How Robust Are the Findings of<i>Academically Adrift?</i>

Pascarella, Ernest T.; Blaich, Charles; Martin, Gregory G.; Hanson, Jana M.

doi:10.1080/00091383.2011.568898

Cited by 109 publications

(74 citation statements)

References 1 publication

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“…Similarly, Arum and Roksa (2011) drew attention to the fact that, in their study, a significant proportion of students showed no growth at all. Pascarella, Blaich, Martin and Hanson (2011) replicated Arum and Roksa's study, found closely matching results and concluded that Arum and Roksa's findings should be taken seriously. Arum and Roksa attributed the overall limited growth in CT to students becoming more and more academically adrift.…”

Section: Ct In Hesupporting

confidence: 77%

Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education

Evens

Verburgh

Elen

2013

IJHE

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Critical thinking helps students to confront a multitude of challenges they will face in their carreers and personal lives. It is therefore an important task of higher education to promote students' critical thinking. However, students do not enter higher education as a blank slate. Background characteristics of students are important in developing instruction. The present study investigates the influence of an important background characteristic, namely students' secondary education, and their current higher education programme on critical thinking in the first year of higher education. The critical thinking of college freshmen was measured by the Scipio, a test consisting of both constructed response items and forced choice items. The results indicate that (1) the growth in critical thinking during the first year of higher education is on average small, (2) students with a background in general secondary education have higher entrance performances and show more growth during the first year than students with other educational backgrounds, (3) critical thinking plays a role in the educational choice that students make when they enter higher education, and (4) students in a professional bachelor programme grow more in CT during the first year of higher education than students in an academic bachelor programme.

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Section: Ct In Hesupporting

confidence: 77%

Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education

Evens

Verburgh

Elen

2013

IJHE

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“…Examples of such technologies include Clickers (Oigara & Keengwe, 2013), WebCT (Blasco-Arcas, Buil, Hernandez-Ortega, & Sese, 2013), ClassQue (Robbins, 2011), and poll-sheet (Gain, 2013) to name a few. Higher education has recently received considerable criticism as researchers have suggested that undergraduates learn little while they are in school (Arum & Roksa, 2011;Pascarella, Blaich, Martin, & Hanson, 2011). Business education has received some of the harshest criticism as studies have found business undergraduates spend less time studying and have smaller gains on standardized tests than other undergraduates (Glenn, 2011).…”

Section: Articlementioning

confidence: 99%

“…Business education has received some of the harshest criticism as studies have found business undergraduates spend less time studying and have smaller gains on standardized tests than other undergraduates (Glenn, 2011). These problems are likely partially attributable to business students' lack of engagement and accountability, problems that are aggravated by large class sizes at many colleges and universities (Arum & Roksa, 2011;Hedgcock & Rouwenhorst, 2014;Pascarella et al, 2011). An increasingly adopted classroom technology to address these issues is student response systems (or "clickers"; Hedgcock & Rouwenhorst, 2014;Hoanca, 2013;Oigara & Keengwe, 2013).…”

Section: Articlementioning

confidence: 99%

Using Clickers in a Large Business Class

Rana

Dwivedi

2015

Journal of Marketing Education

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As more and more institutions are integrating new technologies (e.g., audience response systems such as clickers) into their teaching and learning systems, it is becoming increasingly necessary to have a detailed understanding of the underlying mechanisms of these advanced technologies and their outcomes on student learning perceptions. We proposed a conceptual model based on the technology acceptance model to understand students' use behavior and satisfaction with clickers. The valid response from 138 second-year business students of Digital Marketing module taught in a British university, where clickers are extensively used in the teaching and learning process, made the basis for data analysis. The results provided a strong support for the proposed model with a reasonably adequate variance (i.e., adjusted R 2 ) of 67% on behavioral intentions and sufficiently high variance on use behavior (i.e., 86%) and user satisfaction (i.e., 89%).

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“…Recent studies have shown that undergraduate students" scores on standardized measures of critical thinking and complex reasoning improve very little while they are in college (Arum & Ruska, 2011, Pascarella et al, 2011. While methodological limitations can make interpretation of these findings challenging and controversial (Pascarella et al, 2011), less debatable are the interpretations of data on student engagement and time spent studying.…”

Section: Introductionmentioning

confidence: 98%

“…While methodological limitations can make interpretation of these findings challenging and controversial (Pascarella et al, 2011), less debatable are the interpretations of data on student engagement and time spent studying. For instance, Roska & Arum (2011) found the typical undergraduate studied 12 hours a week during their sophomore year and that almost 40 percent of sophomores spent less than 5 hours a week studying independently.…”

Section: Introductionmentioning

confidence: 99%

Experiences Flipping an Undergraduate Advertising Course

Rouwenhorst¹

2017

IJBA

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This article discusses the positive outcomes of changing to a flipped classroom instructional approach and how creating a greater sense of influence and control for students in group projects can positively impact multiple measures of student performance and self-reported attitudes. Two sections completed the same readings and videos covering 13 course content modules. Rather than a traditional lecture-based course, most of the class time was used on experiential learning activities. Students worked with real-world clients to create advertising campaigns. One section completed research and pitched their ideas for a social media campaign to a franchise with over 50 restaurants. This section was seen as "low ownership" because students did not know if their ideas would be implemented. The second section created an integrated marketing campaign for an event on campus that drew over 400 attendees. This section is labelled as "high ownership" because the students felt more involved with their project as they imagined, created, and executed the advertising and organization for an event. Overall, most students in both sections preferred the flipped approach to traditional lecture. While the percent of videos watched and grades did not differ between the two sections, students in the high ownership section reported more interest in their project, were more likely to recommend keeping the flipped approach, were more likely to recommend the course to others, found the flipped classroom more interesting than lecture-only classes, and said they learned more using a flipped approach vs. a lecture-only class. These results demonstrate how flipped classrooms and experiential learning exercises with real-world results can improve marketing education.

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How Robust Are the Findings ofAcademically Adrift?

Cited by 109 publications

References 1 publication

Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education

Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education

Using Clickers in a Large Business Class

Experiences Flipping an Undergraduate Advertising Course

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