Factors Influencing Seminar Learning and Academic Achievement
| Autor: | Spruijt, Annemarie, Leppink, Jimmie, Wolfhagen, Ineke, Bok, Harold, Mainhard, Tim, Scherpbier, Albert, Van Beukelen, Peter, Jaarsma, Debbie, Faculty of Veterinary Medicine Research Groups, Leerstoel van Gog, Education and Learning: Development in Interaction |
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| Přispěvatelé: | Onderwijsontw & Onderwijsresearch, Onderwijs instituut FHML, RS: SHE - R1 - Research (OvO), Faculty of Veterinary Medicine Research Groups, Leerstoel van Gog, Education and Learning: Development in Interaction |
| Rok vydání: | 2015 |
| Předmět: |
PERCEPTIONS
media_common.quotation_subject education small group learning STUDENTS Academic achievement Multilevel analysis Education Interactive Learning interactive learning health services administration Perception Surveys and Questionnaires Group interaction Humans Competence (human resources) Curriculum media_common Medical education General Veterinary student preparation Teaching performance Teaching Multilevel model group interaction PROBLEM-BASED CURRICULUM General Medicine COMPETENCE FRAMEWORK Small group learning veterinary(all) humanities academic achievement Interactive learning TIME SPENT Student preparation multilevel analysis VETERINARY Educational Measurement teaching performance Psychology Education Veterinary |
| Zdroj: | Journal of Veterinary Medical Education, 42(3), 259. University of Toronto Press Journal of Veterinary Medical Education, 42(3), 259-270. University of Toronto Press Journal of Veterinary Medical Education, 42(3), 259-270. UNIV TORONTO PRESS INC |
| ISSN: | 0748-321X |
| Popis: | Many veterinary curricula use seminars, interactive educational group formats in which some 25 students discuss questions and issues relating to course themes. To get indications on how to optimize the seminar learning process for students, we aimed to investigate relationships between factors that seem to be important for the seminar learning process, and to determine how these seminar factors account for differences in students' achievement scores. A 57-item seminar evaluation (USEME) questionnaire was administered to students right after they attended a seminar. In total, 80 seminars distributed over years 1, 2, and 3 of an undergraduate veterinary medicine curriculum were sampled and 988 questionnaires were handed in. Principal factor analysis (PFA) was conducted on 410 questionnaires to examine which items could be grouped together as indicators of the same factor, and to determine correlations between the derived factors. Multilevel regression analysis was performed to explore the effects of these seminar factors and students' prior achievement scores on students' achievement scores. Within the questionnaire, four factors were identified that influence the seminar learning process: teacher performance, seminar content, student preparation, and opportunities for interaction within seminars. Strong correlations were found between teacher performance, seminar content, and group interaction. Prior achievement scores and, to a much lesser extent, the seminar factor group interaction appeared to account for differences in students' achievement scores. The factors resulting from the present study and their relation to the method of assessment should be examined further, for example, in an experimental setup. |
| Databáze: | OpenAIRE |
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