An Investigation of the Relationship between In-Class and Out-of-Class Efforts on Student Learning: Empirical Evidence and Strategy Suggestion

Autor/in	Lin, Tin-Chun
Titel	An Investigation of the Relationship between In-Class and Out-of-Class Efforts on Student Learning: Empirical Evidence and Strategy Suggestion
Quelle	In: Journal of the Scholarship of Teaching and Learning, 16 (2016) 4, S.14-32 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Investigations; Learner Engagement; Classroom Environment; College Environment; Correlation; Underachievement; High Achievement; Business Administration Education; Microeconomics; Attendance Patterns; Scores; Grade Point Average; College Entrance Examinations; Time on Task; Questionnaires; Student Attitudes; Time Factors (Learning); Predictor Variables; Hypothesis Testing; Gender Differences; College Students + Suchen Sie Ihr Suchwort? Untersuchung; Klassenklima; Unterrichtsklima; Hochschulumwelt; Korrelation; Performance deficiency; Leistungsschwäche; Mikroökonomie; Aufnahmeprüfung; Zeitaufwand; Fragebogen; Schülerverhalten; Prädiktor; Hypothesenprüfung; Hypothesentest; Geschlechterkonflikt; Collegestudent
Abstract	In this paper we explore and discuss an important research question in higher education--is there a trade-off relationship between in-class and out-of-class efforts for students? We used an empirical model to test the trade-off hypothesis between these two efforts. We identified a trade-off between in-class and out-of-class efforts, especially for those students who do not perform well on examinations. We clarified possible reasons for this relationship in a lower-performing student group and noted potentially harmful implications for higher education. We recommended that instructors work individually with students in setting appropriate goals for each exam and frequently offering feedback. Doing so can strengthen rapport between students and faculty, thereby enhancing students' motivation to learn and confidence in utilizing faculty as a learning resource. We also recommended a classroom-based gameplay strategy to promote students' motivation to learn and encourage their participation. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01