Now showing 1 - 3 of 3
  • Publication
    Seamless Learning als Ansatz zum Umgang mit flexiblem Lehren und Lernen – Erfahrungs-bericht aus dem Seamless Learning Lab
    (Österreichische Gesellschaft für Hochschuldidaktik (ÖGHD), 2019) ; ;
    Rapp, Christian
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    Trippel, Marco
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    Butz, Andreas
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    Huff, Simon
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    Mueller, Rainer
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    Schimkat, Ralf
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  • Publication
    How do they find their place? A typology of students' enculturation during the first year at a business school
    Students' experiences of their first year of studying are of prime importance for their further development in Higher Education (HE). Consequently, the first year and the related phenomena of student performance, retention, and dropout have been extensively studied. Research shows that during the first year, the individual student's ability or failure to adapt to the new socio-cultural environment influences his/her academic success. Yet, surprisingly little is known about the actual processes through which students integrate into the socio-cultural context of HE. Applying a socio-cultural approach, our qualitative interview study followed 14 university students through their first year, investigating why some students experience an easier transition into HE compared to others. Our research results in a typology of four transition types characterized by their orientation towards the socio-cultural context of studying.
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    Scopus© Citations 8
  • Publication
    Mapping processing strategies in learning from expository text: an exploratory eye tracking study followed by a cued recall.
    (European Association for Research on Learning and Instruction, 2016-01-27)
    Catrysse, Leen
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    Gijbels, David
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    Donche, Vincent
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    de Maeyer, Sven
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    van den Bossche, Piet
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    This study starts from the observation that current empirical research on students’ processing strategies in higher education has mainly focused on the use of self-report instruments to measure students’ general preferences towards processing strategies. In contrast, there is a rather limited use of more direct and online observation techniques to uncover differences in processing strategies at a task specific level. We based our study on one of the most influential studies in the domain of Students’ Approaches to Learning (SAL) (Marton, Dahlgren, Säljö, & Svensson, 1975). In our exploratory experiment we used eye tracking followed by a cued recall to investigate how students use processing strategies in learning from expository text. Nineteen university students participated in the experiment. Results suggested that students in the deep condition did not look longer at the essentials in the text compared with students in the surface condition, but that they processed them in a more deep way. In our sample, students in the surface condition looked longer at facts and details and also reported repeating these facts and details more often. We suggest that the combination of eye tracking followed by a cued recall is a promising tool to investigate students’ processing strategies since not all differences in processing strategies are reflected in overt eye movement behaviour. The current methodology allows researchers in the domain of SAL to complement and extend the present knowledge base that has accumulated through years of research with self-report questionnaires and interviews on students’ general preferences towards processing strategies.
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    Scopus© Citations 16