Juan-Claude Lemmens
Biographic Data
| ID | 7741354 |
|---|---|
| NAME | Juan-Claude Lemmens |
| GIVEN NAMES | Juan-Claude |
| FAMILY NAME | Lemmens |
| SIGNATURE | LEMMENS J |
| AFFILIATIONS | University of Pretoria |
| ORCID | 0000-0002-4373-2354 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Effectiveness of the blended design of a first-year biology course
Growing class sizes and the rapid advancement of information technology have prompted institutions to implement blended learning in their academic offering. There are few reports in the literature on a holistic assessment of the effectiveness of the instructional design of blended learning courses for large classes. We defined effectiveness from a pedagogical and outcomes perspective and interrogated the design of a large first-year biology cours…
Measuring Readiness and Success at a Higher Education Institution
This study investigated readiness as a correlate of academic success among beginning university students. A total of 829 first-time entering students from a large business sciences faculty were participants (males = 319, females = 510, mean age = 19, SD = 0.50 years). They completed the Academic Readiness Questionnaire (Lemmens, 2010) during the first-year orientation week. Data on academic success, consisting of subject marks and credits were co…
No prominent works on this page.
Measuring Readiness and Success at a Higher Education Institution
This study investigated readiness as a correlate of academic success among beginning university students. A total of 829 first-time entering students from a large business sciences faculty were participants (males = 319, females = 510, mean age = 19, SD = 0.50 years). They completed the Academic Readiness Questionnaire (Lemmens, 2010) during the first-year orientation week. Data on academic success, consisting of subject marks and credits were co…
Effectiveness of the blended design of a first-year biology course
Growing class sizes and the rapid advancement of information technology have prompted institutions to implement blended learning in their academic offering. There are few reports in the literature on a holistic assessment of the effectiveness of the instructional design of blended learning courses for large classes. We defined effectiveness from a pedagogical and outcomes perspective and interrogated the design of a large first-year biology cours…
Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Psychology (2 works) · Academic achievement (1 work) · Academic year (1 work) · Blended Learning (1 work) · Career Development and Diversity (1 work) · Computer Science (1 work) · Education, Achievement, and Giftedness (1 work)