Dominique Barbe Asensio
Biographic Data
| ID | 6888388 |
|---|---|
| NAME | Dominique Barbe Asensio |
| GIVEN NAMES | Dominique Barbe |
| FAMILY NAME | Asensio |
| SIGNATURE | ASENSIO D B |
| AFFILIATIONS | Université de Montpellier |
| ORCID | 0000-0001-9124-1966 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Active learning in authentic conditions has a positive effect on first-year student success
A number of studies, both in science education and in the humanities and social sciences, have shown that active learning has a more positive effect on student performance than direct instruction. As these studies were experimental or quasi-experimental, they compared ideal interventions designed and controlled by researchers. The present study aimed to measure the effects of active learning on student success under authentic conditions, by exami…
Predicting performance in exams and deep approach to learning in first year university students
This study calls for a broadening of the perspective on academic success. While passing exams is an essential objective of higher education, it should not overshadow another important objective which is the development of students’ skills, such as becoming curious, autonomous and reflective in the learning process. This study used Academic Performance in Exams (APE) and Deep Approach to Learning (DAL) as measures related to these two objectives. …
Des profils « académiques » d’étudiants différents à l’entrée en université
Dans le prolongement de nombreux travaux sur la réussite universitaire et la transition psychosociale d’étudiants entrant à l’université, nous avons fait le choix d’aborder celle-ci sous l’angle de la caractérisation de ces étudiants sous forme de profils psycho-cognitifs. Ainsi, c’est par la combinaison de dimensions telles que la motivation, l’approche de l’apprentissage en profondeur et les croyances épistémiques dont on connaît désormais l’in…
Direct instruction or active learning? The spectrum of first-year university teaching practices
This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal component analysis reveals a continuous spectrum of varied practices, distinguished by a combination…
Effects of motivation, evaluativism, and perceived social support on deep approach to learning at university
No prominent works on this page.
Direct instruction or active learning? The spectrum of first-year university teaching practices
This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal component analysis reveals a continuous spectrum of varied practices, distinguished by a combination…
Effects of motivation, evaluativism, and perceived social support on deep approach to learning at university
Predicting performance in exams and deep approach to learning in first year university students
This study calls for a broadening of the perspective on academic success. While passing exams is an essential objective of higher education, it should not overshadow another important objective which is the development of students’ skills, such as becoming curious, autonomous and reflective in the learning process. This study used Academic Performance in Exams (APE) and Deep Approach to Learning (DAL) as measures related to these two objectives. …
Des profils « académiques » d’étudiants différents à l’entrée en université
Dans le prolongement de nombreux travaux sur la réussite universitaire et la transition psychosociale d’étudiants entrant à l’université, nous avons fait le choix d’aborder celle-ci sous l’angle de la caractérisation de ces étudiants sous forme de profils psycho-cognitifs. Ainsi, c’est par la combinaison de dimensions telles que la motivation, l’approche de l’apprentissage en profondeur et les croyances épistémiques dont on connaît désormais l’in…
Active learning in authentic conditions has a positive effect on first-year student success
A number of studies, both in science education and in the humanities and social sciences, have shown that active learning has a more positive effect on student performance than direct instruction. As these studies were experimental or quasi-experimental, they compared ideal interventions designed and controlled by researchers. The present study aimed to measure the effects of active learning on student success under authentic conditions, by exami…
Psychology (4 works) · Mathematics education (3 works) · Online and Blended Learning (3 works) · Computer Science (2 works) · Evaluation of Teaching Practices (2 works) · Higher education (2 works) · Innovative Teaching Methods (2 works) · Online Learning and Analytics (2 works) · Student engagement (2 works) · Teaching method (2 works)