Relevant bibliographies by topics / Education students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education students'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Education students"

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LIASHENKO, Iryna. "STUDENTS' MOTIVATIONAL ENGAGEMENT THROUGH DISTANCE EDUCATION." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (April 29, 2021): 276–83. http://dx.doi.org/10.31494/2412-9208-2021-1-1-276-283.

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У статті зроблено спробу зробити теоретичну основу методів дистанційного навчання та висвітлити їх вплив на ефективне навчання. Дослідження аналізує результати дистанційної роботи студентів першого курсу на освітній інтерактивній платформі Пірсон з розвитком початкових мовних навичок за сучасними технологіями та методами. Останній глобальний обвал пандемії поставив перед університетами безліч освітніх проблем. Сучасний стан освіти відфільтрував фактичну готовність вищих навчальних закладів до гнучких змін у дистанційному навчанні. Викладачам довелося адаптуватися до закликів реалій, що переробляють освітні програми, на дистанційні курси, якщо вони не робили цього раніше. Хоча тема дистанційного навчання посіла провідне місце в сучасних дослідженнях, багато університетів мали проблеми з безболісним переходом своїх студентів на дистанційний процес навчання. Дистанційне навчання лише набирає обертів, і ті університети, які розробили можливості для онлайн-навчання, швидко впорались із вимогами сучасності. Дослідження розкриває результати анкетування студентів першого курсу фізичної реабілітації та спорту Сумського державного університету для визначення їх оцінки про онлайн-курс англійської мови на інтерактивній платформі Пірсон. Результати дослідження виявляють значний взаємозв’язок між сучасним та високотехнологічним дизайном та методами в онлайн-інструкціях та мотивації та самоорганізації учнів, що призводить до кращого набуття та результатів. Беручи до уваги принципи розробки мотиваційного курсу, такого як інтерактивна платформа Пірсон, викладачі університету можуть використовувати цей шаблон для створення своїх онлайн-курсів з використанням вправ критичного мислення, рефлексивних практик, вдосконаленого ІТ-інтерфейсу, різноманітності завдань, додавання конкурентних елементів у дизайн, що в цілому значно підвищить ефективність дистанційного навчання. Ключові слова: дистанційне навчання; дистанційний курс; студенти університету; студенти магістрантів; онлайн навчання.
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KELEMEN, GABRIELA. "ENGAGING STUDENTS IN MENTAL HEALTH EDUCATION." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 216–26. http://dx.doi.org/10.24250/jpe/2/2022/gk.

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The issue of education, especially nowadays, raises many questions regarding its role in school, at home, in society as well as the ability of the educational process to keep up with the unprecedented changes in society, in human life in general. The leap of scientific knowledge has caused an unprecedented evolution of technology, which has entered human life with the aim of improving important aspects, but we also see its negative impact in many ways. The values of the past seem to be somehow overtaken by the new social challenges! Time has become a precious gift; modern man no longer has enough time either for himself or for those close to him. Everything happens at a pace that affects human life as a whole, disrupting family and social relationships. All this is reflected in the man's ability to adapt to new challenges, and thus education that equips the individual with those capabilities that make him able to face these unprecedented challenges is necessary. The emotional and somatic impact is mainly reflected in mental health. That is why the school and the educational system have the role of paying more attention to the field of mental health, raising awareness of the dangers that can lead to the installation of mental imbalance, prevention being the prophylactic basis. In our study, we will emphasize the importance of studying the field outside specialized schools, identifying certain deficiencies in education regarding mental health, as well as some important directions to be followed.
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K. Govender, Krishna, Sanjay Soni, and Estelle David. "Students as customers of higher education: Perceptions of South African students." Innovative Marketing 18, no. 2 (June 16, 2022): 174–85. http://dx.doi.org/10.21511/im.18(2).2022.15.

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An increase in the number of privately-owned higher education institutions (HEIs) in South Africa has created greater competition among private and public HEIs since all are competing for the same pool of potential students. Thus, marketers of HEIs have begun to realize the importance of placing a renewed focus on their students’ (customers’) needs. This study aimed to establish whether students perceive themselves as customers of HEIs, as well as the extent to which they perceive the attitude of academic and administrative staff toward them as being customer-focused. A total of 411 online questionnaires were administered to students at select private and public HEIs in the province of KwaZulu-Natal, South Africa. Descriptive and inferential statistical analyses were conducted on the survey data using the Statistical Package for Social Sciences. As a result, the majority of students perceived themselves as customers of the HEI. Furthermore, students’ perception of the attitude of academic and administrative staff toward them reinforced the view that they are indeed customers of their HEI. Thus, by working with the academics and administrators, HEIs should consistently identify and satisfy the service needs of students.
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Duc Hoi, Dinh. "Preschool Education Students’ Communication Skill." American Journal of Educational Research 6, no. 5 (April 23, 2018): 485–89. http://dx.doi.org/10.12691/education-6-5-19.

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Zeinhom Ahmed, Manal, Hasan Touama, and Ahmad Rayan. "Students' Perspectives about Nursing Education." American Journal of Educational Research 3, no. 3 (February 23, 2015): 288–91. http://dx.doi.org/10.12691/education-3-3-6.

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Sadikova, Dilafruz. "DEVELOPMENT OF PROFESSIONAL KACHESTV STUDENTS OF PRESCHOOL EDUCATION ON THE BASIS OF INNOVATIVE EDUCATION TECHNOLOGY - AS AN ACTUAL EDUCATIONAL PROBLEM." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 46–50. http://dx.doi.org/10.55640/eijmrms-02-06-09.

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The article discusses the ways of developing the professional qualities of students of pedagogical universities. Today, the actual problem of education is the choice of profession. In the era of informatization of society, an important aspect of teaching is the widespread use of innovative technologies. The introduction of new technologies in teaching in order to instill in students an interest in knowledge, independently seek information to choose modern professions.
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Zakharova, Olena, and Serhii Smetanin. "HEALTHY STUDENTS EDUCATION IN HIGHER EDUCATION." Visnyk of Zaporizhzhya National University. Physical education and Sports, no. 2 (2019): 32–37. http://dx.doi.org/10.26661/2663-5925-2019-2-05.

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Devanesan, Dr P. Paul, and Dr A. Selvan Dr. A. Selvan. "Awareness on food security education Among students." Indian Journal of Applied Research 1, no. 3 (October 1, 2011): 50–52. http://dx.doi.org/10.15373/2249555x/dec2011/18.

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Ozturk, Emsal, Mustafa Gurker Tepe, and Olcay Ozdemir. "Study of Social Skill Levels between Students of the School of Physical Education and Sports Education and the Students." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 323–32. http://dx.doi.org/10.18844/gjhss.v3i3.1581.

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Kumar, Pradeep, and Vijendra Singh. "Comparative Self-Concept Study of Physical Education and Non-Physical Education Students." International Journal of Physical Education & Sports Sciences 7, no. 13 (July 1, 2014): 0. http://dx.doi.org/10.29070/7/56005.

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Dissertations / Theses on the topic "Education students"

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Cha, Kyung-Wook. "Education loans : an analysis of demand by source /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036811.

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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16434/1/Derek_Bland_Thesis.pdf.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Prendergast, Carrie Ann. "Nontraditional online students perceptions on student success conditions." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.

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This dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.

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Rosé, M. Alejandra. "Education students' perceptions of multicultural education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23767.pdf.

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de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1319.

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This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.
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Seaver, Allison. "Success of International Students in Higher Education." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343416310.

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Gordon, Seth E. "Attitudes and Perceptions of Independent Undergraduate Students Towards Student Debt." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373885046.

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de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Curtin University of Technology, Faculty of Education, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10670.

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This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - ++
in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.
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Coscia, Nancy Beth DeBord. "Student Organization Involvement and Leadership Development| Traditional-Aged Undergraduate Students Participating in Academic Student Organizations." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930273.

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The purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations.

Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory.

Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.

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Books on the topic "Education students"

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Choudry, Abdul Salam. Education for B.A. students. Faisalabad: Majeed Book Depot, 1989.

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Moore, Madeline. Sarah's Education. London: Random House Group Limited, 2009.

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Managing students. Buckingham: Open University Press, 1999.

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Moore, Alex. Teaching Multicultured Students. London: Taylor & Francis Inc, 2004.

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Jim, Cummins. Empowering Minority Students. Sacramento, CA (926 J St., Suite 810, Sacramento 95814): California Association for Bilingual Education, 1989.

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F, Rotatori Anthony, ed. Counseling exceptional students. New York, N.Y: Human Sciences Press, 1986.

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Gunawardena, Harshi. International students at university: Understanding the student experience. New York: P. Lang, 2012.

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John, Bird. Black students and higher education. Buckingham: Society for Research into Higher Education & Open University Press, 1996.

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Hall, John. Disabled students in higher education. Edinburgh: Scottish Council for Research in Education, 1998.

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Richardson, Lloyd. Information skills for education students. Exeter [England]: Learning Matters, 2009.

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Book chapters on the topic "Education students"

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Thelin, John R. "Students and Student Life." In American Higher Education, 92–114. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003319641-5.

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Finn, Kirsty, Nicola Ingram, and Kim Allen. "Student millennials/Millennial students." In Reimagining the Higher Education Student, 187–204. First Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367854171-12.

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Du, Ruiqing. "Students." In Chinese Higher Education, 75–92. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21997-1_5.

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Hull, Michael M., and Martin Hopf. "Students’ Conceptions." In Physics Education, 383–411. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87391-2_14.

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Graf, Klaus-D., and Kiyoshi Yokochi. "Students teach students." In Information and Communication Technologies in Education, 149–58. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35403-3_12.

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Bang, Megan. "Indigenous Students." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_366-4.

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Bang, Megan. "Indigenous Students." In Encyclopedia of Science Education, 493–94. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_366.

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McIntosh, Kathryn Esther. "Students' Voices." In Mindfulness in Multicultural Education, 108–38. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003221869-7.

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Martin, Jane. "Students." In Gender and Education in England since 1770, 189–214. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79746-1_8.

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Laverick, DeAnna M. "Mentoring Graduate Students." In SpringerBriefs in Education, 47–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39217-2_4.

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Conference papers on the topic "Education students"

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Wieser, Desiree, Jürgen Matthias Seeler, Karin Sixl-Daniell, and Anita Zehrer. "Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5525.

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Students’ feedback on online education has become of major importance for many higher education institutions. While researchers already identified students’ success factors and analyzed students’ satisfaction in online study programs and courses, the role of expectations in students’ online educational experience has been very often neglected in previous research. Our study adds here as it captures students’ expectations at the beginning of an online study program, highlighting the differences to traditional on-campus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy students’ needs in order to improve online programs or courses, but also a means to track the institutions own performance.Keywords: Online Education; Student Experience; Expectations, Retention, Higher Education Management
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Garza-Olivares, X., RN Cavazos-Montemayor, and M. Lopez. "GLOBAL CLASSROOM: INTERNATIONALIZATION FOR UNDERGRADUATE STUDENTS AMID THE PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7106.

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The international exchange for undergraduate students is a life-changing experience, an opportunity to interact with others and develop intercultural skills while learning. Nevertheless, the deficit in student participation in internationalization activities demands new formats that offer this academic practice in a virtual environment. Adjacent to this scenario, the greatest impact of the COVID-19 pandemic on higher education was face-to-face exchanges. Therefore, academic programs as Global Classroom was the only way for an international exchange amid the pandemic. The objective of this study was to assess the perceptions of the students about an implementation of a virtual international exchange shared with students from Mexico and Ecuador, focused on this contribution as an educational innovation to promote learning in multicultural and interdisciplinary skills. The study considered a quantitative approach to analyze a student's perception of the experience, and the design was descriptive and cross-sectional. The sample were 44 students enrolled in the experience in the August-December semester in 2020, 22 from Mexico and 22 from Ecuador. The instrument was made of 5 items in which the participants shared their experience regarding the different tools and activities, and their contribution to the educational objectives. Results show that the students valued the intercultural experience positively and the contribution of the different free-access educational technology tools to develop synchronous and asynchronous activities. Other disciplines and institutions can learn from this implementation to design remote educational environments that offer this internationalization experience for learners even after the pandemic. Keywords: higher education, educational innovation, interdisciplinary education, intercultural education, pandemic adaptations, global exchange.
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Fedorov I, I. R., and R. I. Platonova. "Study of educational motivation of graduates of secondary vocational education for admission to higher education." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-157.

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MIÇO, Heliona, and Klara KODRA. "EVALUATION OF HAPPINESS IN ALBANIAN EDUCATION, LEGISLATION AND POLICIES." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.44.

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Studies show that happiness positively affects the student's learning process. Happy students have higher academic achievements, better relationships with friends as well as more active participation in secondary activities in education. International education policies estimate that happiness is correlated with well-being and life quality. Yet, happiness is not considered as one of the mail goals in the Albanian education policy and legislation. The article will firstly shed light on the impact of happiness on better student performance. It will reflect the international legislation and policies which have valued happiness as a fundamental human goal, by extending the relevant analysis in the field of legislation and policies in Albania. The analyses will help to understand the place that happiness occupies in the goals of education and the need for evaluation of the level of student happiness as a tool towards student well-being and education quality. The article will focus on the need to include the concept of happiness in the whole educational process, in order to positively encourage students not only in terms of higher school performance but also in terms of their overall well-being. Key words: education, happiness, Albania, students, well-being
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Mayoral-Peña, K., A. Hambleton-Fuentes, and E. Caloca-Lafont. "UNDERGRADUATE STUDENTS' INVOLVEMENT IN DIGITAL PATIENT-EDUCATION STRATEGY AMID COVID-19 PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7163.

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The COVID-19 pandemic generated relevant challenges in educating future physicians and brought attention back to the vulnerability caused by non-communicable diseases (NCDs), such as cancer, emphysema, and cardiovascular affections. Due to the risk of the 2019 Coronavirus contagion, the patient-based education strategies were put on hold, as they were face-to-face. Also, there was an urgent need to develop strategies that used new technologies to offer efficient and fast medical content to the non-specialized public. To overcome this situation, we involved undergraduate students of medicine in developing scientific content and infographics about the prevention and early diagnosis of cancer for a mobile application. The objective of this study was to assess the learning impact generated by the creation of digital patient-education materials. Five medical students enrolled in the Pathophysiology of Respiratory System course at Tecnologico de Monterrey were recruited as participants in the educational strategy with weekly sessions for four months. The following pedagogical tools were used during the intervention: project-based learning, challenge-based learning, engagement, service learning, science outreach, design thinking, and mentoring. Ten infographics for the mobile application were created after this experience. Also, a qualitative and transversal analysis of the undergraduates' learning was implemented using a focus group session as an instrument to evaluate the mentioned strategy's impact. As a relevant finding, we observed a high level of engagement, improvement in communication skills, and ethical reflections among the students. After the app is completed, we plan to create a social startup to generate more content about NCDs to promote prevention and early diagnosis. Educational strategies involving medical undergraduates in social projects have two beneficial outcomes: the student internalizes significant knowledge and positively impacts society's health. This project aims to inspire educators to empower students to develop real-life solutions as part of their college activities. Keywords: Educational innovation, medical education, patient-education strategy, digital technology development, pandemic adaptations, cancer education
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Foley, Stephany, and Kazem Kazerounian. "Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34424.

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This paper studies “creativity” in engineering education, by examining the perception of instructors and students. We aims to identify factors that impede a creative environment (creativity blockers). The study entails review of established research in the fields of psychology and educational psychology to identify factors which create an educational environment conducive to creativity. These factors are formalized in the Ten Maxims of Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, created, distributed and statistically quantified to study the perceptions of engineering educators and students, in comparison to non-engineering educators and students. The results unfortunately show that the current engineering student experiences almost none of the Ten Maxims of Creativity as a part of their academic experience.
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Arrambide-Leal, Eduardo J., Vianney Lara-Prieto, and Rebeca M. García-García. "Short Videos to Communicate Effectively to Engineering Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13002.

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The use of multimedia in education has become a basic tool for educators. As Millennials and Generation Z use technology in their everyday life, the educational model has been shifting towards the use of multimedia and technology to enhance the active learning process. The objective of this project was to design, produce and implement short educational or instructional videos to present content with a more active approach and measure the impact on their understanding and preference. A video with the content of graduation requirements was produced, shared with 240 seniors of Engineering Academic Programs. The results show that 97% of the students liked the video and the way the content was shared and 91.6% of the students find the video format useful. The results show that the learning process was active and effective. The exit poll also shows that 97% of the students think that there should be more educational videos on some other processes. This project included the design, production and implementation of 18 videos. This research describes the approach and impact of using short videos in engineering and transition from a traditional method of sharing content to students to a more active learning environment.Keywords:Educational Videos; Active and Collaborative Learning; Student Engagement; Educational Innovation; Higher Education.
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Magaba, Victoria. "Inclusive Education – A Prescript to Engagement by all Stakeholders." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.007.

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Abstract Inclusive education forms a crucial part of social cohesion that underpins fairness in any society, which means equal opportunities for all. Many countries have embraced this concept as the general view is that society will undergo a positive paradigm shift if education is all encompassing since education is a microcosm of society. However, the main question that should be addressed is to what extent is education inclusive? Does it cater for diverse student population, for example, the disabled (physically and mentally), students with mild, moderate and serious learning disabilities, different genders, ethnic groups, religious affiliations, classes, etc. A mixed research methodology can determine the core roles of the different stakeholders that underpin fundamental concepts of full inclusivity. Inclusive education can be realised if different stakeholders who are directly affected are taken on board. These would be students as the focal point, as well as teachers, schools, institutions where teachers are trained, curriculum developers and the government. Students’ academic needs as well as their personal growth and development must be the prescript that informs the curriculum, and this must be embedded in all education policies and practices. Students’ engagement and motivation form the bedrock of inclusive education as the support of the other stakeholders culminates in this. Lack of a strong academic background and the student’s home language are some of the strategies used to deny enrolment to certain students. In essence, revising current practices with a view to updating policies and the curriculum to align them with students’ educational needs will increase students’ engagement and will therefore lead to full integration and success. Key words: Inclusive education, education policies, curriculum, learning disabilities, education reform
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Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, Michael Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

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This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.
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Brink, Henning, Sven Packmohr, and Kristin Vogelsang. "The digitalization of universities from a students’ perspective." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11181.

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The digitalization of higher education institutions is progressing significantly. Though the use of digital assets enhances the students’ learning experience and offers new opportunities for administration, there are no uniform standards for the use of digital media in teaching and student services. As educational service providers, universities are dependent on students being able to cope with the structures offered. Thus it is essential to ascertain students’ attitudes of the technologies used. We asked students from three blended learning courses about their perceptions. We further asked the students what should be done and by whom. Our results show that students see structural changes occurring not only in themselves but also at the level of the university management. Our research contributes to the actual discussion about the digitalization of higher education by offering suggestions for development from a students’ view. The results are valuable for lecturers and faculty managers who want to advance the digitalization of services and learning.
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Reports on the topic "Education students"

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Warberg, William. An Analysis of the Ability and Achievement of Business Education Students Compared to Non-Business Education Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1526.

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Card, David, and Laura Giuliano. Does Gifted Education Work? For Which Students? Cambridge, MA: National Bureau of Economic Research, September 2014. http://dx.doi.org/10.3386/w20453.

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Gross, Larry. Teaching visual awareness to general education students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3250.

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Kolster, Renze, Lisa van Dijk, and Benjamin W. A. Jongbloed. Excellence in higher education: educational preferences of honours students in the Netherlands. Center for Higher Education Policy Studies, 2016. http://dx.doi.org/10.3990/4.2589-9716.2016.01.

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Groarke, Sarah, and Christina Durst. Attracting and retaining international higher education students: Ireland. ESRI, May 2019. http://dx.doi.org/10.26504/rs88.

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Kolster, Renze, and Frans Kaiser. Study success in higher education: male versus female students. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.07.

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Dolan, Margarida. Supporting International Students of Economics in UK Higher Education. The Economics Network, December 2012. http://dx.doi.org/10.53593/n2264a.

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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Zhang, Junlong, Lixia Bao, Mohd Nasiruddin Nasnoor Mohd Nasiruddin, Mohd Ashraff Mohd Mohd Anuar, and Gege Yao. Effects of Sports Education Model on Students' Attitudes Towards Physical Education Learning: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0040.

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Panchenko, Liubov, and Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.
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