Publication
Title
Effects of teachers' instructional development on students' study approaches in higher education
Author
Abstract
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 1000 students at pre-tests and post-tests, using a quasi-experimental design. A multilevel analysis was then conducted in which five models were estimated. The results show limited effects of teachers' instructional development. Several interpretations and perspectives for research into instructional development are discussed
Language
English
Source (journal)
Studies in higher education. - Oxford
Publication
Oxford : 2013
ISSN
0307-5079
Volume/pages
38:1(2013), p. 2-19
ISI
000313615200002
Full text (Publishers DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 06.05.2011
Last edited 09.05.2017
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