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- W2106454843 abstract "emphasis on assessment of student learning (Astin 1993; Hu and Kuh 2002; Pascarella and Terenzini 1991; Rau and Durand 2000) and on the use of instructional technologies (Brown 2003; Burge and Imel 2000; Meyer 2002) in higher education. This emphasis has caused sociologists to pay closer attention to learning theories as we seek to increase learning in sociology courses by more effectively engaging students. One of these theories, Astin's (1985) student involvement theory, suggests that students learn by becoming involved. Thus, to promote greater student learning, instructors should focus on what students are actually doing, that is the amount of time and energy students devote to the learning process. Astin (1985) argues techniques as simple as participating in small discussion groups, as opposed to listening passively to lectures, will increase student involvement and, hopefully, their learning. But just how involved is the typical college student in his or her own learning? A report from the National Survey of Student Engagement (2001) suggests that students are not living up to faculty expectations, spending only about half as much time preparing for class as their instructors believe is appropriate. Likewise, 22 percent of all students reported they frequently come to class unprepared. In their study of students' academic ethic, Rau and Durand (2000) compared their findings from a less selective public university with the results of a previous study at a highly selective public university. They found that while 73 percent of students at the less selective institu-" @default.
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- W2106454843 date "2005-04-01" @default.
- W2106454843 modified "2023-09-24" @default.
- W2106454843 title "An Examination of Student Learning in Introductory Sociology at a Commuter Campus" @default.
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- W2106454843 doi "https://doi.org/10.1177/0092055x0503300206" @default.
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