Being learner centred: one way to improve student retention?
By N. Zepke, L. Leach, Tom Prebble. 2006
121 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/1bf0b4b389db0007efcbe26edd26c297acd411ea
How researchers see this paper
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In Education
- Marieke Meeuwisse
- Marise Ph. Born
- J. Hounsell
- Edward Palmer
- Henk G. Schmidt
- Elisabeth Hovdhaugen
- H. Christie
- L. Tett
Citations in the corpus
- Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration (2010, background): “According to this theory, persistence of students is primarily a function of the extent to which these students are enabled by the curriculum to feel socially and academically integrated (Lamport 1993; Pascarella and Terenzini 1991; Zepke et al. 2006).”
- Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups (2010, background): “For example, in their study about learner centeredness and student retention, Zepke et al. (2006) showed how learner-centered education improves retention and completion rates.”
- First year student expectations: Results from a university-wide student survey (2009, background): “Students enrol in university programs for disparate reasons (Batchelor, 2006; Briggs, 2006) and their reasons for continuing, or discontinuing, their studies are complex (Zepke, 2006).”
- Academic and social integration and study progress in problem based learning (2009, background): “For example, Zepke et al. (2006) described the importance of feelings of belonging in institutional culture, which is considered to be an important component of academic integration.”
- ‘A real rollercoaster of confidence and emotions’: learning to be a university student (2008, background): “The entire person, group or even organisation is part of the learning process, and universities can influence a student’s learning through an environment that encourages an active learner approach (Zepke, Leach, and Prebble 2006).”
- Transfer and dropout: different forms of student departure in Norway (2009, methodology): “This has been shown in international research by Yorke and Thomas (2003) and Zepke et al. (2006).”