Examined in this study is the question of whether students in STEM courses perform better and have more positive perceptions than students in non-STEM courses, when both are offered in the blended format. As part of a blended learning initiative, 6 STEM and 8 non-STEM university courses were redesigned using the blended format. Students (n=318)…

First-generation students are often described as disadvantaged in university adjustment, self-efficacy and grades. Yet this deficit model of understanding first-generation students ignores their cultural capital, which could increase resilience and resourcefulness. Here, 844 students (31% first-generation) in South Africa and Canada completed…

This article explores the effect of incorporating the precepts of neuroscience in a social constructivist theory of learning on student performance in an introductory course in marketing. The authors delivered the pilot class in a flipped format because it facilitates including the neuroscience considerations of dual coding, working memory,…