology in blended contexts at university is a complex phenomenon as there are many variables which could account for qualitative variation in the experience. This study looks at reasons for qualitative variation in the university student experience of inquiry using technologies. It considers approaches…
Descriptors: Inquiry, Blended Learning, College Students, Educational Quality
Teaching Law to Accounting and Business Students: A Cumulative Dual Model
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Ewang, Fritz – Journal of University Teaching and Learning Practice, 2008
This article presents a reflection and comparison of two of my teaching pedagogical approaches for the Business Organisations Law curriculum to undergraduate non-law students at Charles Sturt University. The purpose is to compare and evaluate efficacy of a traditional, lecture-based learning (LBL) with a combination of LBL and problem-based…
Descriptors: Law Related Education, Accounting, Business Administration Education, Undergraduate Students