Does Practice Make Perfect? The Effect of Online Formative Assessments on Students’ Self-Efficacy and Test Anxiety
This study investigates the potential of voluntary online exercises – online formative assessments (OFAs) – to increase students’ self-efficacy and test anxiety.
Predicting first-year university progression using early warning signals from accounting education: A machine learning approach
In this paper, we examine whether early warning signals from accounting courses (such as early engagement and early formative performance) are predictive of first-year progression outcomes, and whe
This study examines the effects of a design thinking intervention on first-year students' teamwork skills from a multi-actor perspective. A design thinking course was evaluated during a semester.