Research findings on the seven principles

Sorcinelli, Mary Deane

doi:10.1002/tl.37219914704

Cited by 73 publications

(52 citation statements)

References 13 publications

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“…active and collaborative learning supported by institutional environments perceived by students as inclusive and affirming are related to student satisfaction, persistence, educational attainment, and learning and development across a variety of dimensions (Astin, 1984(Astin, , 1991Chickering and Gamson, 1987;Chickering and Reisser, 1993;Kuh and others, 1991;Pascarella, 2001;Terenzini, 1991, 2005;Pike, 1993;Sorcinelli, 1991). All these factors are inextricably intertwined and affect what students do during college and how they grow, change, and benefit in other ways from the experience.…”

Section: Figure 1 What Matters To Student Successmentioning

confidence: 94%

2007

ASHE Higher Education Report

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Introduction, Context, and OverviewDefinitions and Conceptual FrameworkMajor Theoretical Perspectives on Student Success in CollegeSociological PerspectivesOrganizational PerspectivesPsychological PerspectivesCultural PerspectivesEconomic PerspectivesSummaryThe Foundation for Student Success: Student Background Characteristics, Precollege Experiences, and Enrollment PatternsStudent DemographicsFamily and Peer SupportAcademic Preparation and Motivation to LearnEnrollment Choices and PatternsSummaryStudent Behaviors, Activities, and Experiences Associated with Student SuccessCollege ActivitiesA Closer Look at Engagement in Effective Educational PracticesStudent CharacteristicsSummaryNotesInstitutional Conditions Associated with Student SuccessStructural and Organizational CharacteristicsPrograms and PracticesSummaryPropositions and Recommendations for Student Success in Postsecondary EducationPropositions and RecommendationsNeeded ResearchA Final WordAppendix A: Note on Research MethodsAppendix B: Indicators of Student Success in Postsecondary EducationReferencesName IndexSubject IndexAbout the Authors

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Section: Figure 1 What Matters To Student Successmentioning

confidence: 94%

2007

ASHE Higher Education Report

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“…I want my introductory students to be scientifically literate, but I also want them to be able to think about problems that they have never encountered. Lecturing and note taking does little to develop such higher order thinking skills (Sorcinelli, 1991;Svinicki, 1999). In contrast, I break my class up into groups and put a problem up on the overhead projector.…”

Section: Development Of An Active Learning Approachmentioning

confidence: 99%

“…Quizzes quickly alert both the student and instructor to potential problems in comprehension. In contrast to typical midterms and final exams, quizzes provide a formative means of evaluation, and various studies suggest that this type of feedback is central to learning (Sorcinelli, 1991;Theall, 1999).…”

Section: Evaluation Of the Active Learning Approachmentioning

confidence: 99%

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Points of View: Lectures: Can't Learn with Them, Can't Learn without Them

Klionsky

2004

CBE

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“…More structured activities include the problemsolving case method developed at Harvard. On the other hand, active learning methods are not necessarily limited to group learning activities, but may also comprise individualized learning methods, such as PSI, and computer-based instruction (Sorcinelli, 1991). Following is a short description of some of their support in the literature.…”

Section: A Description Of the Seven Principlesmentioning

confidence: 99%

Development of a New Student Evaluation Instrument of Instructor Effectiveness in Online Courses

Ganivet

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The instrument was designed to measure students' levels of satisfaction with their instruction, and also gathered information concerning the students' sex, the expected vii grade in the course, and the students' perceptions of the amount of work required by the course. A cluster sample consisting of an array of online courses across the disciplines yielded a total 297 students who responded to the online survey. The students for each course selected were asked to rate their instructors with the newly developed instrument.Question 1 was answered using exploratory factor analysis, and yielded a factor structure similar to the Seven Principles.Question 2 was answered by separately factor-analyzing the responses of male and female students and comparing the factor structures. The resulting factor structures for men and women were different. However, 14 items could be realigned under five factors that paralleled some of the Seven Principles. When the scores of only those 14 items were entered in two principal components factor analyses using only men and only women, respectively and restricting the factor structure to five factors, the factor structures were the same for men and women.

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Research findings on the seven principles

Abstract: The research support for the Seven Principles for Good Practice in Undergraduate Education is encouraging, although the findings raise a number of questions still to be answered.

Cited by 73 publications

References 13 publications

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Points of View: Lectures: Can't Learn with Them, Can't Learn without Them

Development of a New Student Evaluation Instrument of Instructor Effectiveness in Online Courses

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