This paper reports on responses of 645 students (N = 6540) on 4 University of London (UoL) distance learning courses to a variety of course components. Published research on best practice in student learning stresses the value of active learning and of student collaboration. By contrast, our respondents report that they regard more active…

This research aims to identify, analyze, and evaluate the impact of using countdown timer when administering programming exercises for the Bachelor of Science in Information Technology students in one of the state universities in Central Luzon, Philippines. This research utilized descriptive-correlational approach to describe the impact of using…

Microlearning, in which lecture recordings are segmented into parts, saw renewed focus as a means of maintaining student engagement amid the challenging conditions of the COVID-19 pandemic. While many institutions shifted to remote provision with segmented lecture recordings, there is a lack of consensus about the length that these segments should…

Programming is a major subject in various Information Systems (IS) programs, with students often finding it a challenging skill to acquire. While there is extensive literature on factors helping students learn to program, most of which focuses on non-IS students. Due to the increasing demand for professionals with programming skills, there is a…

The blended and flipped class is often considered the most student-centered type of learning as it promotes deep and life-long learning. Using qualitative and quantitative data from anonymous surveys completed by students in two different introductory classes, one blended and flipped (N=56) and the other traditional lecture (N=74) taught by the…

Autonomy in language learning is recognized as a basic skill language learners need to develop. This study describes the autonomous work activities university students carry out in a first-semester course of an English teaching program, and the amount of time they invest in each of these activities. Moreover, it describes the teachers' perspective…

A survey (N = 524) examined how frequently college students engage in multitasking with social media, texting/instant messaging (IM), and music while studying/working and what motivates them to multitask with each medium. Four out of five participants multitasked with Facebook and texting/IM, and two out of three multitasked with music. Habit was…

The purpose of this article is to study how students allocate time to different university and extra-university activities and to identify factors that might explain variability both between and within fields of study. At the heart of this exercise is the question of the time students dedicate to academic activities in competition with a whole…

The current study compared an online academic integrity tutorial modified from Belter & du Pre (2009) to a pre-recorded online academic integrity lecture in reducing incidents of plagiarism among undergraduate students at a science and technology university. Participants were randomized to complete either the tutorial or the pre-recorded…

The purpose of this study was to compare the effects of social media language learning activities with traditional language learning activities on the development of L2 grammatical competence in two English as a Foreign Language (EFL) classes at a Taiwanese university. The study was grounded in four bodies of knowledge: (a) the…

In this article I explore the ethical terrain of experiential learning activities drawing on my experiences leading college students on field trips into criminal justice settings. Though there are numerous educational benefits to adopting experiential learning activities, the rewards must be evaluated in light of the potential harms to nonstudent…

This paper argues that a precondition for good studying and learning in undergraduate study is a reasonable student workload. Ways in which workload can be measured, in advance of presentation, are outlined. Suggestions on how to regulate student workload and some implications for curriculum and course design are presented. (GLR)

While past research has reported moderate effects of learning-to-learn courses on grade-point averages (GPAs), number of hours completed, and attrition rates, little has been reported about how students fare in subsequent semesters. This study, which consisted of a five-phase interview process with 30 randomly selected male and female college…