Exploring Student Attrition in Problem-Based Learning: Tutor and Student Perceptions on Student Progress

Franssen, R.; Nijhuis, Jan

doi:10.1007/978-94-007-0802-0_9

Cited by 4 publications

(5 citation statements)

References 12 publications

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“…A meta-review of applications of the U.S. developed SACQ questionnaire (Credé & Niehorster, 2012) amongst 237 studies (two of which include international students) of almost 45000 students in the US indicate that SACQ is an appropriate measurement of student's adaptation processes and study performance of US students. Subsequent applications amongst 368 first-year students in Belgium (Beyers & Goossens, 2002) and 858 first-year international and Dutch students in the Netherlands (Franssen & Nijhuis, 2011) and our own research (Rienties, Beausaert, et al, 2012;Rienties et al, 2011) have confirmed that SACQ is also useful in a European context. Cronbach alphas of the four scales ranged between .82-.85, whereby the detailed score equivalence per GLOBE cluster are illustrated in Appendix 1.…”

Section: Student Adaptation To College Questionnairesupporting

confidence: 61%

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

Rienties

Tempelaar

2013

International Journal of Intercultural Relations

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A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to the culture of the host-institute, but limited research has addressed whether and how transitional issues influence academic performance. In a cross-institutional comparison among 1275 students at nine higher educational institutes in the Netherlands, differences in academic performance between Dutch and international students were identified by focussing on their levels of academic and social integration. Students' academic integration was measured with the Students' Adaptation to College Questionnaire (SACQ), while students' social integration was measured by the Social Integration Questionnaire. Afterwards, 757 international students from 52 countries were clustered into nine geographical clusters using Hofstede's cultural dimension scores.The results indicate that some groups of international students experience considerable personal-emotional and social adjustment issues, while other groups of international students adjust fairly straightforward. In particular, international students from Confucian Asia score substantially lower on academic integration than their Western peers, with moderate to strong effect sizes. The cultural dimensions of Hofstede significantly predicted academic adjustment and social adjustment, in particular power-distance (negative), masculinity and uncertainty avoidance (both positive). Follow-up multi-level analyses show that academic adjustment is the primary predictor for academic success. The results imply that higher educational institutes should focus on facilitating academic adjustment of (Bachelor) international students, in particular non-Western students.

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Section: Student Adaptation To College Questionnairesupporting

confidence: 61%

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

Rienties

Tempelaar

2013

International Journal of Intercultural Relations

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“…An extended and more in-depth analysis would be required to obtain more complex models, but this will not be possible without including new statistical methods or new types of data in the process. Navigation logs, student profiles and academic performance data, for example, would be of great help in predicting dropout risk; in the best-case scenario, even before the first semester is finished (Christie, Munro, & Fisher, 2004;Franssen & Nijhuis, 2011;Kovacic 2010;Nistor and Neubauer 2010;You 2016). Additionally, an analysis of the data that takes into account the differences between academic programmes would be of great interest, as it would allow more focused actions to be designed, which would result in more effective recommendations for the institution.…”

Section: Future Work and Limitationsmentioning

confidence: 99%

Returning after taking a break in online distance higher education: from intention to effective re-enrollment

Grau-Valldosera

Minguillón

Blasco‐Moreno

2018

Interactive Learning Environments

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Dropout is a major concern in higher education, especially in distance education, which experiences higher dropout rates. Taking into account that the flexibility of online higher education allows students to opt for periods of non-enrolment (i.e. breaks), an approach is adopted at a programme level that analyses the intention to continue of those students that have not enrolled in the second semester. Thanks to this longitudinal analysis, re-enrolment intention can be compared with the effective restart of the studies in the third semester. An e-mail survey was sent to 1,216 non-active second-term students and bivariate analysis is used to explore the relation of the variables collected in the survey with the two explained variables mentioned (intention and effective re-enrolment). An analysis of the results shows that satisfaction with course-programme variables such as learning resources, the support received or the learning platform, all of which the institution can have influence over, are very closely related with re-enrolment intention. Additionally, re-enrolment intention turns out to be one of the necessary although not sole conditions for effective re-enrolment, as the latter is also related to other external variables such as the student's age or previous university experience. This knowledge makes it possible for institutions to design personalized actions to re-engage students who are taking a break, according to the observed variables.

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“…A vast body of research has indicated the importance of distinguishing new versus continuing students' learning experiences in blended and online environments. For example, previous research (Brinkworth et al 2009;Franssen and Nijhuis 2011;Harvey, Drew, and Smith 2006) on first-year experiences of students on campus in higher education has indicated it may be important to distinguish the students' learning experiences at later years from their first year experience. The first six months of education are essential for academic and social integration, and have a strong impact whether students persist in higher education, or drop-out.…”

Section: Introductionmentioning

confidence: 99%

“…The first six months of education are essential for academic and social integration, and have a strong impact whether students persist in higher education, or drop-out. For example, using hierarchical regressions of perceptions of tutors and actual student progression (Franssen and Nijhuis 2011) found significant relations between the perception of the tutor on the adjustment of 385 students and the actual student progress. In a comparison across nine universities in the Netherlands, the primary predictor whether students passed their first year was related to their academic integration (Rienties and Tempelaar 2013), and the extent to which they felt satisfied about their learning experience.…”

Section: Introductionmentioning

confidence: 99%

Online learning experiences of new versus continuing learners: a large-scale replication study

Marsh

Rienties

et al. 2016

Assessment & Evaluation in Higher Education

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A vast body of research has indicated the importance of distinguishing new versus continuing students' learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for "surviving" in such learning environments, while new learners might still need to adjust their learning approaches to the new learning context. In this large scale replication study, we investigated whether and how the learning satisfaction experiences of 16670 new versus 99976 continuing students were different. Using logistical regression modelling of learner satisfaction scores of 422 undergraduate blended and online modules (including 232 learner and module learning design variables), our findings indicated that new learners indeed differed subtly in their learning and teaching experiences across two consecutive academic years. The minor differences in key drivers between the 2014 and 2015 cohorts also indicate that institutions need to continuously monitor and act upon changing learning needs.

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Exploring Student Attrition in Problem-Based Learning: Tutor and Student Perceptions on Student Progress

Cited by 4 publications

References 12 publications

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

Returning after taking a break in online distance higher education: from intention to effective re-enrollment

Online learning experiences of new versus continuing learners: a large-scale replication study

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