Taiwanese University Students' Perspectives on Experiential Learning and Psychosocial Development

ERIC Educational Resources Information Center

Lin, Yii-Nii; Lai, Pi-Hui; Chiu, Yi-Hsing Claire; Hsieh, Hui-Hsing; Chen, Yueh-Hua

2016-01-01

This study described the relations of experiential learning and psychosocial development of Taiwanese university students through the qualitative method of phenomenology. Thirty-six students, age ranged from 19 to 25 years, from three research-oriented universities in northern Taiwan were interviewed. Seven themes were delineated: (1) discovering…

Quality of Faculty Life and Lifelong Learning Tendencies of University Students

ERIC Educational Resources Information Center

Beytekin, Osman Ferda; Kadi, Aysegül

2014-01-01

The purpose of this study is to examine the university students' opinions about quality of faculty life and their lifelong learning tendencies. Research was conducted with 375 university students. According to the findings: the quality of faculty life of students differ according to gender. Male students have lower quality of faculty life than…

Learning style preferences of nursing students at two universities in Iran and Malaysia.

PubMed

Abdollahimohammad, Abdolghani; Ja'afar, Rogayah

2014-01-01

Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

A Multilevel Analysis on Student Learning in Colleges and Universities.

ERIC Educational Resources Information Center

Hu, Shouping; Kuh, George D.

This study tested a learning productivity model for undergraduates at four-year colleges and universities using hierarchical linear modeling. Student level data were from 44,328 full-time enrolled undergraduates from 120 four-year colleges and universities who completed the College Student Experiences Questionnaire between 1990 and 1997.…

Service Learning Partnership between University and School Students: Experiential Learning Inspired through Community Research

ERIC Educational Resources Information Center

Nandan, Monica

2010-01-01

This article describes a service learning project implemented jointly by undergraduate and high school students during summer. The service learning project was designed through a Summer Research Institute hosted at a Midwestern University; the institute encouraged faculty to recruit undergraduate students who would partner with area high school…

Learning style preferences of nursing students at two universities in Iran and Malaysia

PubMed Central

Abdollahimohammad, Abdolghani; Ja’afar, Rogayah

2014-01-01

Purpose: Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners. PMID:25417864

Learning Orientations of IT Higher Education Students in UAE University

ERIC Educational Resources Information Center

Al-Qirim, Nabeel; Tarhini, Ali; Rouibah, Kamel; Mohamd, Serhani; Yammahi, Aishah Rashid; Yammahi, Maraim Ahmed

2018-01-01

This research examines the learning preferences of students in UAE University (UAEU). The uniqueness of this research emanates from the fact that no prior research examined this area from the UAE's perspective. Thus, this research embarks on the fact that student learning strategies vary from one country to another due to many factors. This…

The Challenges of Establishing Social Learning Spaces at a Johannesburg University Student Residence: Student Views

ERIC Educational Resources Information Center

Agherdien, Najma; Petersen, Nadine

2016-01-01

This article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger's (2009) notion of "social learning spaces" to explore the manner in which students mediate their social and…

Predicting Digital Informal Learning: An Empirical Study among Chinese University Students

ERIC Educational Resources Information Center

He, Tao; Zhu, Chang; Questier, Frederik

2018-01-01

Although the adoption of digital technology has gained considerable attention in higher education, currently research mainly focuses on implementation in formal learning contexts. Investigating what factors influence students' digital informal learning is still unclear and limited. To understand better university students' digital informal…

University Students' Behavioral Intention to Use Mobile Learning: Evaluating the Technology Acceptance Model

ERIC Educational Resources Information Center

Park, Sung Youl; Nam, Min-Woo; Cha, Seung-Bong

2012-01-01

As many Korean universities have recommended the implementation of mobile learning (m-learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m-learning. A sample of 288 Konkuk university students…

University students' achievement goals and approaches to learning in mathematics.

PubMed

Cano, Francisco; Berbén, A B G

2009-03-01

Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently. This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify subgroups (clusters) of students with multiple AG; and (c) to examine the differences between these clusters with respect to various SAL and AG characteristics. The participants were 680 male and female 1st year university students studying different subjects (e.g. mathematics, physics, economics) but all enrolled on mathematics courses (e.g. algebra, calculus). Participants completed a series of questionnaires that measured their conceptions of mathematics, approaches to learning, course experience, personal 2 x 2 AG, and perceived AG. SAL and AG variables were moderately associated and related to both the way students perceived their academic environment and the way they conceived of the nature of mathematics (i.e. the perceptual-cognitive framework). Four clusters of students with distinctive multiple AG were identified and when the differences between clusters were analysed, we were able to attribute them to various constructs including perceptual-cognitive framework, learning approaches, and academic performance. This study reveals a consistent pattern of relationships between SAL and AG perspectives across different methods of analysis, supports the relevance of the 2 x 2 AG framework in a mathematics learning context and suggests that AG and SAL may be intertwined aspects of students' experience of learning mathematics at university.

Roles of Technology in Student Learning of University Level Biostatistics

ERIC Educational Resources Information Center

Xu, Weili; Zhang, Yuchen; Su, Cheng; Cui, Zhuang; Qi, Xiuying

2014-01-01

This study explored threshold concepts and areas of troublesome knowledge among students enrolled in a basic biostatistics course at the university level. The main area of troublesome knowledge among students was targeted by using technology to improve student learning. A total of 102 undergraduate students who responded to structured…

The University Experiences of Students with Learning Disabilities

PubMed Central

McGregor, Karla K.; Langenfeld, Natalie; Van Horne, Sam; Oleson, Jacob; Anson, Matthew; Jacobson, Wayne

2016-01-01

To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.96%) had difficulty with assignments and had more obstacles caused by non-academic responsibilities and imposed by their skill levels. Students with self-reported LD sensed more bias towards people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self-reported LD. Approximately one-third of students who self-reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out-of-state students. Compared to students who self-reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments. PMID:27667902

First-Year Japanese University Students' Language Learning Beliefs: Continuity and Change

ERIC Educational Resources Information Center

Yonesaka, Suzanne M.; Tanaka, Hiroya

2013-01-01

Japan's government has mandated a shift from traditional to communicative methodologies in secondary English classrooms (Tanabe, 2004), but it is unclear whether this has affected student beliefs about language learning. This study investigates the beliefs of 315 incoming university students at a large private university in Japan from 2006 through…

Student Deep Learning in Bachelor English Programs within Pakistani Universities

ERIC Educational Resources Information Center

Tahir, Khazima

2015-01-01

The purpose of this study was to contrast undergraduate students' descriptions about transformational teaching practices, and student deep learning in bachelor English programs in selected universities within Pakistan. This study utilized a survey to gather responses from five hundred and twenty three students. A paired sample t test was utilized…

University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies.

PubMed

MacCullagh, Lois; Bosanquet, Agnes; Badcock, Nicholas A

2017-02-01

People with dyslexia are vastly under-represented in universities (Katusic et al., , Richardson & Wydell, ; Stampoltzis & Polychronopoulou, ). This situation is of concern for modern societies that value social justice. This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success. Thirteen students with dyslexia and 20 non-dyslexic peers were interviewed about their university learning experiences using a semi-structured qualitative approach. Students with dyslexia described engaging in learning activities intensively, frequently and strategically. They reported challenges and strengths relating to study skills, lectures, assessments, technology and support services. They also described helpful strategies including self-directed adaptive techniques, provisions from lecturers and assistance from the university. These findings suggest that students with dyslexia experience broad challenges at university, but helpful strategies may be available. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Physical and Psychological Well-Being and University Student Satisfaction with E-Learning

ERIC Educational Resources Information Center

Johnson, Genevieve Marie

2015-01-01

Although research establishes that student characteristics exert considerable influence on learning outcomes, research concerned with e-learning satisfaction most typically focuses of factors associated with instructional design, curriculum and pedagogy. Fifty-eight first-year university e-students completed an online survey that queried their…

The Role of Social Identification as University Student in Learning: Relationships between Students' Social Identity, Approaches to Learning, and Academic Achievement

ERIC Educational Resources Information Center

Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

2011-01-01

This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…

Identifying Taiwanese University Students' Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

ERIC Educational Resources Information Center

Lin, Tzung-Jin; Liang, Jyh-Chong; Tsai, Chin-Chung

2015-01-01

The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this…

University Student and Lecturer Perceptions of Positive Emotions in Learning

ERIC Educational Resources Information Center

Rowe, Anna Dluzewska; Fitness, Julie; Wood, Leigh Norma

2015-01-01

This paper presents results of an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. The role of emotions in learning is receiving increasing attention; however, few studies have researched how university students and academics experience and perceive positive emotions. A prototype…

Psychometric Properties of the Motivated Strategies for Learning Questionnaire for Sultan Qaboos University Students

ERIC Educational Resources Information Center

Alkharusi, Hussain; Neisler, Otherine; Al-Barwani, Thuwayba; Clayton, David; Al-Sulaimani, Humaira; Khan, Mohammad; Al-Yahmadi, Hamad; Al-Kalbani, Muna

2012-01-01

Research on university student learning has suggested that students' motivational orientations and learning strategies are critical to their academic achievement. In an attempt to assess the levels of motivation and the usage of learning resources and strategies of college students, Pintrich, Smith, Garcia and McKeachie (1993) developed an 81-item…

An Analysis of University Students' Attitudes towards Personalized Learning Environments

ERIC Educational Resources Information Center

Sahin, Muhittin; Kisla, Tarik

2016-01-01

The aim of this research is to analyze university students' attitudes towards personalized learning environments with respect to the independent variables of gender, age, university, year of study, knowledge about the environment, participation in the environment and being willing to participate in the environment. The correlative survey model is…

Transactional Distance among Open University Students: How Does it Affect the Learning Process?

ERIC Educational Resources Information Center

Kassandrinou, Amanda; Angelaki, Christina; Mavroidis, Ilias

2014-01-01

This study examines the presence of transactional distance among students, the factors affecting it, as well as the way it influences the learning process of students in a blended distance learning setting in Greece. The present study involved 12 postgraduate students of the Hellenic Open University (HOU). A qualitative research was conducted,…

Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance

ERIC Educational Resources Information Center

Pardo, Abelardo; Han, Feifei; Ellis, Robert A.

2017-01-01

Self-regulated learning theories are used to understand the reasons for different levels of university student academic performance. Similarly, learning analytics research proposes the combination of detailed data traces derived from technology-mediated tasks with a variety of algorithms to predict student academic performance. The former approach…

Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

PubMed Central

Czepula, Alexandra I.; Bottacin, Wallace E.; Hipólito, Edson; Baptista, Deise R.; Pontarolo, Roberto; Correr, Cassyano J.

2015-01-01

Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no

Electronic versus Traditional Print Textbooks: A Comparison Study on the Influence of University Students' Learning

ERIC Educational Resources Information Center

Rockinson- Szapkiw, Amanda J.; Courduff, Jennifer; Carter, Kimberly; Bennett, David

2013-01-01

University students are increasingly choosing to purchase e-textbooks for their mobile devices as an alternative to traditional textbooks. This study examines the relationship between textbook format and 538 university students' grades and perceived learning scores. Results demonstrate that there was no difference in cognitive learning and grades…

Vocabulary Learning Strategies of Medical Students at Shiraz University of Medical Sciences

ERIC Educational Resources Information Center

Seddigh, Fatemeh

2012-01-01

This study aimed to investigate the use of vocabulary learning strategies among medical students at Shiraz University of Medical Sciences (SUMS) in Iran as an EFL context. A questionnaire was administered to 120 medical students (53 males, 67 females) to identify; 1) the effective types of vocabulary learning strategies used by the learners and 2)…

Predicting Students' Attitudes towards Advertising on a University Virtual Learning Environment (VLE)

ERIC Educational Resources Information Center

Ogba, Ike-Elechi; Saul, Neil; Coates, Nigel F.

2012-01-01

Most if not all UK universities and many in other parts of the world support their student learning via a virtual learning environment (VLE). Online resources are going to be increasingly important to students as the internet is very much part of their lives. However, the VLE will require ongoing investment to keep pace with technological…

Perceptions and Attitudes Towards Blended Learning for English Courses: A Case Study of Students at University of Bisha

ERIC Educational Resources Information Center

Ja'ashan, Mohammed Mohammed Nasser Hassan

2015-01-01

This paper presents a case study of students' perceptions and attitudes towards Blended Learning course in English at University of Bisha. The statement of problem that blended learning of English course annoys students at University of Bisha. Most of the students do not understand well the objectives of e learning through blended learning courses…

The Impact of Taiwan's University Multiple-Channel Entrance Policy on Student Learning Outcomes

ERIC Educational Resources Information Center

Hsiao-Fang, Lin

2012-01-01

This research explores the impact of Taiwan's university multiple-channel entrance policy on student learning outcomes, using quantitative research to look for differences in the learning experiences of third-year students who were admitted via different methods (examination and placement, application for admission, recommendation and selection,…

The Student Experience of PACE at Macquarie University: Understanding Motivations for Learning

ERIC Educational Resources Information Center

McLachlan, Kath; Rawlings-Sanaei, Felicity; Mason, Colina; Haski-Levanthal, Debbie; Nabeel, Hussein

2017-01-01

Professional and Community Engagement (PACE) at Macquarie University offers undergraduate students experiential learning opportunities with local, regional and international partners. Through PACE, students work on mutually beneficial projects that both meet the partner's organizational goals and enable students to strengthen graduate capabilities…

A Latent Profile Analysis of University Students' Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2015-01-01

Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: "competent self-regulated learners",…

Promoting University Students' Collaborative Learning through Instructor-Guided Writing Groups

ERIC Educational Resources Information Center

Mutwarasibo, Faustin

2013-01-01

This paper aims to examine how to promote university students' engagement in learning by means of instructor-initiated EFL writing groups. The research took place in Rwanda and was undertaken as a case study involving 34 second year undergraduate students, divided into 12 small working groups and one instructor. The data were collected by means of…

The Effects of Locus of Control on University Students' Mobile Learning Adoption

ERIC Educational Resources Information Center

Hsia, Jung-Wen

2016-01-01

Since mobile devices have become cheaper, easily accessible, powerful, and popular and the cost of wireless access has declined gradually, mobile learning (m-learning) has begun to spread rapidly. To further improve the effectiveness and efficiency of m-learning for university students, it is critical to understand whether they use m-learning.…

Preferred learning styles among prospective research methodology course students at Taibah University, Saudi Arabia.

PubMed

R Abdallah, Ayat; Al-zalabani, Abdulmohsen; Alqabshawi, Reem

2013-04-01

Knowledge of students' preferred learning styles is important while developing teaching strategies that influence student commitment during the course. The VARK questionnaire is one of the commonly used learning style inventories. The aim of this study was to determine and assess the sex-based differences in learning style preferences among second-year medical students at Taibah University who were prospective students for the research methodology course. All second-year medical students at Taibah University (n=129) were invited to participate in the study and were administered the Arabic version of the VARK questionnaire. A total of 89 students, 45 female and 44 male, completed the questionnaire with a response rate of 67%. The students were classified according to the VARK questionnaire as visual, read/write, auditory, kinesthetic, and multimodal learners. Nearly two-thirds (66.3%) of the students preferred multimodality for information presentation. Male and female students showed significantly different learning style preferences (P=0.02). Female students tended to prefer the multimodal learning style more compared with male students (77.8% vs. 54.5%, respectively). Furthermore, 33.7% of students preferred the single mode of information presentation (45.5% male and 22.2% female students); the auditory mode was the predominant selection among the unimodal male and female learners (41% of male vs. 11.1% of female students). The majority of the second-year medical students preferred multimodality in terms of learning preferences, with a significant difference between male and female students; female students tended to favor the multiple modes of information presentation more compared with male students. The study recommends modification of the teaching strategies of the current research methodology course toward the use of a variety of active learning techniques that would fit the different learning styles exhibited by the studied students, rather than classic

Exploring E-Learning Acceptance among University Students in Thailand: A National Survey

ERIC Educational Resources Information Center

Teo, Timothy; Ruangrit, Nammon; Khlaisang, Jintavee; Thammetar, Thapanee; Sunphakitjumnong, Kobkul

2014-01-01

This study surveys the e-learning acceptance of university students in Thailand. One thousand nine hundred and eighty-one (1,981) participants completed the E-Learning Acceptance Measure (Teo, 2010) which measures three constructs that predict e-learning acceptance (tutor quality, perceived usefulness, and facilitating conditions). Data analysis…

Student Acceptance of Web-Based Learning: A Quantitative Analysis within a Public University in Thailand

ERIC Educational Resources Information Center

Bhrommalee, Panu

2011-01-01

Online learning provides learners with more convenient and flexible ways of learning than does a traditional learning environment. Many Thai universities have implemented online learning for their students despite a lack of knowledge and understanding about students' attitudes toward and behavioral intention to using the system. The purpose of…

Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education

ERIC Educational Resources Information Center

Black, Robert D.; Weinberg, Lois A.; Brodwin, Martin G.

2015-01-01

Universal design in education is a framework of instruction that aims to be inclusive of different learning preferences and learners, and helps to reduce barriers for students with disabilities. The principles of Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) were used as the framework for this study. The purposes…

When Culture and Learning Styles Matter: A Canadian University with Middle-Eastern Students

ERIC Educational Resources Information Center

Lemke-Westcott, Tracey; Johnson, Brad

2013-01-01

Transnational branch campuses of universities are a growing phenomenon, particularly in the Middle-East. The cultures of home institutions and host countries are often foreign to each other. The result is a cultural and learning style gap between faculty and students impacting students' learning and teachers' effectiveness. A pilot study of the…

The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

PubMed Central

Yu, Lu; Shek, Daniel T. L.; Zhu, Xiaoqin

2018-01-01

The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development), university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement) at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers) showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment) did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong. PMID:29375421

Nursing students at a university - a study about learning style preferences.

PubMed

Hallin, Karin

2014-12-01

In most adult education, teachers use methods that assume all students learn in the same way. But knowledge of students' learning style preferences highlights the importance of adequate teaching and learning adaptation. The aim of the study was to describe and compare final year nursing students' learning style preferences in two campuses during three semesters. A further aim was to identify differences between learning style preferences and personal characteristics. A descriptive cross-sectional study using the Productivity Environmental Preference Survey (PEPS) questionnaire was conducted at a Swedish rural university. Three semester groups with 263 nursing students participated in 2012-2013. The majority of the students were 'flexible' in their learning style preferences and had none or few strong preferences. Students with strong preferences preferred high structure (75%) and an authority figure present (40%). About a third were highly auditory, tactile and/or kinesthetic while 8% were highly visual. Few significant differences were revealed between the groups of campuses and the groups of semesters or between learning style preferences and upper secondary school and care experience. There were no significant differences between learning style preferences and age and assistant nurse graduation. More women than men were highly motivated, auditory, tactile and kinesthetic and preferred structure and mobility. The PEPS questionnaire provides nursing students with self-awareness regarding their strengths and shortcomings in learning and teachers with a valuable and practical basis for their selection of adapted individual and group teaching methods. The findings suggest the need for wide variation and interactive teaching approaches, conscious didactic actions between cooperating teachers and conscious learning strategies for nursing students. Copyright © 2014 Elsevier Ltd. All rights reserved.

Effects of a Service-Learning Program on University Students

ERIC Educational Resources Information Center

Hervás Torres, Mirian; Fernández Martín, Francisco D.; Arco Tirado, José Luis; Miñaca Laprida, María Isabel

2017-01-01

Introduction: The low productivity that prevailing in recent years in Higher Education requires urgently institutional responses aimed to improving quality of university education contributing to the development among students of key competences for lifelong learning. In this sense, the aim of this research was to explore the effects of an…

Learning styles of medical students at Taibah University: Trends and implications

PubMed Central

Guraya, Shaista Salman; Guraya, Salman Yousuf; Habib, Fawzia A.; Khoshhal, Khalid I.

2014-01-01

Background: Understanding the learning styles of medical students can drive the institutions to adapt instructional materials to enhance students’ learning of knowledge and skills. This study explored the learning styles of undergraduate medical students, comparing gender variations in terms of their significant preferences. Materials and Methods: A cross-sectional observational study was performed in 2012-2013, incorporating 1st-5th year undergraduate medical students of Taibah University. The instrument used was a Learning Style Questionnaire, with four learning styles (activist, reflector, theorist and pragmatist) and 40 items. Results: Of 450 students, 384 responded (response rate; 85%). No single learning style predominated; 96 (25%) reflectors, 78 (20%) theorists, 68 (17%) pragmatists, and 37 (9%) activists. Combined reflector and theorist was the predominant dual learning style in 27 (7%) students. Among genders, theorist style had a significant result (P = 0.071) indicating that theorists varied among genders due to their different opinions. Learning style preferences of theorists and pragmatists also showed a significant result (P = 0.000 each), depicting that both genders had unique preferences. Males had fewer variations of preferences, when compared with females who showed a significant difference of opinions (P < 0.05). Conclusion: The students in the study preferred diverse learning styles, which were unevenly distributed, reflectors being the most common and activists as the least common. The results reflect the need to promote self-directed learning and modifications of instructional strategies, with expectant tilt in the students’ learning styles towards activists and pragmatists. PMID:25709657

Living and Learning as an International Postgraduate Student at a Midlands University

ERIC Educational Resources Information Center

Busher, Hugh; Lewis, Gareth; Comber, Chris

2016-01-01

This paper investigates the views of 20 full-time international postgraduate students, many of whom were Chinese, on living, learning and becoming successful students at one university in a multicultural city in the Midlands of England. The qualitative study built on findings from the International Students' Barometer (ISB) survey for the…

In This Online University, Students Do the Teaching as Well as the Learning

ERIC Educational Resources Information Center

Mangan, Katherine

2012-01-01

As free online courses draw students to star professors at prestigious colleges, Peer 2 Peer University asks whether instructors are needed at all. This article features Peer 2 Peer University, a three-year-old online institution where students learn together, at no charge, using materials found on the Web. The unusual institution, where anyone…

University students' emotions, interest and activities in a web-based learning environment.

PubMed

Nummenmaa, Minna; Nummenmaa, Lauri

2008-03-01

Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). This study examined how emotions experienced while using a WBLE, students' interest towards the course topic and interest towards web-based learning are associated with collaborative visible and non-collaborative invisible activities and 'lurking' in the WBLE. Participants were 99 Finnish university students from five web-based courses. All the students enrolled in the courses filled out pre- and post-test questionnaires of interest, and repeatedly completed an on-line questionnaire on emotions experienced while using the WBLE during the courses. The fluctuation of emotional reactions was positively associated with both visible collaborative and invisible non-collaborative activities in the WBLE. Further, interest towards the web-based learning was positively associated with invisible activity. The results also demonstrated that students not actively participating in the collaborative activities (i.e. lurkers) had more negative emotional experiences during the courses than other students. The results highlight the distinct impacts that emotions and interest have on different web-based learning activities and that they should be considered when designing web-based courses.

University Chemistry Students' Learning Approaches and Willingness to Change Major

ERIC Educational Resources Information Center

Lastusaari, Mika; Murtonen, Mari

2013-01-01

A questionnaire with 22 Likert type items was developed to collect cross-sectional data from university chemistry students of different study years (N = 118). The aim was to obtain information on their learning approaches as well as their study preferences. Students willing to change from their major subject to medical education represented a…

Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students

ERIC Educational Resources Information Center

Alegre, Alberto A.

2014-01-01

The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using…

The Effect of Visual of a Courseware towards Pre-University Students' Learning in Literature

NASA Astrophysics Data System (ADS)

Masri, Mazyrah; Wan Ahmad, Wan Fatimah; Nordin, Shahrina Md.; Sulaiman, Suziah

This paper highlights the effect of visual of a multimedia courseware, Black Cat Courseware (BC-C), developed for learning literature at a pre-university level in University Teknologi PETRONAS (UTP). The contents of the courseware are based on a Black Cat story which is covered in an English course at the university. The objective of this paper is to evaluate the usability and effectiveness of BC-C. A total of sixty foundation students were involved in the study. Quasi-experimental design was employed, forming two groups: experimental and control groups. The experimental group had to interact with BC-C as part of the learning activities while the control group used the conventional learning methods. The results indicate that the experimental group achieved a statistically significant compared to the control group in understanding the Black Cat story. The study result also proves that the effect of visual increases the students' performances in literature learning at a pre-university level.

SKILLS--Structuring Knowledge and Information for Learning and Living of Students in Australian Universities

ERIC Educational Resources Information Center

Chowdhury, Gobinda G.

2009-01-01

Universities in Australia, like their counterparts abroad, are making available several different kinds of electronic information services for their student communities. University students need different types of information for the frequently entwined purposes of learning and living, and such information may be available from a variety of…

Boundaries and Bricolage: Examining the Roles of Universities and Schools in Student Teacher Learning

ERIC Educational Resources Information Center

Hutchinson, Steven Andrew

2011-01-01

The literature shows that an active exploration of difference between university- and school-based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning…

Are Chinese University Students More Likely to Exhibit a Surface Approach to Learning than Other International Students in Finland?

ERIC Educational Resources Information Center

Sakurai, Yusuke; Pyhältö, Kirsi; Lindblom-Ylänne, Sari

2014-01-01

This article is based on a study which investigated whether Chinese international students at a university in Finland are more likely to rely on a Surface approach to learning and dismiss a Deep approach than are other international students in the same university educational context. In responding to a survey, students' scores with respect to the…

Cultural Influences on Chinese Students' Asynchronous Online Learning in a Canadian University

ERIC Educational Resources Information Center

Zhao, Naxin; McDougall, Douglas

2008-01-01

This study explored six Chinese graduate students' asynchronous online learning in a large urban Canadian university. Individual interviews in Mandarin elicited their perceptions of online learning, their participation in it, and the cultural factors that influenced their experiences. In general, the participants had a positive attitude towards…

Factors Predicting Online University Students' Use of a Mobile Learning Management System (m-LMS)

ERIC Educational Resources Information Center

Joo, Young Ju; Kim, Nari; Kim, Nam Hee

2016-01-01

This study analyzed the relationships among factors predicting online university students' actual usage of a mobile learning management system (m-LMS) through a structural model. Data from 222 students in a Korean online university were collected to investigate integrated relationships among their perceived ease of use, perceived usefulness,…

Effective Student Teams for Collaborative Learning in an Introductory University Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J. B.; Harrison, David M.; Meyertholen, Andrew

2016-01-01

We have studied the types of student teams that are most effective for collaborative learning in a large freshman university physics course. We compared teams in which the students were all of roughly equal ability to teams with a mix of student abilities, we compared teams with three members to teams with four members, and we examined teams with…

Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student

ERIC Educational Resources Information Center

Samo, Damianus Dao; Darhim; Kartasasmita, Bana G.

2018-01-01

The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department;…

5E Mobile Inquiry Learning Approach for Enhancing Learning Motivation and Scientific Inquiry Ability of University Students

ERIC Educational Resources Information Center

Cheng, Ping-Han; Yang, Ya-Ting Carolyn; Chang, Shih-Hui Gilbert; Kuo, Fan-Ray Revon

2016-01-01

In recent years, many universities have opened courses to increase students' knowledge in the field of nanotechnology. These have been shown to increase students' knowledge of nanotechnology, but beyond this, advanced and applied nanotechnology courses should also focus on learning motivation and scientific enquiry abilities to equip students to…

Learning How to Learn: A Student Success Course for at Risk Students

ERIC Educational Resources Information Center

Bowering, Elizabeth R.; Mills, Joanne; Merritt, Allison

2017-01-01

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement, and…

Vocabulary Learning Strategies and Arabic Vocabulary Size among Pre-University Students in Malaysia

ERIC Educational Resources Information Center

Baharudin, Harun; Ismail, Zawawi

2014-01-01

Vocabulary learning strategies and vocabulary size are among the main factors that help determine how students learn second language vocabulary. The present study was an attempt to exploring the relationship between vocabulary learning strategies and Arabic vocabulary size of 742 pre-university in "Religious High School" (SMKA) and…

Self-Regulated Learning Procedure for University Students: The "Meaningful Text-Reading" Strategy

ERIC Educational Resources Information Center

Roman Sanchez, Jose Maria

2004-01-01

Introduction: Experimental validation of a self-regulated learning procedure for university students, i.e. the "meaningful text-reading" strategy, is reported in this paper. The strategy's theoretical framework is the "ACRA Model" of learning strategies. The strategy consists of a flexible, recurring sequence of five mental operations of written…

The relationship between English language learning strategies and gender among pre-university students: An overview of UMS

NASA Astrophysics Data System (ADS)

Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

2014-06-01

This study aims to analyze the effects psychological gender differences on the relationship between language learning strategies and their proficiency in English language for pre-university students. Previous researchers found that the more employment of language learning strategies, the more successful the learners are and those with higher level of strategy use are female rather than male. In this study, fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were based on their Malaysian University English Test (MUET) results. Pearson's correlation coefficient, one-way analysis of variance (ANOVA) and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

University Students' Study Orientations, Learning Experiences and Study Success in Innovative Courses

ERIC Educational Resources Information Center

Honkimaki, Sanna; Tynjala, Paivi; Valkonen, Sakari

2004-01-01

The aim of this study was to find out whether university students' study orientations on four innovative courses differed from their usual orientations to their studies. Furthermore, students' study success and learning experiences were examined. The pedagogical innovations carried out on the courses included different kinds of activating…

University Teaching with a Disability: Student Learnings beyond the Curriculum

ERIC Educational Resources Information Center

Sheridan, Lynnaire; Kotevski, Suzanne

2014-01-01

This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. "Disabled People as Culturally Relevant Teachers." "Journal of Social Inclusion" 1 (1): 43-51] argument that the presence of people with a…

A Phenomenological Approach to Understanding Minority Student Engagement with the University through Service Learning Courses

ERIC Educational Resources Information Center

Withrow, Jennifer

2017-01-01

This phenomenological action research study examined the experiences of minority students who participated in service learning activities at Northern Kentucky University. Five individual interviews were completed with students, consisting of undergraduate, graduate, and university alumni. Interviews uncovered five overarching themes. The five…

Higher Learning: Developing Students' Powers of Learning in Higher Education

ERIC Educational Resources Information Center

Bourner, Tom

2009-01-01

This article is about student learning, specifically the problem of what a university can do to develop its students' powers of learning. The broad approach is to discover what we can learn from the university's long experience with developing students' critical faculties and then apply the lessons to developing students' powers of learning. The…

Learning Style Patterns among Special Needs Adult Students at King Saud University

ERIC Educational Resources Information Center

Alshuaibi, Abdulrahman

2017-01-01

Few studies of learning styles among adults with special needs exist worldwide. Even though there are large numbers of adults with special needs, this population in university education has been largely ignored in educational research. Therefore, this study aimed to gather and analyze learning styles of adult special needs students and to provide…

Turkish University Students' Motivation to Learn English: Integration into International Community

ERIC Educational Resources Information Center

Bektas-Cetinkaya, Yesim

2012-01-01

This article explores Turkish university students' motivation and orientations toward learning English in a globalizing world. The study utilizes questionnaire responses and a focus group interview. Factor analysis of questionnaire data revealed three independent orientations, namely, "Integration into International Community,"…

What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?

ERIC Educational Resources Information Center

Atabekova, Atabekova; Gorbatenko, Rimma; Belousov, Aleksandr; Grebnev, Ruslan; Sheremetieva, Olga

2016-01-01

The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students' academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students' learning process, draws attention to challenges and benefits students experienced…

Campus Life for International Students: Exploring Students' Perceptions of Quality Learning Environment at a Private University in Malaysia

ERIC Educational Resources Information Center

Seng, Ernest Lim Kok; Khoo-Lattimore, Catheryn

2012-01-01

The number of international students enrolling at higher learning institutions in Malaysia is increasing each year. However, the quality of learning environment is not always easy to measure, particularly for private universities which are not financially aided by the government, where the learning environment is characterized by their physical…

Exploring the Combined Relationships of Student and Teacher Factors on Learning Approaches and Self-Directed Learning Readiness at a Malaysian University

ERIC Educational Resources Information Center

Kek, Megan; Huijser, Henk

2011-01-01

This article presents the findings of a study of the interrelationships between students' individual characteristics, self-efficacy beliefs, parental involvement, university and classroom learning environments; teachers' individual characteristics, teaching efficacies, university and classroom learning environments, teacher outcomes and approaches…

Cross-cultural comparisons of university students' science learning self-efficacy: structural relationships among factors within science learning self-efficacy

NASA Astrophysics Data System (ADS)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-04-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.

Students' Experiences and Challenges of Blended Learning at the University of Dar Es Salaam, Tanzania

ERIC Educational Resources Information Center

Mtebe, Joel S.; Raphael, Christina

2013-01-01

Recent developments in Information and Communication Technologies (ICTs), especially eLearning, have heightened the need for University of Dar es Salaam (UDSM) to supplement on-campus face-to-face delivery as well as meeting increased students' enrolments through blended distance learning. Since 2008, the University has been offering three…

Negotiating Differences in Learning and Intercultural Communication: Ethnic Chinese Students in a New Zealand University

ERIC Educational Resources Information Center

Holmes, Prue

2004-01-01

Research on ethnic Chinese students studying in a Western (New Zealand) learning environment exposed differences in communication and learning between their first culture and the host culture. Thirteen ethnic Chinese students in a New Zealand university business school participated in an 18-month ethnographic study. The findings indicate that…

Promoting Learning: What Universities Don't Do

ERIC Educational Resources Information Center

Martin, Brian

2018-01-01

Universities seek to promote student learning, but assessment and credentials can undermine students' intrinsic motivation to learn. Findings from research on how people learn, mindsets, expert performance and good health are seldom incorporated into the way universities organise learning experiences.

Learning styles of first-year medical students attending Erciyes University in Kayseri, Turkey.

PubMed

Baykan, Zeynep; Naçar, Melis

2007-06-01

Educational researchers postulate that every individual has a different learning style. The aim of this descriptive study was to determine the learning styles of first-year medical students using the Turkish version of the visual, auditory, read-write, kinesthetic (VARK) questionnaire. This study was performed at the Department of Medical Education of Erciyes University in February 2006. The Turkish version of the VARK questionnaire was administered to first-year medical students to determine their preferred mode of learning. According to the VARK questionnaire, students were divided into five groups (visual learners, read-write learners, auditory learners, kinesthetic learners, and multimodal learners). The unimodality preference was 36.1% and multimodality was 63.9%. Among the students who participated in the study (155 students), 23.3% were kinesthetic, 7.7% were auditory, 3.2% were visual, and 1.9% were read-write learners. Some students preferred multiple modes: bimodal (30.3%), trimodal (20.7%), and quadmodal (12.9%). The learning styles did not differ between male and female students, and no statistically significant difference was determined between the first-semester grade average points and learning styles. Knowing that our students have different preferred learning modes will help the medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.

Promoting University Students' Engagement in Learning through Instructor-Initiated EFL Writing Groups

ERIC Educational Resources Information Center

Mutwarasibo, Faustin

2014-01-01

This article examines how to promote university students' engagement in learning by means of instructor-initiated English as a foreign language (EFL) writing groups. The research took place in Rwanda and was undertaken as a case study involving 34 second-year undergraduate students, divided into 12 small working groups, and one instructor. The…

Identifying Taiwanese University Students' Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Liang, Jyh-Chong; Tsai, Chin-Chung

2015-08-01

The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this study and were invited to complete two instruments, physics learning profile and physics learning self-efficacy (PLSE). The main results indicated that, first, the two instruments developed in this study had satisfactory validity and reliability. Second, three fundamental physics learning profiles, the reproductive, transitional, and constructive profiles, were characterized based on the cluster analysis. It is also evident that the three learning profiles demonstrated different levels of self-efficacy for the five PLSE dimensions. The students with a reproductive profile tended to possess the lowest PLSE across the five dimensions. The students with a transitional profile may possess higher confidence in higher-order cognitive skills and laboratory activities than those with a reproductive profile. However, only those with a constructive profile, highlighting a comprehensive understanding of physics knowledge/concepts as well as de-emphasizing physics learning as preparing for tests and calculating and practising tutorial problems, possessed stronger PLSE in applying what they learned to real-world contexts as well as in scientifically communicating with others.

Burnout Syndrome in Students of a Distance Learning Program: The Open University of Cyprus Experience

ERIC Educational Resources Information Center

Pavlakis, Andreas; Kaitelidou, Dafni

2012-01-01

Introduction: Distance learning seems to have a crucial impact on the social and emotional life of students. Within the framework of distance learning at the Open University of Cyprus, the "Healthcare Management" department conducted a study regarding the levels of stress, anxiety and depression reported by the student population. The…

Examining Institutional Support for Student Learning Assessment at Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Overton, Doris Anntoinette

2010-01-01

This study examined institutional support for student learning assessment initiatives at accredited four-year historically Black colleges and universities. Three domains and one construct of institutional support for learning assessment were the foci of this two-part study (i.e., organizational and administrative practices and policies, the…

A Situative Metaphor for Teacher Learning: The Case of University Tutors Learning to Grade Student Coursework

ERIC Educational Resources Information Center

Boyd, Pete; Bloxham, Sue

2014-01-01

In the continuing concern about academic standards in the higher education sector a great deal of emphasis has been placed on quality assurance procedures rather than on considering how university tutors learn to grade the quality of work produced by students. As part of a larger research project focused on how tutors grade student coursework,…

Assessment of learning and study strategies of university students in Qatar using an Arabic translation of the Learning and Study Strategies Inventory.

PubMed

Alkhateeb, Haitham M; Nasser, Ramzi

2014-06-01

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

Orientation Programs and Student Retention in Distance Learning: The Case of University of Cape Coast

ERIC Educational Resources Information Center

Arhin, Vera; Wang'eri, Tabitha

2018-01-01

This study investigated how orientation programs predict student retention in distance learning at the University of Cape Coast. A correlational research design was employed for the study. The target population was level-200 students in the distance education program at the university. Seven hundred and twenty-seven participants were selected from…

Insights on Supporting Learning during Computing Science and Engineering Students' Transition to University: A Design-Oriented, Mixed Methods Exploration of Instructor and Student Perspectives

ERIC Educational Resources Information Center

Guloy, Sheryl; Salimi, Farimah; Cukierman, Diana; McGee Thompson, Donna

2017-01-01

Using a design-based orientation, this mixed-method study explored ways to support computing science and engineering students whose study strategies may be inadequate to meet coursework expectations. Learning support workshops, paired with university courses, have been found to assist students as they transition to university learning, thereby…

Self-Regulated Learning and Perceived Health among Students Participating in University Physical Activity Classes

ERIC Educational Resources Information Center

McBride, Ron E.; Xiang, Ping

2013-01-01

Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed…

Students' Attitude to Cloud-Based Learning in University Diverse Environment: A Case of Russia

ERIC Educational Resources Information Center

Atabekova, Anastasia; Gorbatenko, Rimma; Chilingaryan, Kamo

2015-01-01

The paper explores the ways how Russian students with different social background view the cloud- based foreign language learning. The empirical data was collected through questionnaires and in-depth interviews of students from metropolitan and regional universities, taking into account the students' family incomes, ethnic and religious…

Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students' Collaborative Learning, Approaches to Learning and Course Performance

ERIC Educational Resources Information Center

Fong, Shirley S. M.; Chu, Samuel K. W.; Lau, Wilfred W.F.; Doherty, Iain; Hew, K. F.

2017-01-01

Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an undergraduate biostatistics course for improving university students' collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by…

Transforming Teaching and Learning at University of Ghana through Community Service-Learning: Listening to the Voices of Students

ERIC Educational Resources Information Center

Tagoe, Michael A.

2014-01-01

Universities all over the world are undergoing change to improve teaching, learning and service. These changes have been motivated by call for universities to connect more to communities to address their problems. One of the means of ensuring that universities and communities engage mutually in a partnership where students, faculty and community…

University students with learning disabilities advocating for change.

PubMed

Roer-Strier, D

2002-11-20

In recent decades Western psychology has conceptualized learning disabilities (LD) in terms of deficits and such related 'social emotional issues' as insecurity, low self-esteem and social isolation that can be rehabilitated through combined remedial teaching and psychological intervention. With increasing advocacy and legislation on behalf of people with disabilities in the US, UK and Australia, more resources are being made available to students with LD in institutions of higher education. Due to this increase in the quantity of services, written programmes and accommodations made to their needs, increased numbers of students with LD have been graduating successfully from institutions of higher education. This paper describes an option for treating students with LD that is based on a theoretical perspective that understands these students as an excluded population and emphasizes the importance of their empowerment. A project involving social work students with LD at Hebrew University in Jerusalem is presented as a case study. Case-study investigation, one of the common methods of qualitative research, explores social and human problems in their natural context. A 6-year evaluation of this project was conducted based on questionnaires, focus groups, documentation of all activities related to the project, in-depth interviews and outcome measures. The results suggest that the project developed in three stages: raising awareness, building partnerships, and lobbying for rights and services. Outcome measures indicate that the project was successful in lowering dropout rates and improving students' academic achievement. Analysis of interviews with students suggests that the project positively affected the students' perceptions by helping them reframe the social and emotional connotations of their learning disability. Students reported marked social and emotional change, including reduced stress and anxiety levels and increased self-esteem. Empowerment practices that are

Adapting research-based curricula at Seattle Pacific University: Results on student learning

NASA Astrophysics Data System (ADS)

Close, Eleanor; Vokos, Stamatis; Lindberg, John; Seeley, Lane

2004-05-01

Seattle Pacific University is the recent recipient of a NSF CCLI grant to improve student learning in introductory physics and calculus courses. This talk will outline the goals of this collaborative project and present some initial results on student performance. Results from research-based assessments will be presented as well as specific examples of successes and challenges from mechanics and electricity and magnetism.

The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

NASA Astrophysics Data System (ADS)

Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

2014-07-01

This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

Effects of a Universal Positive Classroom Behavior Program on Student Learning

ERIC Educational Resources Information Center

Diperna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2016-01-01

The purpose of this study was to examine the impact of a universal program to promote positive classroom behavior on students' approaches to learning and early academic skills. Second grade classrooms (N = 39) were randomly assigned to treatment and business-as-usual control conditions. Teachers in intervention classrooms implemented the Social…

Open-Book, Open-Web Online Examinations: Developing Examination Practices to Support University Students' Learning and Self-Efficacy

ERIC Educational Resources Information Center

Myyry, Liisa; Joutsenvirta, Taina

2015-01-01

The aim of this study was to investigate university students' experiences of open-book, open-web online examinations compared to traditional class examinations concerning preparing, responding, and learning. The data (N?=?110) were collected by an online survey from the university students who took an online examination. The students used…

Service-learning, personal development, and social commitment: a case study of university students in Hong Kong.

PubMed

Ngai, Steven Sek-yum

2006-01-01

Service-learning, which combines academic study with community service, is becoming increasingly popular throughout the world. It is ideally suited to achieving both the personal and academic goals of students and the broader goals of civic responsibility and social justice. This paper describes the design of a local service-learning program the author implemented at a university in Hong Kong. Based on survey data collected from 93 university student participants in the program, it illustrates the impact of service-learning on student outcomes. Results show that the majority of the students benefitted as follows: (1) By developing personal autonomy through real world experiences, students develop a recognition of and faith in their potential. It enhances self-assurance, assumption of new responsibilities, and achievement of individual growth. (2) Students move toward becoming responsible citizens and agents of social change. By learning to care for deprived groups in the community, they are assuming meaningful roles and responding to real issues in ways that have a long-lasting impact on their own lives. Recommendations, based on the shortcomings we have witnessed and the changes we have implemented, are also made.

University of Malaya dental students' attitudes towards communication skills learning: implications for dental education.

PubMed

Nor, Nor Azlida M; Yusof, Zamros Y M; Shahidan, Mohd Noor F M

2011-12-01

The Ministry of Higher Education in Malaysia has called for the implementation of a soft skills module in all public universities in Malaysia. In response to this and as part of curriculum development efforts for a new integrated program for 2011, a study was undertaken to improve the University of Malaya (UM) Faculty of Dentistry's communication skills course. One of the study objectives was to investigate dental students' attitudes towards communication skills learning and the association between their attitudes and demographic and education-related characteristics. A cross-sectional survey--using a self-administered twenty-four-item adapted Communication Skills Attitude Scale (CSAS) that contained both positive (PAS) and negative (NAS) attitude subscales--was carried out targeting all final-year dental students at the UM and the Universiti Kebangsaan Malaysia (UKM). A total of 148 students completed the survey, yielding a response rate of 88.1 percent. Overall, UKM students had significantly more positive attitudes towards communication skills learning (PAS score: mean=48.69, SD=4.48, p<0.001) than UM students (mean=46.03, SD=4.22). There was no statistically significant difference in negative attitudes between the two groups. UKM students with more positive attitudes tended to be female (p<0.05). UM students with more negative attitudes perceived themselves as poor communicators (p<0.05), and UKM students with more negative attitudes tended to have poor English proficiency (p<0.05). This study found that both UM and UKM final-year dental students have positive and negative attitudes towards learning communication skills. These attitudes were significantly associated with certain background and education-related attributes. Outcomes of this study served as a valuable guide in strengthening the communication skills course for the UM's new, integrated dental curriculum.

A Comparison of Factors Related to University Students' Learning: College-Transfer and Direct-Entry from High School Students

ERIC Educational Resources Information Center

Acai, Anita; Newton, Genevieve

2015-01-01

Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college transfer and direct-entry from high school…

Exploring Students' Perceptions about English Learning in a Public University

ERIC Educational Resources Information Center

Jiménez, Patricia Kim

2018-01-01

This manuscript reports the final findings of an exploratory, descriptive case study that aimed at exploring the perceptions of a group of English as a foreign language students in a public university regarding their English learning and the commitment level through the process. A questionnaire, a survey, and the teacher's diary were the…

The Role of Living-Learning Programs in Students' Perceptions of Intellectual Growth at Three Large Universities

ERIC Educational Resources Information Center

Inkelas, Karen Kurotsuchi; Johnson, Dawn; Lee, Zakiya; Daver, Zaneeta; Longerbeam, Susan D.; Vogt, Kristen; Leonard, Jeannie Brown

2006-01-01

The purpose of this study was to investigate how living-learning (L/L) program participation similarly and dissimilarly affects college students' intellectual growth at three large public research universities. L/L programs have been introduced at large universities in order to create more intimate peer communities that help foster students'…

Older Women, Deeper Learning, and Greater Satisfaction at University: Age and Gender Predict University Students' Learning Approach and Degree Satisfaction

ERIC Educational Resources Information Center

Rubin, Mark; Scevak, Jill; Southgate, Erica; Macqueen, Suzanne; Williams, Paul; Douglas, Heather

2018-01-01

The present study explored the interactive effect of age and gender in predicting surface and deep learning approaches. It also investigated how these variables related to degree satisfaction. Participants were 983 undergraduate students at a large public Australian university. They completed a research survey either online or on paper. Consistent…

The Influence of Perceived Stress, Loneliness, and Learning Burnout on University Students' Educational Experience

ERIC Educational Resources Information Center

Stoliker, Bryce E.; Lafreniere, Kathryn D.

2015-01-01

University is a pivotal period in a young adult's life; however, for some, university may be a recipe for disaster due to the stress and pressures that come along with university education. The purpose of the present study was to examine students' feelings of stress, loneliness, and levels of learning burnout in order to determine if these factors…

What Works and Why? Student Perceptions of "Useful" Digital Technology in University Teaching and Learning

ERIC Educational Resources Information Center

Henderson, Michael; Selwyn, Neil; Aston, Rachel

2017-01-01

Digital technologies are now an integral aspect of the university student experience. As such, academic research has understandably focused on the potential of various digital technologies to enable, extend and even "enhance" student learning. This paper offers an alternate perspective on these issues by exploring students' actual…

Interrelations among University Students' Approaches to Learning, Regulation of Learning, and Cognitive and Attributional Strategies: A Person Oriented Approach

ERIC Educational Resources Information Center

Heikkila, Annamari; Niemivirta, Markku; Nieminen, Juha; Lonka, Kirsti

2011-01-01

This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies, and well-being. Their…

Determining Distance Education Students' Readiness for Mobile Learning at University of Ghana Using the Theory of Planned Behavior

ERIC Educational Resources Information Center

Tagoe, Michael Ayitey; Abakah, Ellen

2014-01-01

The use of mobile technologies in the classroom is transforming teaching and learning in higher institutions. This study investigated University of Ghana Distance Education students' perceptions toward mobile learning. The paper using the theory of planned behaviour (TPB) explained how students' beliefs influenced students' intention to adopt…

Chinese Students' Perceptions of the Effects of Western University Examination Formats on Their Learning

ERIC Educational Resources Information Center

Tait, Carolyn

2010-01-01

The recruitment of Asian students into western universities has highlighted the debate about commercialisation of education, academic standards and the role of culture and language in approaches to learning. This article investigates Chinese students' perceptions of how two typical examination formats (multiple choice and essay) affect their…

The Value of Workplace Learning in the First Year for University Students from Under-Represented Groups

ERIC Educational Resources Information Center

McEwen, Celina; Trede, Franziska

2014-01-01

Workplace learning (WPL) is widely accepted in universities as a valuable component of educating for professional practices. Most often though, the focus of WPL is on helping students transition into the workforce, neglecting the role it can play in helping students transition into university. Using an online questionnaire and interviews, a study…

The State of Ethical Learning of Students in the Spanish University System: Considerations for the European Higher Education Area

ERIC Educational Resources Information Center

Buxarrais, Maria Rosa; Esteban, Francisco; Mellen, Teodor

2015-01-01

With the establishment of the European higher education area (EHEA), the ethical learning of students is a matter of central importance in European universities. This paper examines the current state of ethical learning of students in the Spanish university system. We present the results of a descriptive survey, which used a training model for…

Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia

ERIC Educational Resources Information Center

Alfaifi, Mousa S.

2016-01-01

This study aimed to determine the level of self-directed learning readiness (SDLR) among undergraduate students at Saudi Electronic University in Saudi Arabia. Also, investigated were potential relationships between the level of self-directed learning readiness and selected demographic variables such as gender and specific college within the…

Students' Attitudes and Motivation for Learning English at Dokuz Eylul University School of Foreign Languages

ERIC Educational Resources Information Center

Öztürk, Kadim

2014-01-01

Attitudes and motivation are two of the key factors in second language learning since positive attitudes and high levels of motivation are considered as the predictors of a successful learning process. This study aims to reveal the relation between university preparatory students' attitudes towards learning English and their language learning…

Do dental hygiene students fit the learning profile of the millennial student?

PubMed

Blue, Christine M

2009-12-01

Differences in learning and the cultural context of our students' life experiences are important variables that faculty members need to understand in order to be effective in the classroom. Faculty members are finding that millennial students' approaches to learning are often vastly different from their own and as a result feel frustrated in their ability to help these students with their learning needs. Cultivating awareness of how today's dental hygiene student learns as well as the millennial learner profile can help faculty members address this educational challenge. The purpose of this study was to identify the learning styles of three groups of dental hygiene students and determine if they fit the learning profile of the millennial student as measured by the Learning Type Measure. Given this new generation of learners, it was hypothesized that dental hygiene students' learning style preferences would fit the learning profile of the millennial student. The Learning Type Measure was administered to 101 dental hygiene students at the University of Minnesota, University of Arizona, and Virginia Commonwealth University. The results from the study revealed that dental hygiene students do exhibit learning style preferences consistent with the millennial learner profile.

Using the Vocabulary Self-Collection Strategy plus to Develop University EFL Students' Vocabulary Learning

ERIC Educational Resources Information Center

Khodary, Manal Mohamed

2017-01-01

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students' vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar…

Self-Regulated Learning and Perceived Health among University Students Participating in Physical Activity Classes

ERIC Educational Resources Information Center

McBride, Ron E.; Altunsöz, Irmak Hürmeriç; Su, Xiaoxia; Xiang, Ping; Demirhan, Giyasettin

2016-01-01

The purpose of this study was to explore motivational indicators of self-regulated learning (SRL) and the relationship between self-regulation (SR) and perceived health among university students enrolled in physical activity (PA) classes. One hundred thirty-one Turkish students participating in physical education activity classes at two…

Listening to Students: Customer Journey Mapping at Birmingham City University Library and Learning Resources

ERIC Educational Resources Information Center

Andrews, Judith; Eade, Eleanor

2013-01-01

Birmingham City University's Library and Learning Resources' strategic aim is to improve student satisfaction. A key element is the achievement of the Customer Excellence Standard. An important component of the standard is the mapping of services to improve quality. Library and Learning Resources has developed a methodology to map these…

Self-Regulated Learning Strategies and Pre-University Math Performance of International Students in Malaysia

ERIC Educational Resources Information Center

Loong, Tang Eng

2012-01-01

This study is an attempt to compare the use of self-regulated learning strategies and their math performance between home and international students in the Monash University Foundation Year (MUFY) and determine the self-regulated learning strategies that are significantly associated with their math performance. The participants of the study were…

The Influence of Student Learning Characteristics on Purchase of Paper Book and eBook for University Study and Personal Interest

ERIC Educational Resources Information Center

Johnson, Genevieve Marie

2016-01-01

First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement…

A Questionnaire-Based Study on Chinese University Students' Demotivation to Learn English

ERIC Educational Resources Information Center

Li, Chili; Zhou, Ting

2017-01-01

This paper, adopting questionnaire survey method, investigated 367 non-key local university English as a Foreign Language (EFL) students' demotivation to learn English. The collected data revealed that there were two main categories of demotivators: internal factors ("lack of intrinsic interest," "experience of failure and lack of…

Problem-based learning as perceived by dental students in universiti sains malaysia.

PubMed

Barman, Arunodaya; Jaafar, Rogayah; Ismail, Noorliza Mastura

2006-01-01

The implementation of problem-based learning started in 1969 and has spread since then throughout different parts of the world with variations in its implementation. In spite of its growth and advantages, there is continuing debate about its effectiveness over the conventional teaching learning methods. In the School of Dental Sciences (SDS), Universiti Sains Malaysia (USM), the Doctor of Dental Sciences (DDS) program follows a 5-year integrated curriculum. Basically the curriculum is problem-based and community oriented. This study was to explore the perception of DDS students about PBL sessions. This questionnaires-based cross sectional descriptive study were carried out on all the 110 students of the SDS who completed their second year of the course and participated in PBL sessions. Ninety five (86%) students responded to the questionnaires. Dental students found PBL session interesting and wanted to maintain PBL from the beginning of year 2 up to the end of year 3. Most students reported their participation in discussion during PBL sessions but the level of participation varied. Some of them worked hard to prepare themselves for discussion while others were relatively passive. PBL helped them with in-depth understanding of certain topics and link their basic science knowledge to clinical classes. They felt that guidance from subject specialists and well-prepared facilitators of the sessions were beneficial. The students believed that repetition of triggers from year to year discouraged their active search for learning issues. Majority of the students were undecided or disagreed about the availability of adequate learning resources Most of the students were undecided or disagreed about the availability of adequate learning resources for their self-study. Reviewing and renewing the PBL triggers, providing guidelines for searching for resource materials and briefing the students and facilitators about the philosophy and principles of PBL may make the PBL sessions

Nursing as universal and recognisable: Nursing students'perceptions of learning outcomes from intercultural peer learning webinars: A qualitative study.

PubMed

Carlson, Elisabeth; Stenberg, Marie; Chan, Bessie; Ho, Sukki; Lai, Timothy; Wong, Arkers; Chan, Engle Angela

2017-10-01

Nursing students need to be prepared for the increasingly culturally diverse health care. Therefore, providing students with international perspectives remains the mission of higher education. However, given the logistic and financial constraints, not all students will be able to travel overseas for their international experiences. A feasible alternative to study abroad is internationalisation-at-home where intercultural dimensions are incorporated into curriculum, without students leaving their home universities. This paper presents findings from a collaboration between nursing programmes in Sweden and Hong Kong. The aim of the project was to explore how undergraduate nursing students' perceived achieved learning outcomes after participating in a web-based intercultural peer-learning intervention. Copyright © 2017 Elsevier Ltd. All rights reserved.

Understanding and Overcoming Barriers: Learning Experiences of Undergraduate Sudanese Students at an Australian University

ERIC Educational Resources Information Center

Gately, Natalie Jane; Ellis, Suzanne; Britton, Katherine; Fleming, Tina

2017-01-01

An increase in migration of Sudanese and South Sudanese people to Australia due to civil unrest in their home country has increased the numbers of Sudanese students at university. Migrant experiences, particularly those of English as a second language, can impact negatively on education and learning. Inconsistencies between student scores on…

Facilitating Self-Directed Learning (SDL) and Satisfaction with SDL among Pre-University Students

ERIC Educational Resources Information Center

Yeoh, Miranda P.; Cazan, Ana-Maria; Ierardi, Enzo; Jacic, Ljubomir A.

2017-01-01

The aim of the study was to evaluate our practice of self-directed learning (SDL) among pre-university students in Malaysia. Respondents provided data on their previous school learning experiences besides present SDL experiences in college. We carried out exploratory factor analysis based on the school data. We did a confirmatory factor analysis…

From the Mouths of Canadian University Students: Web-Based Information-Seeking Activities for Language Learning

ERIC Educational Resources Information Center

Peters, Martine; Weinberg, Alysse; Sarma, Nandini; Frankoff, Mary

2011-01-01

This article presents student perceptions about different types of web-based activities used to seek information for French language learning. Group interviews were conducted with 71 students in five Canadian universities to elicit data on their use of the Internet for information-seeking activities. These students use the Web for three main…

University students' learning approaches in three cultures: an investigation of Biggs's 3P model.

PubMed

Zhang, L F

2000-01-01

The relationship of various learning approaches to students' academic achievement, abilities, and other characteristics was examined in a sample of university students in Hong Kong, mainland China, and the United States. The theoretical framework for this project was J. B. Biggs's (1987) theory of student learning approaches. The participants completed the Study Process Questionnaire (based on Biggs's theory) and provided a variety of demographic information. The participants' achievement scores and self-rated scores on analytical, creative, and practical abilities were also obtained. Results indicated that scores on certain subscales of the Study Process Questionnaire statistically predicted participants' achievement beyond their self-rated abilities. In addition, certain learning approaches were significantly related to the participants' ages, gender, parents' education levels, and their travel and work experiences. Implications of these findings are discussed as they relate to teaching and learning.

An Exploration into First-Year University Students' Approaches to Inquiry and Online Learning Technologies in Blended Environments

ERIC Educational Resources Information Center

Ellis, Robert A.; Bliuc, Ana-Maria

2016-01-01

The use of online learning technologies in experiences of inquiry is increasingly ubiquitous in university contexts. In blended environments, research into university experiences suggests that student approaches to learning are a key determiner of the quality of outcomes. The purpose of this study was to develop relevant measures which help…

How online learning modules can improve the representational fluency and conceptual understanding of university physics students

NASA Astrophysics Data System (ADS)

Hill, M.; Sharma, M. D.; Johnston, H.

2015-07-01

The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware

Self-Regulated Strategies Chinese Graduate Students Employ to Learn English at Three American Universities

ERIC Educational Resources Information Center

Ma, Wen; Wang, Chuang

2012-01-01

International students in the United States often employ culture-specific learning strategies to help them improve their proficiency in English. This study explored the use of self-regulated strategies by 49 Chinese graduate students from 24 fields of study at three universities in the Northeast. The research used the mixed survey method to…

Service Learning in Britain between the Wars: University Students and Unemployed Camps

ERIC Educational Resources Information Center

Field, John

2012-01-01

This article considers the role of university staff and students in camps for the unemployed in interwar Britain. These ventures can be seen as showing continuities both with nineteenth-century social service initiatives like the educational settlements, but also with contemporary concerns with service learning. The article explores three camping…

The Relationship between Student Success in Introductory University Chemistry and Approaches to Learning outside of the Classroom

ERIC Educational Resources Information Center

Sinapuelas, Michelle L. S.; Stacy, Angelica M.

2015-01-01

The study reported here examines the learning approaches adopted by students enrolled in introductory chemistry at a public university. To evaluate learning approaches, a group of 61 students enrolled in the course were interviewed at three time-points during the semester, specifically to ascertain how they prepared for the exams. From these…

Medical students preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia.

PubMed

Ibrahim, Nahla Khamis; Banjar, Shorooq; Al-Ghamdi, Amal; Al-Darmasi, Moroj; Khoja, Abeer; Turkistani, Jamela; Arif, Rwan; Al-Sebyani, Awatif; Musawa, Al-Anoud; Basfar, Wijdan

2014-01-01

Problem-based learning (PBL) is the most important educational innovations in the past 4 decades. The objective of the study was to compare between the preference of medical students for PBL and the preference for traditional lectures regarding learning outcomes (e.g., knowledge, attitude, and skills) gained from both methods. A cross-sectional study was conducted among medical students who studied the hybrid curriculum (PBL and traditional lectures) in King Abdulaziz University, Jeddah, in 2011. Data was collected through a pre-constructed, validated, confidentially anonymous, and self-administered questionnaire. Students' perceptions toward PBL and traditional lectures were assessed through their response to 20 statements inquired about both methods of learning using a five-point Likert scale. Descriptive and analytic statistics were performed using SPSS, version 21 (SPSS Inc, Chicago, Ill., USA). Learners preferred PBL more to traditional lectures for better linking the knowledge of basic and clinical sciences (t test=10.15, P < .001). However, no statistical significant difference (P > .05) was observed regarding the amount of basic knowledge recalled from both methods. Students preferred PBL more to lectures for better learning attitudes, skills, future outcomes, and learning satisfaction (P < .05). PBL motivates students to learn better than lecturing (P < .05). From students' opinion, the mean total skill gained from PBL (47.2 [10.6]) was much higher than that of lectures (33.0 [9.9]), and a highly statistical significant difference was observed (t test=20.9, P < .001). Students preferred PBL more to traditional lectures for improving most of learning outcome domains, especially, learning attitudes and skills. Introducing hybrid-PBL curriculum in all Saudi universities is highly recommended.

An Integrated Science Course Designed with Information Communication Technologies to Enhance University Students' Learning Performance

ERIC Educational Resources Information Center

Su, King-Dow

2008-01-01

This study evaluated the performance of university students who learned science texts by using, information communication technologies (ICT) including animation, static figures, power point, and e-plus software. The characteristics of students and their achievements and attitudes toward 11 multimedia science courses were analyzed. The 11 samples…

Online Learning in Higher Education in Sub-Saharan Africa: Ghanaian University Students' Experiences and Perceptions

ERIC Educational Resources Information Center

Asunka, Stephen

2008-01-01

This study adopted a qualitative case-study approach to examine the attitudes, experiences, and perceptions of undergraduate students who were enrolled in an online, collaborative learning course at a Ghanaian private university. Data sources included surveys, student and instructor journal entries, email records, individual interviews, and…

Investigation of Teaching Competencies to Enhance Students' EFL Learning at Taif University

ERIC Educational Resources Information Center

Tawalbeh, Tha'er Issa; Ismail, Nasrah Mahmoud

2014-01-01

The paper aimed to investigate the teaching competencies implemented by instructors to enhance EFL students at Taif University in Saudi Arabia. The first two questions discussed the degree of implementing the teaching competencies, which either enhance or hinder learning. The third and fourth questions were an attempt to examine if there were any…

Accounting for Tibetan University Students' and Teachers' Intellectual Styles

ERIC Educational Resources Information Center

Zhang, Li-Fang; Fu, Hong; Jiao, Ben

2008-01-01

The primary objective of this study was to further understand Tibetan university students' learning styles through investigating Tibetan university teachers' teaching styles and their preferred student learning styles. This objective was achieved by analysing the interview data from a group of Tibetan university teachers and the comparative survey…

Successful Learning: Strategies for College and University Students.

ERIC Educational Resources Information Center

Fleet, Joan; And Others

This manual was written to help college students become better students and more successful learners. The goals of the book are to raise awareness of, and interest in, the learning process generally; increase each student's awareness of her/himself as a learner; introduce specific strategies for more effective learning; suggest that each student…

Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students

ERIC Educational Resources Information Center

Yoon, InJeong

2017-01-01

In this study I attempt to shed light on the experiences of the teacher researcher and university students who explored social justice issues in an art education course. The primary purpose of this study is to provide insights in teaching practice and students' learning processes when the course is designed to examine systems of oppression through…

University Students Use of Computers and Mobile Devices for Learning and Their Reading Speed on Different Platforms

ERIC Educational Resources Information Center

Mpofu, Bongeka

2016-01-01

This research was aimed at the investigation of mobile device and computer use at a higher learning institution. The goal was to determine the current use of computers and mobile devices for learning and the students' reading speed on different platforms. The research was contextualised in a sample of students at the University of South Africa.…

Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study

NASA Astrophysics Data System (ADS)

Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.

2015-10-01

This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.

Towards a Personality Understanding of Information Technology Students and Their IT Learning in UAE University

ERIC Educational Resources Information Center

Al-Qirim, Nabeel; Rouibah, Kamel; Tarhini, Ali; Serhani, Mohamed Adel; Yammahi, Aishah Rashid; Yammahi, Maraim Ahmed

2018-01-01

This research investigates the personality characteristics of Information Technology students (CIT) in UAE University (UAEU) and how such features impact their IT learning. To achieve this objective, this research attempts to explain the impact of the Big-5 factors on learning using survey research. Results from 179 respondents suggested that…

Physics Learning Achievement Study: Projectile, Using Mathematica Program of Faculty of Science and Technology Phetchabun Rajabhat University Students

ERIC Educational Resources Information Center

Hutem, Artit; Kerdmee, Supoj

2013-01-01

The propose of this study is to study Physics Learning Achievement, projectile motion, using the Mathematica program of Faculty of Science and Technology Phetchabun Rajabhat University students, comparing with Faculty of Science and Technology Phetchabun Rajabhat University students who study the projectile motion experiment set. The samples are…

Using Mobile Peer Mentors for Student Engagement: Student Rovers in the Learning Commons

ERIC Educational Resources Information Center

Tout, Dan; Pancini, Geri; McCormack, Rob

2014-01-01

This paper presents findings from a 2010 evaluation of Victoria University's Student Rover program, an on-campus work-based learning program in which mobile student mentors are employed and deployed within the university's Learning Commons to provide "just-in-time" and "just-in-place" learning support to other students. Student…

A Qualitative Account of the Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

ERIC Educational Resources Information Center

Alvi, Effat; Iqbal, Zafar; Masood, Fatima; Batool, Tooba

2016-01-01

Students' conceptions of how they initiate, plan, implement and monitor self-regulated learning (SRL) strategies have practical implications for teaching and learning. This study explores the nature and use of SRL strategies employed by university students as it occurs in naturalistic settings, for example, studying in non-classroom environments.…

The role of critical thinking skills and learning styles of university students in their academic performance.

PubMed

Ghazivakili, Zohre; Norouzi Nia, Roohangiz; Panahi, Faride; Karimi, Mehrdad; Gholsorkhi, Hayede; Ahmadi, Zarrin

2014-07-01

The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students' performance with

Fostering Transformative Learning: The Role of the Professors and Students of the University of Prishtina

ERIC Educational Resources Information Center

Tahiri, Afredita

2010-01-01

The author discuses transformative learning as a means to explore the centrality of experiences, provide critical reflection, and a rational discourse to examine a set of conditions which need to be fulfilled to foster the application of the transformative learning process for professors and the students at the University of Prishtina. The author…

A Model of e-Learning by Constructivism Approach Using Problem-Based Learning to Develop Thinking Skills for Students in Rajaghat University

ERIC Educational Resources Information Center

Shutimarrungson, Werayut; Pumipuntu, Sangkom; Noirid, Surachet

2014-01-01

This research aimed to develop a model of e-learning by using Problem-Based Learning--PBL to develop thinking skills for students in Rajabhat University. The research is divided into three phases through the e-learning model via PBL with Constructivism approach as follows: Phase 1 was to study characteristics and factors through the model to…

Students interest in learning science through fieldwork activity encourage critical thinking and problem solving skills among UPSI pre-university students

NASA Astrophysics Data System (ADS)

Jamil, Siti Zaheera Muhamad; Khairuddin, Raja Farhana Raja

2017-05-01

Graduates with good critical thinking and problem solving (CTPS) skills are likely to boost their employability to live in 21st century. The demands of graduates to be equipped with CTPS skills have shifted our education system in focusing on these elements in all levels of education, from primary, the secondary, and up to the tertiary education, by fostering interesting teaching and learning activities such as fieldwork activity in science classes. Despite the importance of the CTPS skills, little is known about whether students' interests in teaching and learning activities, such as fieldwork activity, have any influence on the students CTPS skills. Therefore, in this investigation, firstly to examine students interests in learning science through fieldwork activity. Secondly, this study examined whether the students' interest in learning science through fieldwork activity have affect on how the students employ CTPS skills. About 100 Diploma of Science students in Universiti Pendidikan Sultan Idris (UPSI) were randomly chosen to participate in this study. All of the participants completed a survey on how they find the fieldwork activity implemented in their science classes and it relevents towards their CTPS skills development. From our findings, majority of the students (91%) find that fieldwork activity is interesting and helpful in increasing their interest in learning science (learning factor) and accommodate their learning process (utility). Results suggest that students' interest on the fieldwork activity in science classes does have some influence on the students development of CTPS skills. The findings could be used as an initial guideline by incorporating students' interest on other teaching and learning activities that being implemented in science classes in order to know the impacts of these learning activities in enhancing their CTPS skills.

Interactive Multimedia Learning: Innovating Classroom Education in a Malaysian University

ERIC Educational Resources Information Center

Leow, Fui-Theng; Neo, Mai

2014-01-01

This research study was conducted at INTI International University, and aimed at enhancing the quality of classroom learning for University students with three important emphases: Gagne's instructional model, multimedia, and student-centred learning. An Interactive Learning Module (ILM) was developed as the core component in forming the…

On the Role of Discipline-Related Self-Concept in Deep and Surface Approaches to Learning among University Students

ERIC Educational Resources Information Center

Platow, Michael J.; Mavor, Kenneth I.; Grace, Diana M.

2013-01-01

The current research examined the role that students' discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which…

How Do Students Use Their Mobile Devices to Support Learning? A Case Study from an Australian Regional University

ERIC Educational Resources Information Center

Farley, Helen; Murphy, Angela; Johnson, Chris; Carter, Brad; Lane, Michael; Midgley, Warren; Hafeez-Baig, Abdul; Dekeyser, Stijn; Koronios, Andy

2015-01-01

Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of "bring your own device" (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at…

Students' attitudes towards learning statistics

NASA Astrophysics Data System (ADS)

Ghulami, Hassan Rahnaward; Hamid, Mohd Rashid Ab; Zakaria, Roslinazairimah

2015-05-01

Positive attitude towards learning is vital in order to master the core content of the subject matters under study. This is unexceptional in learning statistics course especially at the university level. Therefore, this study investigates the students' attitude towards learning statistics. Six variables or constructs have been identified such as affect, cognitive competence, value, difficulty, interest, and effort. The instrument used for the study is questionnaire that was adopted and adapted from the reliable instrument of Survey of Attitudes towards Statistics(SATS©). This study is conducted to engineering undergraduate students in one of the university in the East Coast of Malaysia. The respondents consist of students who were taking the applied statistics course from different faculties. The results are analysed in terms of descriptive analysis and it contributes to the descriptive understanding of students' attitude towards the teaching and learning process of statistics.

Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

NASA Astrophysics Data System (ADS)

Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University

The Effects of Student Involvement and College Environment on Students' Learning and Living Experience at World-Class Research Universities in China: A Comparative Case Study of the University of Hong Kong (HKU) and Shanghai Jiao Tong University (SJTU)

ERIC Educational Resources Information Center

Chan, Roy Yew-Hung

2011-01-01

This comparative research examined the effects of student involvement and college environment on students' learning and living experience delivered by two aspiring world-class universities in Hong Kong and Shanghai. Few studies have shown how the levels of student involvement and college environment can benefit students at world-class institution.…

Open University Learning Analytics dataset.

PubMed

Kuzilek, Jakub; Hlosta, Martin; Zdrahal, Zdenek

2017-11-28

Learning Analytics focuses on the collection and analysis of learners' data to improve their learning experience by providing informed guidance and to optimise learning materials. To support the research in this area we have developed a dataset, containing data from courses presented at the Open University (OU). What makes the dataset unique is the fact that it contains demographic data together with aggregated clickstream data of students' interactions in the Virtual Learning Environment (VLE). This enables the analysis of student behaviour, represented by their actions. The dataset contains the information about 22 courses, 32,593 students, their assessment results, and logs of their interactions with the VLE represented by daily summaries of student clicks (10,655,280 entries). The dataset is freely available at https://analyse.kmi.open.ac.uk/open_dataset under a CC-BY 4.0 license.

International Students' Perceptions of Their Learning Environment in Graduate Programs at One Normal University in China

ERIC Educational Resources Information Center

Lwin, Thawdar; Aslam, Sarfraz; Mukhale, Phoebe Naliaka

2017-01-01

This study was an investigation of the international students' perceptions of their learning environment in graduate programs at one normal university in China. The study used both quantitative and qualitative research methods. The sample comprised 91 international students, 51 Master and 40 doctoral from three schools: Education, Life Sciences…

Assessing the Impact of ADHD Coaching Services on University Students' Learning Skills, Self-Regulation, and Well-Being

ERIC Educational Resources Information Center

Field, Sharon; Parker, David R.; Sawilowsky, Shlomo; Rolands, Laura

2013-01-01

The effects of coaching on learning and study skills, self-regulation, and subjective well-being of students with ADHD attending 2- and 4-year colleges or universities was examined. Students were randomly assigned to participate in coaching or comparison groups. Coaching students received weekly phone-based coaching sessions and additional…

The role of critical thinking skills and learning styles of university students in their academic performance

PubMed Central

GHAZIVAKILI, ZOHRE; NOROUZI NIA, ROOHANGIZ; PANAHI, FARIDE; KARIMI, MEHRDAD; GHOLSORKHI, HAYEDE; AHMADI, ZARRIN

2014-01-01

Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between

Why Students Need to Be Prepared to Cooperate: A Cooperative Nudge in Statistics Learning at University

ERIC Educational Resources Information Center

Buchs, Céline; Gilles, Ingrid; Antonietti, Jean-Philippe; Butera, Fabrizio

2016-01-01

Despite the potential benefits of cooperative learning at university, its implementation is challenging. Here, we propose a theory-based 90-min intervention with 185 first-year psychology students in the challenging domain of statistics, consisting of an exercise phase and an individual learning post-test. We compared three conditions that…

The Relationship between Age of Post-Graduate Adult Learning Students and Learning Style Preferences: A Case of Africa International University, Kenya

ERIC Educational Resources Information Center

Ngala, Francisca Wavinya

2017-01-01

This paper sought to examine the relationship between age and learning preferences of post- graduate students at Africa International University (AIU). The study employed a descriptive survey design which used cross-sectional approach to data collection. The population of the study consisted of all the 397 post-graduate students at Africa…

The Relationships between Epistemic Beliefs in Biology and Approaches to Learning Biology among Biology-Major University Students in Taiwan

ERIC Educational Resources Information Center

Lin, Yi-Chun; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-01-01

The aim of this study was to investigate the relationships between students' epistemic beliefs in biology and their approaches to learning biology. To this end, two instruments, the epistemic beliefs in biology and the approaches to learning biology surveys, were developed and administered to 520 university biology students, respectively. By and…

Bridging the Experiential Learning Gap: An Evaluation of the Impacts of Ulster University's Senior Student Tutoring Scheme on First Year Students

ERIC Educational Resources Information Center

Eaton, Martin D.

2015-01-01

Since 2004-05 first year students at the School of Environmental Sciences, Ulster University have engaged with senior student tutors (SSTs) in workshop activities aimed at preparations for their written examinations. Using a pedagogical action research methodology we evaluated the role of SSTs in bridging the experiential learning gap between…

Explaining University Students' Effective Use of E-Learning Platforms

ERIC Educational Resources Information Center

Moreno, Valter; Cavazotte, Flavia; Alves, Isabela

2017-01-01

Students' success in e-learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students' intention to use e-learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes,…

Peer-Assisted Learning Programme: Supporting Students in High-Risk Subjects at the Mechanical Engineering Department at Walter Sisulu University

ERIC Educational Resources Information Center

Makola, Qonda

2017-01-01

The majority of the students who enroll at the Walter Sisulu University (WSU) in South Africa are not equipped with the necessary academic/learning skills to cope with the university environment, especially in Mechanical Engineering. The Department of Higher Education and Training (2013, p. 17), further states that "students' support is…

Student Engagement in Public Universities in the Context of University of Raparin Kurdistan Region--Iraq

ERIC Educational Resources Information Center

Ahmad, Paiman Ramazan

2015-01-01

To the best of our knowledge this is the first attempt to investigate student engagement in learning within the Kurdistan region in general and at University of Raparin in particular. Student engagement, self-learning, faculty-student interaction and promoting personal responsibility, besides environment of learning are the components for this…

Can Students' Concept of Learning Influence Their Learning Outcomes?

ERIC Educational Resources Information Center

Marouchou, Despina Varnava

2012-01-01

This paper aims to readdress the lack of empirical data concerning university learning and in particular the dynamics students' conceptions of learning may have on students' learning outcomes. This paper is written at a time when the EU commission for Higher Education (HE) through the Bologna Process declaration has put into action, since 1999, a…

Regulating approaches to learning: Testing learning strategy convergences across a year at university.

PubMed

Fryer, Luke K; Vermunt, Jan D

2018-03-01

Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed. �

Experiential Learning for Native American Students at Tribal Colleges and Universities

NASA Astrophysics Data System (ADS)

Sauve, M. L.; Moore, K.

2003-12-01

In reaffirming its commitment to Indian tribes and Alaska Native entities, the Federal Government issued Executive Order 13270 of July 3, 2002, stating the policy that " this Nation's commitment to education excellence and opportunity must extend as well to the tribal colleges and universities." Further, the Federal Government has called on the private sector to contribute to these colleges' educational and cultural mission. American University, through its American Indian Internship Program, has responded to this call. American University, a private liberal arts institution of higher education in the Nation's capital, has long ago recognized the importance of experiential learning in undergraduate education. For over 50 years, its Washington Semester Program brings students from other universities around the country and the world to American University's campus and to Washington, D.C. for a unique academic experience. The Washington Semester Program combines academic seminars in various fields of concentration with internship work in government agencies, congressional offices, non-profit organizations, foundations and research institutions in the Nation's capital. Students in this Program get to meet the Nation's leaders, experts in the field, and notable newsmakers while incorporating their academic skills and courses in practice at their internship assignments. The American Indian Internship Program (also knows as Washington Internship for Native Students-WINS) is one of the programs in Washington Semester. This program is designed to give American Indian students the chance to study issues of interest to the Native community and to gain valuable work experience through an internship in the Nation's capital. All costs to attend the program are paid by the internship sponsors and American University, including transportation between the students' home and Washington, DC, tuition and program fees for 6 credit hours in the summer and 12 credit hours in fall

Scripting to Enhance University Students' Critical Thinking in Flipped Learning: Implications of the Delayed Effect on Science Reading Literacy

ERIC Educational Resources Information Center

Lee, Yuan-Hsuan

2018-01-01

Premised on Web 2.0 technology, the current study investigated the effect of facilitating critical thinking using the Collaborative Questioning, Reading, Answering, and Checking (C-QRAC) collaboration script on university students' science reading literacy in flipped learning conditions. Participants were 85 Taiwanese university students recruited…

Student Structured Learning in Biology.

ERIC Educational Resources Information Center

Penick, John E.; And Others

Described is a highly individualized and open teaching situation, Student-Structured Learning in Biology (SSLB), used with a randomly selected group of 9th-, 10th-, and 11th-grade students at the Florida State University Developmental Research School. Students chose their own content and method of learning and were free to pursue, or not pursue,…

Personal Growth as a Strong Element in the Motivation of Australian University Students to Learn German

ERIC Educational Resources Information Center

Schmidt, Gabriele

2014-01-01

For the last ten years, language learning motivation research has focussed on how learners see knowledge of a language as part of their identity. This article presents the findings of a qualitative interview study that investigated whether personal growth is also a strong element in the motivation of Australian university students to learn German.…

Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach

ERIC Educational Resources Information Center

Kennett, Deborah J.; Keefer, Kateryna

2006-01-01

This was the first study to integrate Rosenbaum's concept of learned resourcefulness with Dweck's implicit theories of intelligence in predicting university students' academic self-control behaviour and year-end grades. Rosenbaum highlights the prominent role that learned resourcefulness skills play in promoting mastery responses and goal…

Global Culture, Learning Style, and Outcome: An Interdisciplinary Empirical Study of International University Students

ERIC Educational Resources Information Center

Strang, Kenneth David

2010-01-01

The study examined 2500 business degree students from 21 countries, enrolled at an Australian university, using a survey to assess learning style, which was integrated into a global culture taxonomy. The research hypothesis was that academic outcome could be explained through an interdisciplinary model, by integrating proven theories from…

Students' Perceptions of E-Assessment at Saudi Electronic University

ERIC Educational Resources Information Center

Alsadoon, Hamadah

2017-01-01

This study explored students' perceptions of E-assessment at Saudi Electronic University. The university recently implemented this mode of assessment in the learning management system it uses. Therefore it is important to examine the students' perceptions of this mode at the university level. The results were encouraging. Students had positive…

Distance Learning Students' Evaluation of E-Learning System in University of Tabuk, Saudi Arabia

ERIC Educational Resources Information Center

Al-Juda, Mefleh Qublan B.

2017-01-01

This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students' attitudes towards e-learning. The study uses convenience sampling in which students of the Education…

The Woodcock Johnson III Tests of Achievement in Foreign Language Course Substitution Decisions for University Students with Learning Disabilities: An Exploratory Analysis

ERIC Educational Resources Information Center

Madaus, Joseph W.

2005-01-01

Selected subtests from the Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001) were administered to three groups of university students. The groups included students with learning disabilities who received course substitutions for the institution's foreign language requirement, students with learning disabilities who…

Students' Attitudes and Perceptions towards the Effectiveness of Mobile Learning in King Saud University, Saudi Arabia

ERIC Educational Resources Information Center

Al-Fahad, Fahad N.

2009-01-01

The main aim of this research study is to better understand and measure students' attitudes and perceptions towards the effectiveness of mobile learning. This paper reports on the results of a survey of one hundred eighty six undergraduate female students at King Saud University about their attitude and perception to the use of mobile technology…

Writing-to-Learn: Attitudes of nursing students at Sultan Qaboos University.

PubMed

Balachandran, Shreedevi; Venkatesaperumal, Ramesh; Clara, Jothi; Shukri, Raghda K

2014-02-01

The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process. A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis. Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores. Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students' negative attitudes towards writing into positive ones.

Universal Interventions for Students with ADHD--and All Students

ERIC Educational Resources Information Center

Zelenka, Valerie

2017-01-01

This article describes effective classroom intervention strategies for students experiencing symptoms of attention-deficit/hyperactivity disorder (ADHD), regardless of the severity and whether the student has a diagnosis of ADHD. These suggestions incorporate the universal design for learning (UDL) framework. This framework does not limit…

Using the Universal Design for Learning Approach in Science Laboratories to Minimize Student Stress

ERIC Educational Resources Information Center

Miller, Daniel K.; Lang, Patricia L.

2016-01-01

This commentary discusses how the principles of universal design for learning (UDL) can be applied in the science laboratory with an emphasis on assisting students who experience stress in the laboratory environment. The UDL approach in the laboratory is based on three elements: open-mindedness, supportive communication, and analysis and…

Ways of Experiencing the Act of Learning to Program: A Phenomenographic Study of Introductory Programming Students at University

ERIC Educational Resources Information Center

Bruce, Christine; Buckingham, Lawrence; Hynd, John; McMahon, Camille; Roggenkamp, Mike; Stoodley, Ian

2004-01-01

The research reported here investigates variation in first year university students' early experiences of learning to program, with a particular focus on revealing differences in how they go about learning to program. A phenomenographic research approach was used to reveal variation in how the act of learning to program may be constituted amongst…

Open University Learning Analytics dataset

PubMed Central

Kuzilek, Jakub; Hlosta, Martin; Zdrahal, Zdenek

2017-01-01

Learning Analytics focuses on the collection and analysis of learners’ data to improve their learning experience by providing informed guidance and to optimise learning materials. To support the research in this area we have developed a dataset, containing data from courses presented at the Open University (OU). What makes the dataset unique is the fact that it contains demographic data together with aggregated clickstream data of students’ interactions in the Virtual Learning Environment (VLE). This enables the analysis of student behaviour, represented by their actions. The dataset contains the information about 22 courses, 32,593 students, their assessment results, and logs of their interactions with the VLE represented by daily summaries of student clicks (10,655,280 entries). The dataset is freely available at https://analyse.kmi.open.ac.uk/open_dataset under a CC-BY 4.0 license. PMID:29182599

Blended Learning: The Student Viewpoint.

PubMed

Shantakumari, N; Sajith, P

2015-01-01

Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

The learning type makes the difference - the interrelation of Kolb's learning styles and psychological status of preclinical medical students at the University of Erlangen.

PubMed

Burger, Pascal H; Scholz, Michael

2014-01-01

Theories on learning styles and types have been integral to discussions on the basics of teaching for nearly 40 years. The learning style typology of Kolb divides learners into four groups (Diverger, Assimilator, Converger and Accomodator), which differ both in terms of their learning behaviour as well as personality and preferences. We studied the sense of coherence and burnout symptoms in medical students of the preclinical semesters (1(st) to 4(th) semester) at the Friedrich-Alexander University of Erlangen within the context of the observed learning styles. A total of 530 students were interviewed in winter semester 2012/13 using standardized psychometric questionnaires. Our students showed a significant correlation between the respective learning styles and expression of a sense of coherence, as well as cognitive and emotional burnout symptoms. The learning styles of the students differed significantly within these same parameters. We also demonstrated that learning styles and types not only influence study performance, but that there are also relationships to sense of coherence and psychological ailments. A more forward-looking integration of the theory of learning types in the medical education curriculum could positively influence both the performance and psychological well-being of the students.

Research Needs and Learning Format Preferences of Graduate Students at a Large Public University: An Exploratory Study

ERIC Educational Resources Information Center

Bussell, Hilary; Hagman, Jessica; Guder, Christopher S.

2017-01-01

This article reports on a study of research needs and learning preferences of graduate students at a public research university. A sequential exploratory mixed-method design was used, with a survey instrument developed from an initial qualitative stage. Significant differences were found between master's and doctoral students' and on-campus and…

Training Sessional Academic Staff to Provide Quality Feedback on University Students' Assessment: Lessons from a Faculty of Law Learning and Teaching Project

ERIC Educational Resources Information Center

Richards, Kelly; Bell, Tamara; Dwyer, Angela

2017-01-01

The quality of feedback provided to university students has long been recognised as the most important predictor of student learning and satisfaction. However, providing quality feedback to students is challenging in the current context, in which universities increasingly rely on casualised and inexperienced academic staff to assess undergraduate…

Measuring University Students' Perceived Self-Efficacy in Science Communication in Middle and High Schools

ERIC Educational Resources Information Center

Chi, Shaohui; Liu, Xiufeng; Gardella, Joseph A.

2016-01-01

Service learning typically involves university students in teaching and learning activities for middle and high school students, however, measurement of university students' self-efficacy in science communication is still lacking. In this study, an instrument to measure university students' perceived self-efficacy in communicating science to…

The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students' Motivation

ERIC Educational Resources Information Center

Cai, Shengrong; Zhu, Wei

2012-01-01

This study investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language. A newly proposed second language (L2) motivation theory--the L2 motivational self system (Dornyei, 2005, 2009)--guided this study. A concurrent transformative mixed-methods design was employed to…

Undergraduate Learning through Engaged Scholarship and University-Community Partnerships

ERIC Educational Resources Information Center

Tarantino, Kristen L.

2017-01-01

The impact of university-community partnerships and involvement in engaged scholarship on student learning was examined through in-depth interviews with undergraduate members of a student-led, community-based research organization at a selective mid-Atlantic university. Students reported benefits of participation that included increasing critical…

Facilitative Learning and Students' Engagement in Electrical Technology for Developing Critical Reasoning and Lifelong Learning Skills in the University of Uyo, Akwa Ibom State, Nigeria

ERIC Educational Resources Information Center

Emmanuel, Caleb; Ekpo, Aloysuis

2016-01-01

Research has found that active student engagement in classroom activities can enhance academic achievement, promote retention and application of knowledge. This study investigated the relationship between students' engagement and facilitation in a student-centred learning environment. The study was conducted at the University of Uyo, Akwa Ibom…

Atlantis University: A New Pedagogical Approach beyond E-Learning

ERIC Educational Resources Information Center

Bleimann, Udo

2004-01-01

Atlantis University is an ambitious international project in the area of learning and is currently being developed by a group of universities and companies. It combines three different types of learning and teaching to form a single package offered to Students and people in the workplace alike: face-to-face learning, e-learning and project-based…

Friendship Predictors of Global Self-Worth and Domain-Specific Self-Concepts in University Students with and without Learning Disability

ERIC Educational Resources Information Center

Shany, Michal; Wiener, Judith; Assido, Michal

2013-01-01

This study investigated the association among friendship, global self-worth, and domain-specific self-concepts in 102 university students with and without learning disabilities (LD). Students with LD reported lower global self-worth and academic self-concept than students without LD, and this difference was greater for women. Students with LD also…

Nexus of Learning Style with Satisfaction and Success of Accounting Students: A Cross-Cultural Study at an Australian University

ERIC Educational Resources Information Center

Islam, Jesmin; Rahman, Azizur; Boland, Gregory

2011-01-01

This paper examines the associations of cultural factors and learning styles with the satisfaction and success of undergraduate accounting students in Australia. Using a structured questionnaire, responses from 189 students were collected randomly from domestic and international students enrolled in an accounting programme at the University of…

South Korean University Students' Perceptions of Different English Varieties and Their Contribution to the Learning of English as a Foreign Language

ERIC Educational Resources Information Center

Ahn, So-Yeon; Kang, Hyun-Sook

2017-01-01

This study explored South Korean university students' perceptions of different English varieties and their speakers, student attitudes towards the learning of English and its varieties, and the role of these attitudinal variables in the learning of English as a foreign language. One-hundred-one students who were enrolled in four sections of a…

Will Flexible Learning Raise Student Achievement?

ERIC Educational Resources Information Center

Guest, Ross

2005-01-01

This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…

Four Characteristics of Facebook Activities for English Language Learning: A Study of Malaysian University Students' Needs and Preferences

ERIC Educational Resources Information Center

Kasuma, Shaidatul Akma Adi

2017-01-01

This paper identifies Malaysian university students' needs and preferences for online English language activities on a Facebook group that supports their formal learning. Two methods of data collection were employed; content analysis of the Facebook interactions, and semi structured interviews. Four main learning preferences or characteristics of…

Formative Reflections of University Recreation Science Students in South Africa as Catalyst for an Adapted Service-Learning Program

ERIC Educational Resources Information Center

Goslin, Anneliese; van der Klashorst, Engela; Kluka, Darlene A.; van Wyk, Johannes G. U.

2016-01-01

Community-university partnerships through service-learning have progressively developed as part of institutions of higher education's mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The…

The Effects of Using a Wiki on Student Engagement and Learning of Report Writing Skills in a University Statistics Course

ERIC Educational Resources Information Center

Neumann, David L.; Hood, Michelle

2009-01-01

A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a…

Discontinuities in University Student Experiences of Learning through Discussions

ERIC Educational Resources Information Center

Ellis, Robert A.; Calvo, Rafael A.

2006-01-01

This article reports on research into the student experience of learning through discussions in a third-year undergraduate engineering subject. Information engineering students studying e-commerce were required to engage in face-to-face and online discussions as a key aspect of their learning experience. This study investigates the quality of the…

Integrating Student-Centered Learning in Finance Courses: The Case of a Malaysian Research University

ERIC Educational Resources Information Center

Janor, Hawati; Rahim, Ruzita Abdul; Rahman, Aisyah Abdul; Auzairy, Noor Azryani; Hashim, Noor Azuan; Yusof, Muhamad Zain

2013-01-01

The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia.…

An Empirical Examination of the Association between Multiple Intelligences and Language Learning Self-Efficacy among TEFL University Students

ERIC Educational Resources Information Center

Moafian, Fatemeh; Ebrahimi, Mohammad Reza

2015-01-01

The current study investigated the association between multiple intelligences and language learning efficacy expectations among TEFL (Teaching English as a Foreign Language) university students. To fulfill the aim of the study, 108 junior and senior TEFL students were asked to complete the "Multiple Intelligence Developmental Assessment…

Gender Identities and Female Students' Learning Experiences in Studying English as Second Language at a Pakistani University

ERIC Educational Resources Information Center

Rind, Irfan Ahmed

2015-01-01

This paper attempts to examine how female students' roles as learners are influenced by their socially constructed gender identities and gender roles in studying English as Second Language (ESL) at a public sector university of Pakistan. The aim is to understand how female students' gender identities and gender roles affect their learning. With an…

Learning style preferences of Australian health science students.

PubMed

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

Learning Strategies of Successful and Unsuccessful University Students

ERIC Educational Resources Information Center

Simsek, Ali; Balaban, Jale

2010-01-01

The purpose of this study was to assess the most commonly used learning strategies of undergraduate students and how these strategies were related to their academic performance. Toward this purpose, a 60 item Likert scale was administered to a sample of 278 undergraduate students. The students were selected based on their cumulative…

A blended learning program on undergraduate nursing students' learning of electrocardiography.

PubMed

Jang, Keum-Seong; Kim, Yun-Min; Park, Soon-Joo

2006-01-01

This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model.

E-Learning in Universities: Supporting Help-Seeking Processes by Instructional Prompts

ERIC Educational Resources Information Center

Schworm, Silke; Gruber, Hans

2012-01-01

University students are more responsible than school students for their own learning. The role of self-regulated learning increases in virtual e-learning course environments. Academic help-seeking is an important strategy of self-regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived…

Applying Universal Design for Learning and the Inclusion Spectrum for Students with Severe Disabilities in General Physical Education

ERIC Educational Resources Information Center

Grenier, Michelle; Miller, Nancy; Black, Ken

2017-01-01

General physical education (GPE) affords many opportunities for students with and without disabilities to interact and develop positive peer relationships. This case study describes one teacher's use of collaborative practices, universal design for learning (UDL), and the inclusion spectrum to create an accessible learning environment in which the…

Cooperative m-learning with nurse practitioner students.

PubMed

Wyatt, Tami H; Krauskopf, Patricia B; Gaylord, Nan M; Ward, Andrew; Huffstutler-Hawkins, Shelley; Goodwin, Linda

2010-01-01

New technologies give nurse academicians the opportunity to incorporate innovative teaching-learning strategies into the nursing curricula. Mobile technology for learning, or m-learning, has considerable potential for the nursing classroom but lacks sufficient empirical evidence to support its use. Based on Mayer's multimedia learning theory, the effect of using cooperative and interactive m-learning techniques in enhancing classroom and clinical learning was explored. The relationship between m-learning and students' learning styles was determined through a multimethod educational research study involving nurse practitioner students at two mid-Atlantic universities. During the 16-month period, nurse practitioner students and their faculty used personal digital assistants (PDAs) to participate in various m-learning activities. Findings from focus group and survey responses concluded that PDAs, specifically the Pocket PC, are useful reference tools in the clinical setting and that all students, regardless of learning style, benefited from using PDAs. It was also demonstrated that connecting students with classmates and other nurse practitioner students at distant universities created a cooperative learning community providing additional support and knowledge acquisition. The authors concluded that in order to successfully prepare nurse practitioner graduates with the skills necessary to function in the present and future health care system, nurse practitioner faculty must be creative and innovative, incorporating various revolutionary technologies into their nurse practitioner curricula.

Blended Learning: The Student Viewpoint

PubMed Central

Shantakumari, N; Sajith, P

2015-01-01

Background: Blended learning (BL) is defined as “a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning.” The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. Aim: To determine the students’ perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. Subjects and Methods: This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann–Whitney U-test and Kruskal–Wallis test on the basis of gender, age, and course enrollment. Results: The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Conclusion Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception. PMID:26500788

The learning type makes the difference – the interrelation of Kolb's learning styles and psychological status of preclinical medical students at the University of Erlangen

PubMed Central

Burger, Pascal H.; Scholz, Michael

2014-01-01

Theories on learning styles and types have been integral to discussions on the basics of teaching for nearly 40 years. The learning style typology of Kolb divides learners into four groups (Diverger, Assimilator, Converger and Accomodator), which differ both in terms of their learning behaviour as well as personality and preferences. We studied the sense of coherence and burnout symptoms in medical students of the preclinical semesters (1st to 4th semester) at the Friedrich-Alexander University of Erlangen within the context of the observed learning styles. A total of 530 students were interviewed in winter semester 2012/13 using standardized psychometric questionnaires. Our students showed a significant correlation between the respective learning styles and expression of a sense of coherence, as well as cognitive and emotional burnout symptoms. The learning styles of the students differed significantly within these same parameters. We also demonstrated that learning styles and types not only influence study performance, but that there are also relationships to sense of coherence and psychological ailments. A more forward-looking integration of the theory of learning types in the medical education curriculum could positively influence both the performance and psychological well-being of the students. PMID:25489342

Exemplary Chinese University Professors: Qualities and Impact on Students

ERIC Educational Resources Information Center

Kim, Eugene P.; Olson, Mathias

2016-01-01

This study focuses on the qualities of Chinese university professors as perceived by their students and the effects of those qualities on student learning and motivation. Specifically, what qualities and personal characteristics do Chinese university students attribute to their favorite and least favorite professors, and how do those qualities and…

A Comparative Study of Students' Access to and Utilization of Learning Resources in Selected Public and Private Universities in Southwest, Nigeria

ERIC Educational Resources Information Center

Lawal, B. O.; Viatonu, Olumuyiwa

2017-01-01

The study investigated students' access to and utilization of some learning resources in selected public and private universities in southwest Nigeria. Stratified random sampling technique was used to select 585 (295 public and 290 private) students from 12 (six public and six private) universities in southwest Nigeria. Two instruments--Cost and…

Assessing the Acceptance of a Blended Learning University Course

ERIC Educational Resources Information Center

Tselios, Nikolaos; Daskalakis, Stelios; Papadopoulou, Maria

2011-01-01

Usefulness and ease of use proved to be key determinants of the acceptance and usage of e-learning. On the contrary, little is known about students' perceptions in a blended learning setting. In this paper, the Technology Acceptance Model (TAM) was utilised, in order to investigate Greek university students' attitudes toward blended learning. The…

The Relative Benefits Found for Students with and without Learning Disabilities Taking a First-Year University Preparation Course

ERIC Educational Resources Information Center

Reed, Maureen J.; Kennett, Deborah J.; Lewis, Tanya; Lund-Lucas, Eunice

2011-01-01

Positive outcomes have been reported for university preparation courses for students without disabilities. Little is known about whether these courses can offer the same benefit to students with learning disabilities and whether the inclusion of psychosocial factors, in addition to academic skills, would benefit both groups. First-level students…

Complementing Lecturing as Teaching Pedagogy and Students' Learning Styles in Universities in Tanzania: State of Issues

ERIC Educational Resources Information Center

Mbalamula, Yazidu Saidi

2017-01-01

Lecturing remains a popular and predominant teaching pedagogy in Higher Education Institutions and Tanzanian universities are no exception. However, due to increase in enrollments, lecturing encounters serious challenges as burgeoning diverse nature of students' learning needs associated with physiological, psychological, professional and…

Model of Learning Using iLearning on Independent Study Classes at University

ERIC Educational Resources Information Center

Sudaryono; Padeli; Febriyanto, Erick

2017-01-01

Raharja College is one of the universities who apply a learning method that is quite different which does not only rely on the conventional learning system in which Teaching and Learning Activity is done by students and lecturers are required to come face to face directly, but also applying e-learning method learning or better known as iLearning…

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams - Introducing interprofessional learning at the University Medical Centre Mannheim, Germany.

PubMed

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M

2016-01-01

In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for.

Distance Learning Masters Students in the Department of Information Studies, University of Wales, Aberystwyth: Past, Present and Future

ERIC Educational Resources Information Center

Preston, Hugh

2005-01-01

This paper examines the postgraduate student body studying by distance learning within the Department of Information Studies at the University of Wales, Aberystwyth. The demands of both students and employers have been the chief influences on the evolution of the specialist postgraduate programmes and also the later generalist and further…

The Impact of an Authentic, Simulated Learning Activity on Student Preparedness for Work-Integrated Learning

ERIC Educational Resources Information Center

Nicola-Richmond, Kelli; Richards, Kieva; Britt, Kellie

2016-01-01

Student preparation for work-integrated learning using simulated learning experiences is an under researched field in occupational therapy. In 2013 the Deakin University occupational therapy degree introduced a simulated learning experience for students aimed at preparing them for work-integrated learning experiences. The session gave students an…

A Multi-Case Study of University Students' Language-Learning Experience Mediated by Mobile Technologies: A Socio-Cultural Perspective

ERIC Educational Resources Information Center

Ma, Qing

2017-01-01

Emerging mobile technologies can be considered a new form of social and cultural artefact that mediates people's language learning. This multi-case study investigates how mobile technologies mediate a group of Hong Kong university students' L2 learning, which serves as a lens with which to capture the personalised, unique, contextual and…

Student's Perceptions of Quality Learning in a Malaysian University--A Mixed Method Approach

ERIC Educational Resources Information Center

Choy, S. Chee; Yim, Joanne Sau-Ching; Tan, Poh Leong

2017-01-01

Purpose: This paper aims to examine students' perceptions of quality learning using a mixed-methods approach in a Malaysian university, with an aim to fill existing knowledge gaps in the literature on relationships among relevant quality variables. The study also assesses the extent to which detailed results from a few participants can be…

Students' Preferred Learning Styles in Graphic Communications

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Clark, Aaron C.

2008-01-01

The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…

Learning style preferences of first-year dental students at King Saud University in Riyadh, Saudi Arabia: influence of gender and GPA.

PubMed

Al-Saud, Loulwa Mohammed Saad

2013-10-01

The aim of this study was to investigate the learning style preferences of a group of first-year dental students and their relation to gender and past academic performance. A total of 113 first-year dental students (forty-two female, seventy-one male) at King Saud University in Riyadh, Saudi Arabia, participated. The Visual, Aural, Read-write, and Kinesthetic (VARK) questionnaire was used to determine the students' preferred mode of learning. This sixteen-item questionnaire defines preference of learning based on the sensory modalities: visual, aural, reading/writing, and kinesthetic. More than half (59 percent) of the students were found to have multimodal learning preferences. The most common single learning preferences were aural (20 percent) followed by kinesthetic (15.2 percent). Gender differences were not statistically significant. However, a statistically significant difference was found in the mean values of GPA in relation to the students' learning style preferences (p=0.019). Students with a single learning style preference had a lower mean GPA than those with multiple (quad-modal) learning style preferences. For effective instruction, dental educators need to broaden their range of presentation styles to help create more positive and effective learning environments for all students.

Students' Perceptions on Intrapreneurship Education--Prerequisites for Learning Organisations

ERIC Educational Resources Information Center

Kansikas, Juha; Murphy, Linda

2010-01-01

The aim of this qualitative study is to understand the prerequisites for learning organisations (LO) as perceived by university students. Intrapreneurship education offers possibilities to increase student's adaptation of learning organisation's climate and behaviour. By analysing students' perceptions, more information about learning organisation…

The Relationships Between Epistemic Beliefs in Biology and Approaches to Learning Biology Among Biology-Major University Students in Taiwan

NASA Astrophysics Data System (ADS)

Lin, Yi-Chun; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-12-01

The aim of this study was to investigate the relationships between students' epistemic beliefs in biology and their approaches to learning biology. To this end, two instruments, the epistemic beliefs in biology and the approaches to learning biology surveys, were developed and administered to 520 university biology students, respectively. By and large, it was found that the students reflected "mixed" motives in biology learning, while those who had more sophisticated epistemic beliefs tended to employ deep strategies. In addition, the results of paired t tests revealed that the female students were more likely to possess beliefs about biological knowledge residing in external authorities, to believe in a right answer, and to utilize rote learning as a learning strategy. Moreover, compared to juniors and seniors, freshmen and sophomores tended to hold less mature views on all factors of epistemic beliefs regarding biology. Another comparison indicated that theoretical biology students (e.g. students majoring in the Department of Biology) tended to have more mature beliefs in learning biology and more advanced strategies for biology learning than those students studying applied biology (e.g. in the Department of Biotechnology). Stepwise regression analysis, in general, indicated that students who valued the role of experiments and justify epistemic assumptions and knowledge claims based on evidence were more oriented towards having mixed motives and utilizing deep strategies to learn biology. In contrast, students who believed in the certainty of biological knowledge were more likely to adopt rote learning strategies and to aim to qualify in biology.

Improving Peer Learning for Students' Academic Performance: The Case of Second Year Rural Development and Agricultural Extension Students, College of Agriculture, Wolaita Sodo University

ERIC Educational Resources Information Center

Gebeyehu, Bogale; Regasa, Guta

2016-01-01

Modern universities are facing challenges due to the increasing number of young people attending higher education. The sheer number of students raises the question of how to organize teaching-learning activities that allow the students to become active learners and engaged participants in academic discussions within their disciplines rather than…

Successful Strategies for College-Bound Students with Learning Disabilities.

ERIC Educational Resources Information Center

Harris, Richard; Robertson, Jacqueline

2001-01-01

Discussion of support services for college students with learning disabilities presents the nine-step process used at Ball State University (Indiana) to encourage students to identify themselves, meet eligibility guidelines, learn about services and accommodations provided by the university, talk to professors about needed accommodations, use…

Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

ERIC Educational Resources Information Center

Mossuto, Mark

2009-01-01

The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

Variability in University Students' Use of Technology: An "Approaches to Learning" Perspective

ERIC Educational Resources Information Center

Mimirinis, Mike

2016-01-01

This study reports the results of a cross-case study analysis of how students' approaches to learning are demonstrated in blended learning environments. It was initially propositioned that approaches to learning as key determinants of the quality of student learning outcomes are demonstrated specifically in how students utilise technology in…

(Latent) Transitions to Learning at University: A Latent Profile Transition Analysis of First-Year Japanese Students

ERIC Educational Resources Information Center

Fryer, Luke K.

2017-01-01

During the past decade, quantitative researchers have examined the first-year university experience from both variable-centred and person-centred perspectives. These studies have, however, generally been cross-sectional and therefore often failed to address how student learning changes during this transition. Furthermore, research has been…

Assessing the Impact of Learning Environments on Students' Approaches to Learning: Comparing Conventional and Action Learning Designs

ERIC Educational Resources Information Center

Wilson, Keithia; Fowler, Jane

2005-01-01

This study investigated whether students' approaches to learning were influenced by the design of university courses. Pre- and post-evaluations of the approaches to learning of the same group of students concurrently enrolled in a conventional course (lectures and tutorials) and an action learning-based course (project work, learning groups) were…

Differences between Learning Styles in Professional Courses at University Level

ERIC Educational Resources Information Center

Khan, Zebun Nisa

2009-01-01

Problem statement: As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose…

Graduate Students' Perceptions of the Impact of the Alternative National English Course on the Improvement of Their English Language Learning and Their Learning Challenges at the University of Jordan

ERIC Educational Resources Information Center

Alkhawaldeh, Ahmad Mokbel

2017-01-01

This qualitative study addressed the English language learning needs and challenges expressed by a sample of 22 postgraduate students from diversified faculties in the University of Jordan. These students were required to take the Alternative National English course. They wrote a self-report reflecting on their English language learning needs and…

Learning and Living While Black: Black Students, White Universities, and the Age of Post-Affirmative Action and Post-Racialism

ERIC Educational Resources Information Center

Reaves, Rosalind

2013-01-01

With Critical Race Theory (CRT) and social justice serving as complementary conceptual frames, this ethnographic study investigates the learning and living experiences of ten African American students of a predominantly White university in the Midwest. While several studies have investigated Black students' experiences at PWIs, most notably…

Unexpected Benefits of Pre-University Skills Training for A-Level Students

ERIC Educational Resources Information Center

Jones, H. L.; Gaskell, E. H.; Prendergast, J. R.; Bavage, A. D.

2017-01-01

First-year undergraduates can find the transition from the prescriptive learning environment at school to one of self-directed learning at university, a considerable challenge. A Pre-university Skills Course (PSC) was developed to address this issue by preparing sixth formers for the university learning style. It was piloted with students in the…

Learning environment, approaches to learning and learning preferences: medical students versus general education students.

PubMed

Ullah, Raza

2016-05-01

The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

The Investigation of the Epistemological Beliefs of University Students According to Gender, Grade, Fields of Study, Academic Success and Their Learning Styles

ERIC Educational Resources Information Center

Tumkaya, Songul

2012-01-01

The aim of this study is to investigate the epistemological beliefs of university students according to their genders, classes, fields of Study, academic success and learning styles. This study was carried out with 246 females and 242 males, in total 488 university students. The data was collected through Epistemological Beliefs Questionnaire…

Student and Tutor Perceptions of Learning and Teaching on a First-Year Study Skills Module in a University Computing Department

ERIC Educational Resources Information Center

Coughlan, Jane; Swift, Stephen

2011-01-01

The level of student preparedness for university-level study has been widely debated. Effective study skills modules have been linked to supporting students' academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed…

An Assistive Computerized Learning Environment for Distance Learning Students with Learning Disabilities

ERIC Educational Resources Information Center

Klemes, Joel; Epstein, Alit; Zuker, Michal; Grinberg, Nira; Ilovitch, Tamar

2006-01-01

The current study examines how a computerized learning environment assists students with learning disabilities (LD) enrolled in a distance learning course at the Open University of Israel. The technology provides computer display of the text, synchronized with auditory output and accompanied by additional computerized study skill tools which…

Princeton University Materials Academy for underrepresented students

NASA Astrophysics Data System (ADS)

Steinberg, Daniel; Rodriguez Martinez, Sara; Cody, Linda

Summer 2016 gave underrepresented high school students from Trenton New Jersey the opportunity to learn materials science, sustainability and the physics and chemistry of energy storage from Princeton University professors. New efforts to place this curriculum online so that teachers across the United States can teach materials science as a tool to teach ``real'' interdisciplinary science and meet the new Next Generation Science Standards (NGSS). The Princeton University Materials Academy (PUMA) is an education outreach program for underrepresented high school students. It is part of the Princeton Center for Complex Materials (PCCM), a National Science Foundation (NSF) funded Materials Research Engineering and Science Center (MRSEC). PUMA has been serving the community of Trenton New Jersey which is only eight miles from the Princeton University campus. We reached over 250 students from 2003-2016 with many students repeating for multiple years. 100% of our PUMA students have graduated high school and 98% have gone on for college. This is compared with overall Trenton district graduation rate of 48% and a free and reduced lunch of 83%. We discuss initiatives to share the curriculum online to enhance the reach of PCCM' PUMA and to help teachers use materials science to meet NGSS and give their students opportunities to learn interdisciplinary science. MRSEC, NSF (DMR-1420541).

The Interrelationship between Student Learning Experience and Study Behaviour

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2011-01-01

This study examined the interrelationship between student learning experiences and study behaviour in explaining academic achievement. The participants were 541 final year students from a university in Hong Kong. Students' learning experiences and study behaviour were measured using the Course Experience Questionnaire and the Learning and Study…

The Practices of Students' Generic Skills among Economics Students at National University of Indonesia

ERIC Educational Resources Information Center

Hadiyanto; Suratno

2015-01-01

This study aimed to examine students' generic skills practices (communication, IT, numeracy, learning how to learn, problem solving, working with others, and subject-specific competencies) at National University of Indonesia (UI). Survey design with quantitative method was applied in this study. Questionnaires were distributed to 355 students at…

Suggestions for Problems Faced in Basic Language Skills by University Students Learning Turkish in Kazakhstan

ERIC Educational Resources Information Center

Özdemir, Cemal; Özdemir, Elif Derya

2018-01-01

This study reveals suggestions of Kazakh students for solving the problems in learning Turkish as a foreign language in the Turkish language skills in universities in Kazakhstan. The research has been prepared in order to assist in the search for solutions to the problems by way of these suggestions. The study group of this work consists of 25…

E-learning: is this teaching at students or teaching with students?

PubMed

Muirhead, Robert John

2007-01-01

The development of e-learning as a teaching strategy in higher education has implications relating to student learning, the role of the teacher, and the institution of higher education. This paper debates the andragogical and pedagogical theories that support the development of e-learning to date. Leading to a discussion on how the process of e-learning may be contributing to the "stamp-me-smart" culture and restricting the development of critical thinking within student nurses. Concluding that e-learning has a top-down institution-led development that is contrary to the student-led development espoused by universities.

Enriching Student Learning of Astronomy in Online Courses via Hybrid Texts

NASA Astrophysics Data System (ADS)

Montgomery, M.

2016-01-01

Hybrid texts such as Horizons: Exploring the Universe, Hybrid (with CengageNOW) and Universe, Hybrid (with CengageNOW) are designed for higher education learning of astronomy in undergraduate online courses. In these hybrid texts, quiz and test bank questions have been revised to minimize easy look-up of answers by students via the Internet and discussion threads have been re-designed to allow for student selection of learning and for personalized learning, for example. By establishing connections between the student and the course content, student learning is enriched, students spend more time learning the material, student copying of answers is minimized, and student social engagement on the subject matter is increased. In this presentation, we discuss how Hybrid texts in Astronomy can increase student learning in online courses.

Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students

ERIC Educational Resources Information Center

Al Fadda, Hind

2012-01-01

The purpose of this study was to determine what difficulties King Saud University students encounter when learning to write academic English and to differentiate between students' learning needs and objectives. The sample consisted of 50 postgraduate students enrolled in King Saud University during the academic year 2009-2010. Analysis of the data…

Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences

PubMed Central

Lakbala, Parvin

2016-01-01

Background: E-learning provides an alternative way for higher educational institutes to deliver knowledge to learners at a distance, rather than the traditional way. The aim of this study is to identify the barrier factors of e-learning programs in Hormozgan University of Medical Sciences (HUMS) in respect of the students and lecturers’ point of view. Methods: A cross-sectional study based on a questionnaire was conducted among 286 of students and lecturers in the nursing, midwifery and paramedic schools of HUMS. Two hundred and eighty-six participants filled in the questionnaire: 256 students, and 30 lecturers. Results: Results of the study showed a lack of proper training in e-learning courses of the university 182 (69.1%), limited communication with the instructor 174 (68%) and the learners dominance of English language 174 (68%) showed the greatest importance for the students. The awareness about e-learning program was 80% and 43% among lecturers and students respectively. The dominance of English language 26 (86.7%) and lack of research grants for e-learning 23 (76.6%) and lack of proper training on e-learning courses from the university 20 (66.7 %) were the most important barrier factors of implementing e-learning for lecturers. E-learning courses to supplement classroom teaching was a solution that mentioned by the majority of students 240 (93.8%) and lecturers 29 (96.7%) in this study. Conclusions: The positive perception of e-learning is an important consequence effect in the future, educational development of nursing, midwifery and paramedic schools. PMID:26925885

Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences.

PubMed

Lakbala, Parvin

2015-11-03

E-learning provides an alternative way for higher educational institutes to deliver knowledge to learners at a distance, rather than the traditional way. The aim of this study is to identify the barrier factors of e-learning programs in Hormozgan University of Medical Sciences (HUMS) in respect of the students and lecturers' point of view. A cross-sectional study based on a questionnaire was conducted among 286 of students and lecturers in the nursing, midwifery and paramedic schools of HUMS. Two hundred and eighty-six participants filled in the questionnaire: 256 students, and 30 lecturers. Results of the study showed a lack of proper training in e-learning courses of the university 182 (69.1%), limited communication with the instructor 174 (68%) and the learners dominance of English language 174 (68%) showed the greatest importance for the students. The awareness about e-learning program was 80% and 43% among lecturers and students respectively.The dominance of English language 26 (86.7%) and lack of research grants for e-learning 23 (76.6%) and lack of proper training on e-learning courses from the university 20 (66.7 %) were the most important barrier factors of implementing e-learning for lecturers. E-learning courses to supplement classroom teaching was a solution that mentioned by the majority of students 240 (93.8%) and lecturers 29 (96.7%) in this study. The positive perception of e-learning is an important consequence effect in the future, educational development of nursing, midwifery and paramedic schools.

Student Learning Styles/Strategies and Professors' Expectations: Do They Match?

ERIC Educational Resources Information Center

Mather, Jennifer A.; Champagne, Angele

2008-01-01

University students may not always learn in ways that match those that professors use in their teaching. Third-year students at a small, mainly undergraduate, Canadian university showed a wide variety of approaches when tested with Kolb's (1976) Learning Style Inventory. Students in the Humanities were the most varied, and those in Health Science…

Chinese students studying at Australian universities with specific reference to nursing students: a narrative literature review.

PubMed

Wang, Carol Chunfeng; Andre, Kate; Greenwood, Kenneth Mark

2015-04-01

To report the current knowledge on the Chinese nursing students' learning at Australian universities. The intent is to provide educators and researchers with a background to the contexts, the methodologies, the emphases of various relevant studies, and to provide recommendations for future research. Attracting international students has become an important part of Australian universities' business and contributes to their cultural diversity. Teaching international students has received considerable attention in the educational research literature. Experiences of international students can vary greatly depending on their country of origin. This paper critically reviews current literature relating to issues for Chinese students and in particular, Chinese nursing students, the biggest single group of international nursing students at Australian universities Narrative literature review. A comprehensive search of seven electronic databases for literature between 2003 and 2014 helped to identify qualitative and quantitative studies that addressed issues of Asian international students with English as a second language (ESL) (included nursing students) studying in Australia, New Zealand, the UK, the United States and China. Pertinent websites were also searched. The reference lists and bibliographies of retrieved articles were hand- searched to identify other relevant studies. Fifteen studies met the inclusion criteria for the review. The majority of existing literature claimed that there is a range of challenges confronting international students including Chinese nursing students, in assimilation into their host country. These include issues with English language proficiency, cultural barriers, social problems, different learning styles, academic demands, perceived racism, homesickness, lack of assertiveness and financial problems. There is limited research about the Chinese students' study in Australia. In particular, the learning experience of Chinese nursing students

The Impact of Problem-Based Learning on the Information Behavior and Literacy of Veterinary Medicine Students at University College Dublin

ERIC Educational Resources Information Center

Dodd, Lorna

2007-01-01

Research was conducted on the impact of Problem-Based Learning (PBL) on the information seeking and literacy of veterinary students at University College Dublin. Data were collected using both quantitative and qualitative methods from students, academics and the librarian. Results showed that PBL has a significant impact on how students find and…

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams – Introducing interprofessional learning at the University Medical Centre Mannheim, Germany

PubMed Central

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M.

2016-01-01

Aim: In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. Method: A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. Results: The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. Conclusion: The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for. PMID:27280142

EFL Teachers' Perception of University Students' Motivation and ESP Learning Achievement

ERIC Educational Resources Information Center

Dja'far, Veri Hardinansyah; Cahyono, Bambang Yudi; Bashtomi, Yazid

2016-01-01

This research aimed at examining Indonesian EFL Teachers' perception of students' motivation and English for Specific Purposes (ESP) learning achievement. It also explored the strategies applied by teachers based on their perception of students' motivation and ESP learning achievement. This research involved 204 students who took English for…

Shaping Learning Cultures: A Strategic Challenge for Universities

NASA Astrophysics Data System (ADS)

Euler, Dieter

While there are strong stakeholders at universities arguing for increasing efforts to improve the research record, innovative actions for a corresponding commitment on teaching and learning are less frequent. In many cases, this issue is left to the discretion of individual teachers. In order to improve teaching and learning at universities, this approach does not seem to be appropriate. Rather, actions on different dimensions have to be organized, ranging from the individual, interactional, and institutional level of a university. The different perspectives on analysis and action are assembled in a construct called "learning cultures." This term covers the various dimensions impacting on student learning. The article provides a definition of "learning cultures," which will then be explained. Based on the explicated notion, a conceptual frame is put forward covering the key features of "learning cultures." Finally, some ideas are given providing some preliminary answers on how to shape learning cultures at the strategic level at universities.

Promoting Successful Student Outcomes in Postsecondary Education for Students with Learning Disabilities: A Study of One Private University's Capacity to Build a Responsive Academic Environment

ERIC Educational Resources Information Center

Horton, Olivia

2012-01-01

Purpose: The purpose of this study was to examine the perceptions of the full-time and associate faculty members at one private university in California about the institution's capacity to meet the needs of an increasing population of students with learning disabilities seeking admission to the university. Methodology: Descriptive research…

Engaging students in a community of learning: Renegotiating the learning environment.

PubMed

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Is Online Learning Suitable for All English Language Students?

ERIC Educational Resources Information Center

Kuama, Settha; Intharaksa, Usa

2016-01-01

This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

Modeling Students' Intention to Adopt E-Learning: A Case from Egypt

ERIC Educational Resources Information Center

Abdel-Wahab, Ahmed Gad

2008-01-01

E-learning is becoming increasingly prominent in higher education, with universities increasing provision and more students signing up. This paper examines factors that predict students' intention to adopt e-learning at the Egyptian University of Mansourra. Understanding the nature of these factors may assist Egyptian universities in promoting the…

Language Learning Strategy Use of ESL Students in an Intensive English Learning Context

ERIC Educational Resources Information Center

Hong-Nam, Kyungsim; Leavell, Alexandra G.

2006-01-01

This study investigated the language learning strategy use of 55 ESL students with differing cultural and linguistic backgrounds enrolled in a college Intensive English Program (IEP). The IEP is a language learning institute for pre-admissions university ESL students, and is an important step in developing not only students' basic Interpersonal…

Dental students' perceptions of an online learning.

PubMed

Asiry, Moshabab A

2017-10-01

To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

Evaluate Wiki Technology as e-Learning Tool from the Point View of Al-Baha University Students: A Pilot Study with Undergraduate Students in Both Faculties of Science and Education

ERIC Educational Resources Information Center

Alzahrani, Ibraheem

2012-01-01

Wikis technologies are one of Web 2.0 applications that can be used to improve the learning method and to engage students in learning with others in a collaborative environment. This paper investigates the potential use of wiki technology in Al-Baha University through students' perceptions; the study seeks to answer the main question. How to…

Student perceptions of a healthy university.

PubMed

Holt, M; Monk, R; Powell, S; Dooris, M

2015-06-01

As complex environments within which individuals and populations operate, universities present important contexts for understanding and addressing health issues. The healthy university is an example of the settings approach, which adopts a whole system perspective, aiming to make places within which people, learn, live, work and play supportive to health and well-being. The UK Healthy Universities Network has formulated an online toolkit, which includes a Self-Review Tool, intended to enable universities to assess what actions they need to take to develop as a healthy university. This paper presents findings from consultative research undertaken with students from universities in England, Scotland and Wales, which explored what they believe, represents a healthy university. Student surveys and focus groups were used to collect data across eleven universities in England, Scotland and Wales. A priori themes were used to develop our own model for a healthy university, and for the thematic coding phase of analysis. A healthy university would promote student health and well-being in every aspect of its business from its facilities and environment through to its curriculum. Access to reasonably priced healthy food and exercise facilities were key features of a healthy university for students in this study. The Self-Review Tool has provided a crucial start for universities undertaking the journey towards becoming a healthy university. In looking to the future both universities and the UK Healthy Universities Network will now need to look at what students want from their whole university experience, and consider how the Self-Review Tool can help universities embrace a more explicit conceptual framework. The concept of a healthy university that can tailor its facilities and supportive environments to the needs of its students will go some way to developing students who are active global citizens and who are more likely to value and prioritise health and well-being, in the

How Do Learning Communities Affect First-Year Latino Students?

ERIC Educational Resources Information Center

Huerta, Juan Carlos; Bray, Jennifer J.

2013-01-01

Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas…

The Effect of Using Some Democratic Practices on the University Students' Attitudes towards English Language Learning

ERIC Educational Resources Information Center

Aly, Mahsoub Abdul-Sadeq

2005-01-01

The present study aimed at identifying the democratic practices that can be followed in the EFL university classes and investigating their effect on the students' attitude towards the English language learning at the postgraduate level. A democratic practices list was identified. These practices were followed in EFL classes all the academic year…

Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos

ERIC Educational Resources Information Center

Souriyavongsa, Thongma; Abidin, Mohamad Jafre Zainol; Sam, Rany; Mei, Leong Lai; Aloysius, Ithayaraj Britto

2013-01-01

This paper aims to investigate learning English strategies and the requirement of English needs of the undergraduate students at the National University of Laos (NUOL). The study employed a survey design which involved in administering questionnaires of rating scales, and adapting the items from (Barakat, 2010; Chengbin, 2008; Kathleen A, 2010;…

Students Connecting with the University Community: The Learning Community as Bridge

ERIC Educational Resources Information Center

McDowell Marinchak, Christina L.

2014-01-01

The purpose of this piece is to call attention to learning conversations--to bring forth an understanding of the power of storytelling, and how it functions to make communicative connections possible, thus helping students learn. I want to highlight the value of an embodied way of engaging students during service learning. I begin this perspective…

Physics By Inquiry: Addressing Student Learning and Attitude

NASA Astrophysics Data System (ADS)

Sadaghiani, Homeyra R.

2008-10-01

In the last decade, the results of Physics Education Research and research-based instructional materials have been disseminated from traditional research universities to a wide variety of colleges and universities. Nevertheless, the ways in which different institutions implement these materials depend on their students and the institutional context. Even with the widespread use of these curriculums, the research documenting the effectiveness of these materials with different student populations is scarce. This paper describes the challenges associated with implementing Physics by Inquiry at California State Polytechnic University Pomona and confirms its effectiveness in promoting student conceptual knowledge of physics. However, despite the positive effect on student learning, the evidence suggests that the students did not appreciate the self-discovery aspect of the inquiry approach and characterized the learning process as difficult and unpleasant.

Do Learning Approaches of Medical Students Affect Their Satisfaction with Problem-Based Learning?

ERIC Educational Resources Information Center

Gurpinar, Erol; Kulac, Esin; Tetik, Cihat; Akdogan, Ilgaz; Mamakli, Sumer

2013-01-01

The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels…

Impact of Lecturers' Gender on Learning: Assessing University of Ghana Students' Views

ERIC Educational Resources Information Center

Appiah, Samson Obed; Agbelevor, Emelia Afi

2015-01-01

Studies conducted since the late 1970s have sought to describe students' conceptions of learning especially how gender of lecturers affected the learning of students. However, not many studies have been done in Ghana concerning how gender of lecturers affected learning among students. The purpose of this study was to explore the influence of…

Enhancing Student Learning and Retention with Blended Learning Class Guides

ERIC Educational Resources Information Center

Amaral, Katie E.; Shank, John D.

2010-01-01

Blended learning or hybrid courses that combine face-to-face and online learning are increasingly offered at colleges and universities across the United States, with growing evidence that they can enhance student learning. Their various pedagogies and technologies have prevented acceptance of a single, authoritative model for designing and…

Healthcare Learning Community and Student Retention

ERIC Educational Resources Information Center

Johnson, Sherryl W.

2014-01-01

Teaching, learning, and retention processes have evolved historically to include multifaceted techniques beyond the traditional lecture. This article presents related results of a study using a healthcare learning community in a southwest Georgia university. The value of novel techniques and tools in promoting student learning and retention…

A Practical Reader in Universal Design for Learning

ERIC Educational Resources Information Center

Rose, David H., Ed.; Meyer, Anne, Ed.

2006-01-01

Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to…

Guided university debate: Effect of a new teaching-learning strategy for undergraduate nursing students.

PubMed

Arrue, Marta; Unanue, Saloa; Merida, David

2017-12-01

A number of studies have shown that the traditional lecture suffers from limitations in the development of many important competencies such as reasoning ability for nursing professionals. In view of this issue, the authors present a promising alternative to the traditional lecture: the Guided University Debate (GUD). With regard to this aim a teaching-learning sequence of schizophrenia is described based on the GUD. Next, the improvement in the argumentative and declarative knowledge of the students who have participated in the said methodology is demonstrated. Quasi-experimental study with pre-test and post-test design to measure differences in the improvement of declarative and argumentative knowledge. To determine if there is a statistically significant difference in the score obtained in the pre-test and in the post-test score a parametric t-tests was carried. 64 students participated in the study. Implementation of the study took place during the 2015-2016 academic year in the third year of the Nursing undergraduate degree course in the University of the Basque Country (UPV/EHU) as part of the Mental Health class. The results showed a statistically-significant improvement in the students' scores for all learning outcomes analysed: Identifies symptoms of schizophrenia (p≤0.001), identifies the nursing interventions (p≤0.001), provides a rationale for nursing interventions (p≤0.001) and provides evidence of nursing interventions (p≤0.001). That is, the declarative and argumentative capacity of the group improved significantly with the Guided University Debate methodology. Although the teaching design feasibility and outcomes may vary in different contexts, based on this studies' positive outcome, the authors call today's educators to be able to use GUD as a teaching method. Copyright © 2017 Elsevier Ltd. All rights reserved.

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

PubMed

Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

[Kolb's learning styles in medical students].

PubMed

Borracci, Raúl A; Arribalzaga, Eduardo B

2015-01-01

The objective of this work was to study the relationship of Kolb's learning styles in academic success or failure in medical students. A prospective cohort study in 116 medical students of a private Argentine university was performed between March 2005 and March 2011. The follow-up included two cut-offs; during 2005-2006 the students' learning styles were determined and five years later, when individuals had to end their career, they were grouped into graduated, delayed or dropped status. At the end of the period, 50% of the students ended successfully, 24.1% abandoned and 25.9% was delayed. Learning styles were assimilator in 60.3% of cases, divergent in 14.7%, accommodator in 6.9%, convergent in 6.0% and undefined in 12.1%. In conclusion, the follow-up during the career demonstrated that convergent or undefined styles had a tendency to abandon the career, while delayed students had a more theoretical and reflexive style than successful individuals. The results observed in convergent students differed from other reports. This difference would be explained by a particular characteristic of the sample or by the teaching and evaluation profile of the university.

Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

PubMed

Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

2014-01-01

This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

Navigating Other Cultures: Responses from an Australian University to the Challenge of "Internationalising the Student Learning Experience"

ERIC Educational Resources Information Center

Stone, Nick

2006-01-01

This collection of articles offers some practical responses to what is broadly termed internationalisation in higher education. They relate to work done at a research-intensive university in southeastern Australia, with a specific focus on the student learning experience. Various local interpretations of internationalisation are exemplified and…

A Case Study of Chinese University English as a Foreign Language (EFL) Students' Attitudes toward Learning Technologies

ERIC Educational Resources Information Center

Hayes, Kenneth Michael

2010-01-01

This qualitative case study investigates Chinese university English in the context of foreign language (EFL) learners' attitudes about video-aided instruction (VAI), video recording instruction, and mobile phone instruction (learning technologies). When I was working as an English teacher in Mainland China, several instructors and students stated…

A Learning Module for BA Students to Develop ICT Skills for Their Learning Activities

ERIC Educational Resources Information Center

Platteaux, Hervé; Hoein, Sergio

2015-01-01

This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or…

Arab Students in a Hebrew University--Existing but Unnoticed

ERIC Educational Resources Information Center

Halabi, Rabah

2016-01-01

This article focuses on ways in which Arab students cope with challenges of integrating into the academic life of a Hebrew university in Israel. From this research we can learn that the students face considerable hardships during their university studies. Some of these hardships derive from language barriers. In addition, findings show that the…

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

PubMed

Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

2015-05-25

To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

University Students' Emotions, Interest and Activities in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Nummenmaa, Minna; Nummenmaa, Lauri

2008-01-01

Background: Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). Aims: This…

Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through theplanned-enacted-experiencedcurriculum model

NASA Astrophysics Data System (ADS)

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2016-07-01

Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students' quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students' quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned-enacted-experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics' intentions and students' experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed.

Assessing students' readiness towards e-learning

NASA Astrophysics Data System (ADS)

Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

2014-07-01

The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

Engagement in Learning: A Comparison between Asian and European International University Students

ERIC Educational Resources Information Center

Sakurai, Yusuke; Parpala, Anna; Pyhältö, Kirsi; Lindblom-Ylänne, Sari

2016-01-01

Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students' approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course…

International Students, University Health Centers, and Memorable Messages about Health

ERIC Educational Resources Information Center

Carmack, Heather J.; Bedi, Shireen; Heiss, Sarah N.

2016-01-01

International students entering US universities often experience a variety of important socialization messages. One important message is learning about and using the US health system. International students often first encounter the US health system through their experiences with university health centers. The authors explore the memorable…

Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

NASA Astrophysics Data System (ADS)

Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

2015-02-01

This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and understanding was validated through an exploratory factor analysis of participants' responses. As for the questionnaire regarding the students' biology learning self-efficacy (BLSE), an exploratory factor analysis revealed a total of four factors including higher-order cognitive skills (BLSE-HC), everyday application (BLSE-EA), science communication (BLSE-SC), and practical works (BLSE-PW). The results of the cluster analysis according to the participants' conceptions of learning biology indicated that students in the two major clusters either viewed learning biology as understanding or possessed mixed-conceptions of memorizing and understanding. The students in the third cluster mainly focused on memorizing in their learning while the students in the fourth cluster showed less agreement with both conceptions of memorizing and understanding. This study further revealed that the conception of learning as understanding was positively associated with the BLSE of university students with biology-related majors. However, the conception of learning as memorizing may foster students' BLSE only when such a notion co-exists with the conception of learning with understanding.

A Qualitative Study into L2 Writing Strategies of University Students

ERIC Educational Resources Information Center

Raoofi, Saeid; Chan, Swee Heng; Mukundan, Jayakaran; Rashid, Sabariah Md

2014-01-01

This study reports on an investigation into writing strategies of Malaysian university students learning English as a second language. Qualitative data were collected from 21 undergraduate university students aged 19 to 21. The students interviewed reported using a variety of writing strategies. It was also found that all of the participants…

Learning by E-Learning for Visually Impaired Students: Opportunities or Again Marginalisation?

ERIC Educational Resources Information Center

Kharade, Kalpana; Peese, Hema

2012-01-01

In recent years, e-learning has become a valuable tool for an increasing number of visually impaired (VI) learners. The benefits of this technology include: (1) remote learning for VI students; (2) the possibility for teachers living far from schools or universities to provide remote instructional assistance to VI students; and (3) continuing…

Online Learning Self-Efficacy in Students with and without Online Learning Experience

ERIC Educational Resources Information Center

Zimmerman, Whitney Alicia; Kulikowich, Jonna M.

2016-01-01

A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the…

Designing Informal Learning Spaces Using Student Perspectives

ERIC Educational Resources Information Center

Riddle, Matthew David; Souter, Kay

2012-01-01

This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning…

Evaluation of students' experience with Problem-based Learning (PBL) applied at the College of Medicine, Al-Jouf University, Saudi Arabia.

PubMed

Alduraywish, Abdulrahman Abdulwahab; Mohager, Mazin Omer; Alenezi, Mohammed Jayed; Nail, Abdelsalam Mohammed; Aljafari, Alfatih Saifudinn

2017-12-01

To evaluate the students' experience with problem-based learning. This cross-sectional, qualitative study was conducted at the College of Medicine, Al Jouf University, Sakakah, Saudi Arabia, in October 2015, and comprised medical students of the 1st to 5th levels. Interviews were conducted using Students' Course Experience Questionnaire. The questionnaire contained 37 questions covering six evaluative categories: appropriate assessment, appropriate workload, clear goals and standards, generic skills, good teaching, and overall satisfaction. The questionnaire follows the Likert's scale model. Mean values were interpreted as: >2.5= at least disagree, 2.5->3= neither/nor (uncertain), and 3 or more= at least agree. Of the 170 respondents, 72(42.7%) agreed that there was an appropriate assessment accompanied with the problem-based learning. Also, 107(63.13%) students agreed that there was a heavy workload on them. The goal and standards of the course were clear for 71(42.35%) students, 104(61.3%) agreed that problem-based learning improved their generic skills, 65(38.07%) agreed the teaching was good and 82(48.08%) students showed overall satisfaction. The students were satisfied with their experience with the problem-based learning.

Universal Design for Learning: Technology and Pedagogy

ERIC Educational Resources Information Center

King-Sears, Margaret

2009-01-01

When educators hear the term "universal design for learning" (UDL), most associate it with technology. However, UDL is not solely about the use of technology in education. UDL is also about the pedagogy, or instructional practices, used for students with and without disabilities. The concept of universal design, which originated in the field of…

Student Service Learning and Student Activities--A Perfect Fit.

ERIC Educational Resources Information Center

Craig, Deborah

1990-01-01

The coordination and purpose of a student service learning program fits appropriately within the mission of a student activities center. Some national associations that focus on community volunteerism are identified and the volunteer program at East Tennessee State University is described. Volunteer experiences included campus blood drive,…

Seven day Lanzarote adventure: seven innovations in university learning and teaching

NASA Astrophysics Data System (ADS)

Reavey, Duncan

2010-05-01

An annual residential field course in Lanzarote, Canary Islands, gives university students of Environmental Science, Adventure Education, and Primary Science Education diverse opportunities for deep learning that challenges and motivates. Comments from students range from 'the best chemistry lesson ever' to 'life-changing'. Here I reflect on seven strengths from the student experience: (1) Our goal is for students to learn to ask scientific questions. Anyone can answer questions, but only the best scientists can ask questions that matter. (2) Field work fits the diverse learning styles of our diverse students. For example, students model bathymetry using sand and pebbles on a beach; students start to explore social issues around waste disposal on Lanzarote by taking part in a commando raid on a municipal rubbish tip! (3) Students learn from local experts but then learn from each other. For example, half the group explores agricultural practices while the other half explores traditional uses of plants; a student from one group is then paired with a student from the other group for them to teach each other what they have learned. (4) An overview of current research on the island (volcanic origins, indigenous species, trace elements in the wines!) comes from students reflecting on abstracts of 25 recent papers from mainstream journals and sharing their understanding with each other. (5) We replicate a real world experience. One part of the student assessment requires them to write a grant application for a scientific research project using the real-world pro forma and meeting the criteria set out by the real-world funding agency. (6) Students work as teams to write these grant applications (as they would do in the real world). They receive a single mark for their work, but the students then divide the mark among themselves according to the quality of the contributions they have made. In this way the university teachers assess the product, and the students assess the

Monash University Library and Learning: A New Paradigm for a New Age

ERIC Educational Resources Information Center

Smith, Lisa

2011-01-01

This article describes the expansion of Monash University Library's role to incorporate learning skills services, programs, and resources, within the context of the University's evolving learning landscape. It explains the Library's now holistic approach to students' development of information research and learning skills as interconnected skills…

Using Cluster Analysis to Characterize Meaningful Learning in a First-Year University Chemistry Laboratory Course

ERIC Educational Resources Information Center

Galloway, Kelli R.; Bretz, Stacey Lowery

2015-01-01

The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective learning in the university chemistry laboratory. The MLLI was administered at the beginning and the end of the first semester to first-year university chemistry students to measure their expectations and experiences for learning in…

Student Support Gaps in an Open Distance Learning Context

ERIC Educational Resources Information Center

Arko-Achemfuor, Akwasi

2017-01-01

Studying through distance education can be problematic for any student, but it can be worse for rural students for diverse reasons. To ensure that students studying through the open distance learning (ODL) system have an enduring learning experience, ODL builds student support as one of its components. The University of South Africa (Unisa)…

What Do Students Want? Making Sense of Student Preferences in Technology-Enhanced Learning

ERIC Educational Resources Information Center

Pechenkina, Ekaterina; Aeschliman, Carol

2017-01-01

This article, with its focus on university students as intended recipients and users of technological innovations in education, explores student preferences across three dimensions of technology-enhanced learning: mode of instruction; communication; and educational technology tools embedded in learning and teaching activities. The article draws on…

Medical student use of digital learning resources.

PubMed

Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

Investigating Relationships between Features of Learning Designs and Student Learning Outcomes

ERIC Educational Resources Information Center

McNaught, Carmel; Lam, Paul; Cheng, Kin Fai

2012-01-01

This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert…

Assessing Goal Intent and Achievement of University Learning Community Students

ERIC Educational Resources Information Center

Pfeffer-Lachs, Carole F.

2013-01-01

The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…

Research report: learning styles of biomedical engineering students.

PubMed

Dee, Kay C; Nauman, Eric A; Livesay, Glen A; Rice, Janet

2002-09-01

Examining students' learning styles can yield information useful to the design of learning activities, courses, and curricula. A variety of measures have been used to characterize learning styles, but the literature contains little information specific to biomedical engineering (BMEN) students. We, therefore, utilized Felder's Index of Learning Styles to investigate the learning style preferences of BMEN students at Tulane University. Tulane BMEN students preferred to receive information visually (preferred by 88% of the student sample) rather than verbally, focus on sensory information (55%) instead of intuitive information, process information actively (66%) instead of reflectively, and understand information globally (59%) rather than sequentially. These preferences varied between cohorts (freshman, sophomore, etc.) and a significantly higher percentage of female students preferred active and sensing learning styles. Compared to other engineering student populations, our sample of Tulane BMEN students contained the highest percentage of students preferring the global learning style. Whether this is a general trend for all BMEN students or a trait specific to Tulane engineers requires further investigation. Regardless, this study confirms the existence of a range of learning styles within biomedical engineering students, and provides motivation for instructors to consider how well their teaching style engages multiple learning styles.

The Surveillance of Learning: A Critical Analysis of University Attendance Policies

ERIC Educational Resources Information Center

Macfarlane, Bruce

2013-01-01

Universities have recently strengthened their class attendance policies along with associated practices that intensify the surveillance of learning: a series of administrative and pedagogic strategies that monitor the extent to which students conform with behavioural expectations associated with learning. Drawing on university policy statements,…

Academic Difficulties Encountered by East Asian International University Students in New Zealand

ERIC Educational Resources Information Center

Lee, Boram; Farruggia, Susan P.; Brown, Gavin T. L.

2013-01-01

The study focused on learning difficulties experienced by East Asian International (EAI) students. Participants were 117 EAI students undertaking tertiary study at a major university, all were surveyed and 21 students were interviewed. The findings suggest that language limitations, academic content and learning styles were associated with…

Emerging University Student Experiences of Learning Technologies across the Asia Pacific

ERIC Educational Resources Information Center

Barrett, B. F. D.; Higa, C.; Ellis, R. A.

2012-01-01

Three hundred students across eight countries and eleven higher education institutions in the Asia Pacific Region participated in two courses on climate change and disaster management that were supported by learning technologies: a satellite-enabled video-conferencing system and a learning management system. Evaluation of the student experience…

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning

PubMed Central

Frame, Tracy R.; Cailor, Stephanie M.; Chen, Aleda M.; Kiersma, Mary E.; Sheppard, Lorin

2015-01-01

Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. Methods. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. Conclusion. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills. PMID:26089560

Self-Disclosure Decisions of University Students with Learning Disabilities

ERIC Educational Resources Information Center

Cole, Emma V.; Cawthon, Stephanie W.

2015-01-01

The number of students with learning disabilities (SLD) at postsecondary institutions has tripled over the past three decades and now constitutes about 11% of undergraduate students (Joyce & Rossen, 2006; U.S. Department of Education, 2013). Research has found that SLD who use accommodations at their postsecondary institution are more…

Knowledge Management as an Approach to Learning and Instructing Sector University Students in Post-Soviet Professional Education

ERIC Educational Resources Information Center

Volegzhanina, Irina S.; Chusovlyanova, Svetlana V.; Adolf, Vladimir A.; Bykadorova, Ekaterina S.; Belova, Elena N.

2017-01-01

The relevance of the study depends on addressing to the issue of knowledge management in learning and instructing students of post-Soviet sector universities. In this regard, the article is intended to reveal the nature of knowledge management approach compared to the knowledge-based one predominated in Soviet education. The flagship approach of…

University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework

ERIC Educational Resources Information Center

Mazo, Lucille B.

2017-01-01

Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and…

Students' Media Preferences in Online Learning

ERIC Educational Resources Information Center

Kobayashi, Michiko

2017-01-01

This study examined students' preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online…

Students' learning as the focus for shared involvement between universities and clinical practice: a didactic model for postgraduate degree projects.

PubMed

Öhlén, J; Berg, L; Björk Brämberg, E; Engström, Å; German Millberg, L; Höglund, I; Jacobsson, C; Lepp, M; Lidén, E; Lindström, I; Petzäll, K; Söderberg, S; Wijk, H

2012-10-01

In an academic programme, completion of a postgraduate degree project could be a significant means of promoting student learning in evidence- and experience-based practice. In specialist nursing education, which through the European Bologna process would be raised to the master's level, there is no tradition of including a postgraduate degree project. The aim was to develop a didactic model for specialist nursing students' postgraduate degree projects within the second cycle of higher education (master's level) and with a specific focus on nurturing shared involvement between universities and healthcare settings. This study embodies a participatory action research and theory-generating design founded on empirically practical try-outs. The 3-year project included five Swedish universities and related healthcare settings. A series of activities was performed and a number of data sources secured. Constant comparative analysis was applied. A didactic model is proposed for postgraduate degree projects in specialist nursing education aimed at nurturing shared involvement between universities and healthcare settings. The focus of the model is student learning in order to prepare the students for participation as specialist nurses in clinical knowledge development. The model is developed for the specialist nursing education, but it is general and could be applicable to various education programmes.

Perceived Emotional Intelligence and Learning Strategies in Spanish University Students: A New Perspective from a Canonical Non-symmetrical Correspondence Analysis.

PubMed

Vega-Hernández, María C; Patino-Alonso, María C; Cabello, Rosario; Galindo-Villardón, María P; Fernández-Berrocal, Pablo

2017-01-01

Recent studies have revealed that emotional competences are relevant to the student's learning process and, more specifically, in the use of learning strategies (LSs). The aim of this study is twofold. First, we aim to analyze the relationship between perceived emotional intelligence (PEI) and LSs applying the scales TMMS-24 and Abridged ACRA to a sample of 2334 Spanish university students, whilst also exploring possible gender differences. Second, we aim to propose a methodological alternative based on the Canonical non-symmetrical correspondence analysis (CNCA), as an alternative to the methods traditionally used in Psychology and Education. Our results show that PEI has an impact on the LS of the students. Male participants with high scores on learning support strategies are positively related to high attention, clarity, and emotional repair. However, the use of cognitive and control LS is related to low values on the PEI dimensions. For women, high scores on cognitive, control, and learning support LS are related to high emotional attention, whereas dimensions such as study habits and learning support are related to adequate emotional repair. Participants in the 18-19 and 22-23 years age groups showed similar behavior. High scores on learning support strategies are related to high values on three dimensions of the PEI, and high values of study habits show high values for clarity and low values for attention and repair. The 20-21 and older than 24 years age groups behaved similarly. High scores on learning support strategies are related to low values on clarity, and study habits show high values for clarity and repair. This article presents the relationship between PEI and LS in university students, the differences by gender and age, and CNCA as an alternative method to techniques used in this field to study this association.

Communicating Learning Outcomes and Student Performance through the Student Transcript

ERIC Educational Resources Information Center

Kenyon, George; Barnes, Cynthia

2010-01-01

The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

Medical students' perception of the learning environment at King Saud University Medical College, Saudi Arabia, using DREEM Inventory.

PubMed

Soliman, Mona M; Sattar, Kamran; Alnassar, Sami; Alsaif, Faisal; Alswat, Khalid; Alghonaim, Mohamed; Alhaizan, Maysoon; Al-Furaih, Nawaf

2017-01-01

The students' perception of the learning environment is an important aspect for evaluation and improvement of the educational program. The College of Medicine at King Saud University (KSU) reformed its curriculum in 2009 from a traditional to a system-oriented hybrid curriculum. The objective of the present study was to determine the perception of the second batch (reformed curriculum) of medical graduates about the educational environment at the College of Medicine, KSU, using the Dundee Ready Education Environment Measure (DREEM) scale. The fifth year medical students were asked to evaluate the educational program after graduation in May 2014. The questionnaire was distributed to the graduate students electronically. The DREEM questionnaire consisted of 50 items based on Likert's scale; and five domains, namely, students' perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. Data were analyzed using SPSS. A total of 62 students participated in the study. The score for students' perception of learning among medical students ranged from 2.93 to 3.64 (overall mean score: 40.17). The score for students' perception of teachers ranged from 2.85 to 4.01 (overall mean score: 33.35). The score for students' academic self-perceptions ranged from 3.15 to 4.06 (overall mean score: 28.4). The score for students' perception of atmosphere ranged from 2.27 to 3.91 (overall mean score: 41.32). The score for students' social self-perceptions ranged from 2.85 to 4.33 (overall mean score: 24.33). The general perceptions of the students in all five sub-scales were positive. The overall student's perception about the educational environment was satisfactory. This study was important to evaluate the students' perception of the learning environment among medical graduates of the reformed curriculum and provided guidance on areas of improvement in the curriculum.

Relationship between learning styles and interpersonal communication skills of nursing student in Medical Sciences Tehran University in 2012

PubMed Central

Azari, S; Mokhtari, S; Mousavi, H; Mohammadi, M; Aliyari, A; Salimi, M; Azari, GH

2015-01-01

Introduction: interpersonal communication skills are required for training and represent one of the most significant parts concerning the character of student learning. In another idea, learning is a constant method and learners favor a position of knowledge forms according to their character and individual practices. Evaluate the correlation between the learning methods and interpersonal conversation abilities of the nursing undergraduate in Medical Sciences Tehran University in 2012 was the purpose of this research. Methods: In this regular detailed cross-sectional analysis, 361 students from the School of Nursing and Midwifery were chosen during a census method. The information collection instruments were regulated, giving a questionnaire called Interpersonal Communication Skills Standards exam and VARK Learning Styles questionnaire. Data was examined by SPSS application (18th edition) by using Mann-Whitney and Kruskal-Wallis test. Results: 320 questionnaires were finished. 60.6% of the members were females. The average number of the students’ conversation abilities level was 101.91 ± 10.35. More than half of the samples (58.8%) preferred multi-modal learning styles (Bi-Tri and Quad Modals) and 41.2% of the students preferred single modal learning styles. There were no significant differences between the Interpersonal Communication Skills and the learning styles (P= 0.46). Conclusion: According to no significant relationship between the communication skills of students with learning style and Demographic changeable and Lack of proper form of communication skills, we were ready to build different systems and courses related to improving the skills’ level. PMID:28316687

The Road to the Ivory Tower: The Learning Experiences of Students with Disabilities at the University of Manitoba

ERIC Educational Resources Information Center

Moola, Fiona J.

2015-01-01

Although qualitative research on the learning experiences of disabled students at university is burgeoning, either/or, medical or social approaches are most often used to study disablement. In this study, I adopted an interpretive phenomenological analysis--which considers the fundamental imbrication of bodies, identities, and environments--to…

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

Instructional Strategies to Help Online Students Learn: Feedback from Online Students

ERIC Educational Resources Information Center

Watson, Firm Faith; Castano Bishop, Marianne; Ferdinand-James, Debra

2017-01-01

Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students' learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more…

Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University

ERIC Educational Resources Information Center

Khryashchev, Vladimir; Kasatkina, Natalia; Sokolenko, Dmitry

2017-01-01

The survey data suggest a high technical and sufficient psychological readiness of Yaroslavl State University students to use mobile devices in learning. The results of the research prove that students have an above the average level of interest and motivation in learning with the help of mobile devices. Nevertheless, it is obvious that there is a…

A randomized control trial: training program of university students as health promoters.

PubMed

Mendoza-Núñez, Víctor Manuel; Mecalco-Herrera, Cecilia; Ortega-Ávila, Cosme; Mecalco-Herrera, Laura; Soto-Espinosa, Juan Luis; Rodríguez-León, Mario Alfredo

2013-02-22

Several studies have reported the following as determining factors for the adoption of healthy lifestyles among undergraduate students: gender, socioeconomic level, prior lifestyles, environment, parental lifestyles and health status, career choice, and healthy support networks. However, these factors are influenced by students' knowledge about healthy lifestyles. We will carry out a randomized trial in a sample of 280 new undergraduate students at the National Autonomous University of Mexico's Faculty of Higher Studies-Zaragoza (FES-Zaragoza, UNAM). There will be an experimental group (n = 140), comprising 20 students from each of the seven university departments (careers); these students will receive training as university student health promoters through an e-learning course. This course will allow the topics necessary for such promoters to be reviewed. There will be a control group (n = 140), comprising 20 students from each of the seven departments (careers); these students will not undergo the training. Later, the students who comply satisfactorily with the e-learning course will replicate the course to 10 of their classmates. A healthy-lifestyle questionnaire will be given to all the participants, and the parameters established in the self-care card will be recorded before and after the training. The study variables are as follows: (i) independent variable-compliance with the e-learning course; (ii) dependent variables-lifestyles changes prior to the educative intervention (including healthy eating, physical activity, and addiction prevention) and parameters related to health status established in self-care (including weight, body mass index, waist circumference, and hip circumference). Data will be analyzed using Student's t test and logistic regression analysis odds ratios with 95% confidence intervals. The analysis of the open answers will be carried out with ATLAS. ti 5.5 software. Health promotion among university students should incorporate

Listen, Live and Learn: A Review of the Application Process, Aiming to Enhance Diversity within the Listen, Live and Learn Senior Student Housing Initiative at Stellenbosch University

ERIC Educational Resources Information Center

Smorenburg, Mathew; Dunn, Munita

2014-01-01

The Listen, Live and Learn (LLL) initiative at Stellenbosch University (SU) is a senior student housing model with the aim of providing an experiential opportunity for students to make contact with "the other". It is posited on the social contact theory assumption that if people of different genders, races, ethnicities, and/or religions…

Online Independent Vocabulary Learning Experience of Hong Kong University Students

ERIC Educational Resources Information Center

Tang, Eunice; Chung, Edsoulla; Li, Eddy; Yeung, Steven

2016-01-01

In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an e-learning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and…

A Qualitative Study of Veteran College Students and Student Service Quality at an Alaskan Faith-Based University

ERIC Educational Resources Information Center

Durbin, Beth

2017-01-01

With the inception of the Post 9/11 GI Bill in 2009, college and universities are seeing more veteran students attending college to earn their degree. The problem was that college and universities have seen a larger number of veteran students attend their institute of higher learning, so services needed to be in place for the veteran students and…

Quantifying the Value of Service-Learning: A Comparison of Grade Achievement between Service-Learning and Non-Service-Learning Students

ERIC Educational Resources Information Center

Brail, Shauna

2016-01-01

This study evaluates whether students who participate voluntarily in a service-learning activity achieve higher learning outcomes, measured by grades, than students who voluntarily choose not to participate in service learning. Analysis is based on a study of an introductory urban studies course at a large North American research university over a…

Student Observations: Introducing iPads into University Classrooms

ERIC Educational Resources Information Center

Wardley, Leslie J.; Mang, Colin F.

2016-01-01

This paper explores the growing trend of using mobile technology in university classrooms, exploring the use of tablets in particular, to identify learning benefits faced by students. Students, acting on their efficacy beliefs, make decisions regarding technology's influence in improving their education. We construct a theoretical model in which…

Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

ERIC Educational Resources Information Center

Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

2017-01-01

Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

Leading Learning: Enhancing the Learning Experience of University Students through Anxiety Auditing

ERIC Educational Resources Information Center

Maringe, Felix

2010-01-01

This article reports on an innovative strategy for auditing university students' anxieties across the study cycle. It discusses the shortcomings of traditional feedback mechanisms and identifies the opportunities that anxiety auditing presents in terms of providing scope for students to discuss and to more directly influence improvement in course…

Explaining University Students' Strong Commitment to Understand through Individual and Contextual Elements

ERIC Educational Resources Information Center

Postareff, Liisa; Lindblom-Ylänne, Sari; Parpala, Anna

2014-01-01

Since the late 1970s numerous studies have explored students' approaches to learning (referred to as the "SAL" tradition). These studies have provided valuable evidence of students' study strategies and intentions at the university. Since extensive research already exists on students' approaches to learning, there is a need to move…

Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

ERIC Educational Resources Information Center

Belaineh, Matheas Shemelis

2017-01-01

Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

Medical students' online learning technology needs.

PubMed

Han, Heeyoung; Nelson, Erica; Wetter, Nathan

2014-02-01

This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

Understanding student complaints in the service learning pedagogy.

PubMed

Rosing, Howard; Reed, Susan; Ferrari, Joseph R; Bothne, Nancy J

2010-12-01

This study draws upon student evaluations across 3 years of service learning (SL) courses at a large, urban, faith-based university identifying issues of greatest concern to students. Analysis of qualitative responses revealed perspectives on the limits, pitfalls, and barriers to successful SL student work in the community replicated over the 3 year timeframe. Over 2,200 written responses were coded and tested for reliability for each of 3 years. The top three comments SL students were most likely to express included: (1) concern about their placement in the community, for example, that sites were not prepared or that further goal-setting, communication and training by the university was necessary; (2) that the university's choice of sites may have been ill considered; and, (3) that there were problems with time and scheduling. Ongoing assessment of students' perspectives on their placement experience identifies practices that can enhance their learning and contributions toward building stronger communities.

Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

ERIC Educational Resources Information Center

Pirhonen, Juhani; Rasi, Päivi

2017-01-01

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course

ERIC Educational Resources Information Center

Shelton, Catharyn C.; Warren, Annie E.; Archambault, Leanna M.

2016-01-01

This study explores interactive digital storytelling in a university hybrid course. Digital stories leverage imagery and narrative-based content to explore concepts, while appealing to millennials. When digital storytelling is used as the main source of course content, tensions arise regarding how to engage and support student learning while…

The Student Experience of a Collaborative E-Learning University Module

ERIC Educational Resources Information Center

Biasutti, Michele

2011-01-01

The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that…

Relationship between University Level and Employment of Language-Learning Strategies: A Study of EAP Learners

ERIC Educational Resources Information Center

Ghafournia, Narjes

2014-01-01

This study scrutinized the relationship between utilizing language-learning strategies and university levels in reading-comprehension process of language learners in Iran. The participants comprised 406 EAP students at three university levels. The findings reflected significant differences among the students in implementing learning strategies.…

Study-MATE: Using Text Messaging to Support Student Transition to University Study

ERIC Educational Resources Information Center

Cahir, Jayde; Huber, Elaine; Handal, Boris; Dutch, Justin; Nixon, Mark

2012-01-01

Students are most likely to drop out of university when first attending. This article analyses the use of technology in supporting the transition process of "first time" university students enrolled in a second-year accounting course. Study-MATE, a study skills program utilising the university's learning management system (LMS)--Blackboard, Google…

Student Enrichment in Mathematics: A Case Study with First Year University Students

ERIC Educational Resources Information Center

Wiggins, Harry; Harding, Ansie; Engelbrecht, Johann

2017-01-01

This paper presents an enrichment case study to showcase a possible avenue for attending to the needs of academically strong mathematics students. We report on a group of university students who were presented with the opportunity of exploring a specific first year mathematics topic deeper, using an inquiry-based learning approach as part of an…

WIL Curriculum Design and Student Learning: A Structural Model of Their Effects on Student Satisfaction

ERIC Educational Resources Information Center

Smith, Calvin; Worsfold, Kate

2014-01-01

With the increasing adoption of work-integrated learning (WIL) as a feature of curricula, the idea of student satisfaction takes on a new dimension--students' experiences on placement are not routinely under the control of university academic staff, yet universities will ultimately be held responsible for the quality of students' placement…

Student Perceptions of Privacy Principles for Learning Analytics

ERIC Educational Resources Information Center

Ifenthaler, Dirk; Schumacher, Clara

2016-01-01

The purpose of this study was to examine student perceptions of privacy principles related to learning analytics. Privacy issues for learning analytics include how personal data are collected and stored as well as how they are analyzed and presented to different stakeholders. A total of 330 university students participated in an exploratory study…

Survey Reflects Student Development at D-Q University.

ERIC Educational Resources Information Center

Machamer, Ann Marie

1999-01-01

Describes a study that compared student development at Deganawidah-Quetzalcoatl University (D-Q U) in California with that at non-tribal institutions. Results indicated higher levels of student satisfaction at D-Q U, lower levels of learning and personal development, somewhat lower rates of degree completion, and similar transfer rates. Recommends…

Undergraduate Research as Engaged Student Learning

ERIC Educational Resources Information Center

Wolf, Lorraine W.

2018-01-01

This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…

Medical laboratory science and nursing students' perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM).

PubMed

Barcelo, Jonathan M

2016-01-01

This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains 'perception of learning' and 'perception of teaching.' Male medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning' among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning.' Nursing students identified 7 problem areas, most of which were related to their instructors. Medical laboratory science and nursing students viewed their academic learning environment as 'more positive than negative.' However, the relationship of the nursing instructors to their students needs improvement.

Creating a virtual community of learning predicated on medical student learning styles.

PubMed

McGowan, Julie; Abrams, Matthew; Frank, Mark; Bangert, Michael

2003-01-01

To create a virtual community of learning within the Indiana University School of Medicine, learning tools were developed within ANGEL to meet the learning needs and habits of the medical students. Determined by student feedback, the integration of digital audio recordings of class lectures into the course management content with several possible outputs was paramount. The other components included electronic enhancement of old exams and providing case-based tutorials within the ANGEL framework. Students are using the curriculum management system more. Faculty feel more secure about their intellectual property because of the authentication and security offered through the ANGEL system. The technology applications were comparatively easy to create and manage. The return on investment, particularly for the digital audio recording component, has been substantial. By considering student learning styles, extant curriculum management systems can be enhanced to facilitate student learning within an electronic environment.

Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students' Learning Outcomes

ERIC Educational Resources Information Center

Hamad, Mona M.

2017-01-01

Blackboard Collaborate was introduced to King Khalid University recently in the last decade; instructors and students were trained to use it in an effective way. The objective of this study is to find pros and cons of using Blackboard Collaborate for Blended Learning and its effect on students' learning outcomes. The researcher used the…

Small-Group Learning in an Upper-Level University Biology Class Enhances Academic Performance and Student Attitudes Toward Group Work

PubMed Central

Nakonechny, Joanne; Cragg, Jacquelyn J.; Ramer, Matt S.

2010-01-01

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students – even term high achievers –could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom. PMID:21209910

Small-group learning in an upper-level university biology class enhances academic performance and student attitudes toward group work.

PubMed

Gaudet, Andrew D; Ramer, Leanne M; Nakonechny, Joanne; Cragg, Jacquelyn J; Ramer, Matt S

2010-12-29

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students--even term high achievers--could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom.

Affect and Digital Learning at the University Level

ERIC Educational Resources Information Center

Katz, Yaacov J.; Yablon, Yaacov B.

2011-01-01

Purpose: The purpose of the paper is to examine the efficiency of SMS based cell-phone vocabulary learning as compared to email vocabulary delivery and snail mail vocabulary delivery at the university level. Design/methodology/approach: A total of 241 first year university students studied English vocabulary in their mandatory English foundation…

Exploring Team-Based Learning at a State University

ERIC Educational Resources Information Center

Leisey, Monica; Mulcare, Dan; Comeford, Lorrie; Kudrimoti, Sanjay

2014-01-01

A small group of faculty at Salem State University representing the disciplines of Chemistry, Finance, Geography, Political Science, and Social Work implemented a Team-Based Learning (TBL) model in their courses to explore its efficacy for increasing student engagement. Surveys were used to collect pre- and post-data from students to determine the…

Learning English: Experiences and Needs of Saudi Engineering Students

ERIC Educational Resources Information Center

Unruh, Susan; Obeidat, Fayiz

2015-01-01

In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

Student-centered integrated anatomy resource sessions at Alfaisal University.

PubMed

Cowan, Michèle; Arain, Nasir Nisar; Assale, Tawfic Samer Abu; Assi, Abdulelah Hassan; Albar, Raed Alwai; Ganguly, Paul K

2010-01-01

Alfaisal University is a new medical school in Riyadh, Kingdom of Saudi Arabia that matriculates eligible students directly from high school and requires them to participate in a hybrid problem-based learning (PBL) curriculum. PBL is a well-established student-centered approach, and the authors have sought to examine if a student-centered, integrated approach to learn human structures leads to positive perceptions of learning outcomes. Ten students were divided into four groups to rotate through wet and dry laboratory stations (integrated resource sessions, IRSs) that engaged them in imaging techniques, embryology, histology, gross anatomy (dissections and prosections), surface anatomy, and self-directed learning questions. All IRSs were primarily directed by students. During two second-semester organ system blocks, forty students responded to a structured questionnaire designed to poll students' perceptions of changes in their knowledge, skills, and attitudes as a result of IRS. The majority (60%) of students felt that the student-centered approach to learning enhanced their medical knowledge. Most students also felt that the IRS approach was advantageous for formulating clear learning objectives (55%) and in preparing for examinations (65%). Despite their positive feelings toward IRS, students did not view this learning approach as an adequate replacement for the knowledge gained from lectures and textbooks. Students' performance on objective structured practical examinations improved significantly for the two curricular blocks that included IRS compared with earlier non-IRS blocks. A student-centered approach to teach human structure in a hybrid PBL curriculum may enhance understanding of the basic sciences in first-year medical students.

Undergraduate Student Satisfaction and Achievement at the GetWET Observatory: A Fluid Learning Experience at Colorado State University

ERIC Educational Resources Information Center

Rathburn, Sara L.; Weinberg, Andrea E.

2011-01-01

The GetWET Observatory was developed as part of an overall course redesign of the Introductory Geology Laboratory at Colorado State University to improve student learning of key surface and groundwater concepts for nonmajors in science, technology, engineering, and mathematics. Consisting of six groundwater monitoring wells, the GetWET Observatory…

[Learning strategies of autonomous medical students].

PubMed

Márquez U, Carolina; Fasce H, Eduardo; Ortega B, Javiera; Bustamante D, Carolina; Pérez V, Cristhian; Ibáñez G, Pilar; Ortiz M, Liliana; Espinoza P, Camila; Bastías V, Nancy

2015-12-01

Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. The learning process of autonomous students is intentional and planned.

Web-Based Learning for Cultural Heritage: First Experienced with Students of the Private University of Technology in Northern Taiwan

NASA Astrophysics Data System (ADS)

Yen, Y.-N.; Wu, Y.-W.; Weng, K.-H.

2013-07-01

E-learning assisted teaching and learning is the trend of the 21st century and has many advantages - freedom from the constraints of time and space, hypertext and multimedia rich resources - enhancing the interaction between students and the teaching materials. The purpose of this study is to explore how rich Internet resources assisted students with the Western Architectural History course. First, we explored the Internet resources which could assist teaching and learning activities. Second, according to course objectives, we built a web-based platform which integrated the Google spreadsheets form, SIMILE widget, Wikipedia and the Google Maps and applied it to the course of Western Architectural History. Finally, action research was applied to understanding the effectiveness of this teaching/learning mode. Participants were the students of the Department of Architecture in the Private University of Technology in northern Taiwan. Results showed that students were willing to use the web-based platform to assist their learning. They found this platform to be useful in understanding the relationship between different periods of buildings. Through the view of the map mode, this platform also helped students expand their international perspective. However, we found that the information shared by students via the Internet were not completely correct. One possible reason was that students could easily acquire information on Internet but they could not determine the correctness of the information. To conclude, this study found some useful and rich resources that could be well-integrated, from which we built a web-based platform to collect information and present this information in diverse modes to stimulate students' learning motivation. We recommend that future studies should consider hiring teaching assistants in order to ease the burden on teachers, and to assist in the maintenance of information quality.

Dentistry students' perceptions of learning management systems.

PubMed

Handal, B; Groenlund, C; Gerzina, T

2010-02-01

This paper reports an exploratory survey study about students' perceptions of learning management systems (LMS) at the Faculty of Dentistry, University of Sydney. Two hundred and fifty-four students enrolled in the Bachelor of Dentistry and the Bachelor of Oral Health programmes participated in an online survey aimed at exploring their beliefs and attitudes as well as their preferences for eLearning tools. Results indicated a strong preference of students for using LMSs as resource repositories rather than for higher-order learning activities such as online discussion forums. This finding holds importance for consideration of the development of the educational resources modalities that support development of essential graduate attributes such as information literacy and collaborative learning.

Students' perception of educational environment at Public Sector Medical University of Pakistan.

PubMed

Jawaid, Masood; Raheel, Shafay; Ahmed, Fayyaz; Aijaz, Hibah

2013-05-01

Assessing educational environment is vital in determining the success or failure of any institute. A positive environment leads to achievements of students in learning while a negative one would hinder their accomplishments. The aim of this study was to evaluate the medical students' perceptions of their educational environment and to identify any differences related to gender and colleges affiliated with the University. This cross-sectional study involved all medical colleges affiliated with Dow University of Health Sciences from September to November 2011. DREEM questionnaire was administered to undergraduate medical students of the colleges. Mean and standard deviation of total DREEM score and five subscales were reported. The internal consistency coefficient (Cronbach's alpha) was calculated. Student's t test and one-way ANOVA were used for statistical analysis. Total respondents were 586 students (response rate = 90.1%), 463 (79.0%) were female. Total DREEM mean score was 114.4/200 (57.2%). Highest score was found in the domain of student's academic self-perceptions (58.7%) and lowest in domain of student's perception of learning (53.7%). The inventory was found to have good reliability, with an alpha-coefficient of 0.89. There was significant difference of total DREEM score, student's perception of learning, teachers, and atmosphere between different colleges. Females perceived their educational environment to be more positive compared to male students. The undergraduate educational environment of the university is more positive than negative. Highest score was found in domain of student's academic self-perceptions and lowest in domain of student's perception of learning.

Stigmatised Learners: Mature-Age Students Negotiating University Culture

ERIC Educational Resources Information Center

Mallman, Mark; Lee, Helen

2016-01-01

Research on the socially-situated nature of learning shows how practices and identities are affected by participation in communities, but very little is known about how mature-age students experience the relational dynamics of university. Based on data from a qualitative study of first-year students, we consider written accounts by older learners…

The Physics Learning Program at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L.; Huesmann, A.; Jacob, A.; Fretz, J.; Clarke, M.

2006-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for students studying physics. We pair staff and upper level physics and secondary science education majors in small study groups with students studying introductory physics. Approximately 33-50% of our students are from racial and ethnic groups underrepresented in the sciences. In addition, students participating in our program include others who may be feeling isolated such as first-generation college students, returning adults, students with disabilities, international students, and students from small rural schools; as well as students with weak math and physics preparation and/or who are struggling with the course. The Physics Learning Program is run in conjunction with similar programs for chemistry and biochemistry. During the past year with a move to a new building we obtained a dedicated space for the Physics Learning Program, facilitating students to form their own study groups. We also began a pilot program for students in the calculus-based physics sequence. We will discuss these additions, as well as recruitment, pedagogy, teacher training, and mentoring practices that we use with the aim of creating an inclusive learning environment.