Abstract
Effectiveness of students‘ learning in higher education can be enhanced by providing the proper learning context, especially at the beginning of the curriculum. In the ‚learning to learn‘ project described and evaluated in this paper 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 students‘ attendance despite not being compulsory. Both the success rate of examinations and the average number of study points obtained in the first year were improved, compared to previous years.
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Acknowledgement
The authors wish to thank Prof. Dr. Ir. Marc J.F. Wouters, programme director of the undergraduate programme IEM, who made this project possible and the project members Drs. Nelleke van Adrichem, Drs. Susanne Ootes, Drs. Judith Huurneman and Dr. Sieuwko Smith (staff members of the University of Twente), for their fruitful participation.
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© 2012 Springer Science+Business Media Dordrecht
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Pol, B. (2012). Learning to Learn. In: Van den Bossche, P., Gijselaers, W., Milter, R. (eds) Learning at the Crossroads of Theory and Practice. Advances in Business Education and Training, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2846-2_14
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DOI: https://doi.org/10.1007/978-94-007-2846-2_14
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