Effectiveness of students’ learning in higher education can be enhanced by providing a proper learning context, especially at the beginning of the curriculum. In the ‘learning to learn’ project described and evaluated in this chapter, the aim was to speed up the self-directed learning skills of first year students by letting them work in the so called fam-model (freshmen, apprentices, master). The project was implemented in an industrial engineering course at a dutch university. The project enjoyed high student attendance despite not being mandatory. Both the success rate of examinations and the average number of study points obtained in the first year were improved, compared to previous years.
|Title of host publication||Learning at the Crossroads of Theory and Practice|
|Editors||P.G.C. van den Bossche, W.H. Gijselaers, R.G. Milter|
|Place of Publication||Dordrecht|
|Number of pages||249|
|Publication status||Published - 1 Jan 2012|
|Series||Advances in Business Education and Training|
van den Bossche, P. G. C., Gijselaers, W. H., & Milter, R. G. (2012). Learning at the Crossroads of Theory and Practice: An Overview. In P. G. C. V. D. Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the Crossroads of Theory and Practice (pp. 1-7). Springer. Advances in Business Education and Training, No. 4 https://doi.org/10.1007/978-94-007-2846-2_1