Journal articles: 'First year studies'

1

Swanwick, Maureen. "Child Studies: The First Year." Nursing Standard 7, no. 18 (January 20, 1993): 48. http://dx.doi.org/10.7748/ns.7.18.48.s57.

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Crawford, Ian, and Zhiqi Wang. "Why are first-year accounting studies inclusive?" Accounting & Finance 54, no. 2 (November 12, 2012): 419–39. http://dx.doi.org/10.1111/acfi.12007.

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Filipowicz, Halina, and Oscar E. Swan. "First Year Polish." Slavic and East European Journal 29, no. 1 (1985): 122. http://dx.doi.org/10.2307/307948.

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Wilson, Jeffrey D. "The Christian Year FIRST SUNDAY AFTER EASTER." Expository Times 97, no. 6 (March 1986): 173–74. http://dx.doi.org/10.1177/001452468609700607.

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Gibson, George S. "The Christian Year FIRST SUNDAY AFTER CHRISTMAS." Expository Times 100, no. 3 (September 1988): 101–2. http://dx.doi.org/10.1177/001452468810000308.

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Munro, John P. L. "The Christian Year FIRST SUNDAY AFTER EASTER." Expository Times 100, no. 6 (March 1989): 222–23. http://dx.doi.org/10.1177/001452468910000611.

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Gibson, George S. "The Christian Year FIRST SUNDAY IN LENT." Expository Times 101, no. 5 (February 1990): 142–43. http://dx.doi.org/10.1177/001452469010100506.

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Bishop, John. "The Christian Year First Sunday After Epiphany Jesus, The First and Last." Expository Times 101, no. 3 (July 1989): 77–78. http://dx.doi.org/10.1177/001452468910100306.

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9

Valsiner, Jaan. "Editorial: after the First Year." Culture & Psychology 2, no. 1 (March 1996): 5–8. http://dx.doi.org/10.1177/1354067x9621001.

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Sherman, Ann. "Using case studies to visualize success with first year principals." Journal of Educational Administration 46, no. 6 (September 26, 2008): 752–61. http://dx.doi.org/10.1108/09578230810908334.

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Malm, Joakim, Leif Bryngfors, and Lise-Lotte Mörner. "Supplemental instruction for improving first year results in engineering studies." Studies in Higher Education 37, no. 6 (September 2012): 655–66. http://dx.doi.org/10.1080/03075079.2010.535610.

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Adams, Gregory T., Timothy D. Perkins, and Richard M. Klein. "ANATOMICAL STUDIES ON FIRST-YEAR WINTER INJURED RED SPRUCE FOLIAGE." American Journal of Botany 78, no. 9 (September 1991): 1199–206. http://dx.doi.org/10.1002/j.1537-2197.1991.tb11413.x.

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Stratta, Erica. "First year juniors and cultural diversity." Education 3-13 17, no. 2 (June 1989): 21–28. http://dx.doi.org/10.1080/03004278885200561.

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Schnell, Carolyn A., and Curt D. Doetkott. "First Year Seminars Produce Long-Term Impact." Journal of College Student Retention: Research, Theory & Practice 4, no. 4 (February 2003): 377–91. http://dx.doi.org/10.2190/nkpn-8b33-v7cy-l7w1.

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In an effort to provide insight into a strategy for increasing student retention, students enrolled in a first year seminar were paired with a matched comparison group, and retention of the 1,853 students in the two groups was compared over a period of four years. Results indicated significantly greater retention over a period of four years for students enrolled in the seminar. Review of the literature indicates that while such seminars are gaining in popularity, longitudinal studies of their effectiveness using matched comparison groups are lacking. In addition to expanding the research base of the first year seminars, this article also presents the background of the seminar and studies regarding the first year seminar that are relevant to retention.

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Leonard, Jacqueline. "The Case of the First-Year Charter School." Urban Education 37, no. 2 (March 2002): 219–40. http://dx.doi.org/10.1177/0042085902372004.

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Clayton, Ashley B., Mary C. Medina, and Angela M. Wiseman. "Culture and community: Perspectives from first-year, first-generation-in-college Latino students." Journal of Latinos and Education 18, no. 2 (November 21, 2017): 134–50. http://dx.doi.org/10.1080/15348431.2017.1386101.

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Aronoff, David M. "The first year of Infectious Disease Reports." Infectious Disease Reports 2, no. 2 (November 3, 2010): 16. http://dx.doi.org/10.4081/idr.2010.2138.

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It is exciting to note that within our first year IDR has published original studies, review articles, and case reports from Australia, Brazil, Cuba, Italy, Thailand, Tunisia, Saudi Arabia, Uganda, the UK, and the USA. The first two volumes of IDR have touched upon major problems in our field, including HIV, influenza, Clostridium difficile, neglected tropical diseases, and infections in transplant recipients.

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Mamcarz, Andrzej, and Eugenia Murawska. "Studies on the larvae and fry feeding of the two Coregonidae species during its first year of growth in illuminated cages." Acta Ichthyologica et Piscatoria 18, no. 2 (December 31, 1988): 51–71. http://dx.doi.org/10.3750/aip1988.18.2.05.

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19

Carroll, Tom, Deirdre Casey, Julie Crowley, Kieran Mulchrone, and Áine Ní Shé. "Numbas as an engagement tool for first-year Business Studies students." MSOR Connections 15, no. 2 (January 26, 2017): 42. http://dx.doi.org/10.21100/msor.v15i2.410.

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In this paper we report on the implementation of e-assessment in mathematics with a large cohort of Business Studies students in their first year at Cork Institute of Technology, Ireland. The assessment tool used was Numbas, a freely available e-assessment tool for mathematics developed at Newcastle University. The main motivation in introducing Numbas for this course was to increase attendance and engagement at tutorials but also to make regular assessments with feedback a practical possibility for large groups. In this paper we discuss the effect the introduction of Numbas had on student engagement, in particular on student participation, attendance, and on the student experience.

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Lebovici, Serge. "Clinical Studies in infant Mental Health. The First Year of Life." Journal of the American Psychoanalytic Association 33, no. 3 (June 1985): 687–91. http://dx.doi.org/10.1177/000306518503300318.

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Graffigna, Ana María, María de los Ángeles Morell, María Laura Simonassi, and Analía Morales. "Determinants to Retain Students During the First Year of University Studies." Procedia - Social and Behavioral Sciences 116 (February 2014): 2630–34. http://dx.doi.org/10.1016/j.sbspro.2014.01.625.

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Molodin, V. I., and A. P. Derevyanko. "The Russian-Japanese "Pazyryk" Programme the First Year of Joint Studies." Ancient Civilizations from Scythia to Siberia 1, no. 3 (1995): 307–11. http://dx.doi.org/10.1163/157005794x00183.

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AbstractThe early Iron Age tumuli of the Altai mountains are unique in preserving largely intact frozen corpses, horses, textiles, leather and wood of the Scythian period. Further such burials exist: in 1991 a reconnaissance excavation of a frozen tumulus at Ak-Alakh again yielded a fabulous inventory. However the conditions of their preservation require their rapid rescue and conservation and adequate funding to do so. In 1991 the USSR and Japan signed an agreement for the joint study of the tumuli of the Pazyryk culture, which included provisions for the conduct of field research on the Ukok plateau, the restoration and conservation of materials from the tumuli (Japan has made Yens 100 m available for this purpose), and the transport of the excavated tumuli to musea. A large tumulus of the 5th-3rd c. B.C. at Kurtuguntas has since been excavated, the unique material recovered was conserved on site and the burial construction transported to the museum at Akademgorodok. In the Bertok valley 60 sites were surveyed and 15 excavated (only one tulumus had been disturbed in antiquity). A monograph is in preparation.

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Coker, Jeffrey Scott, Rosemary Haskell, and Thomas Nelson. "Teaching Global Studies to All Undergraduates: A Required First-Year Course." Perspectives on Global Development and Technology 13, no. 1-2 (2014): 267–80. http://dx.doi.org/10.1163/15691497-12341301.

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Abstract Global studies is an area that is foundational for a twenty-first century college degree. At Elon University, all first-year students take an interdisciplinary course called “The Global Experience” (GST 110) to set the tone for a globally-engaged liberal arts education. Personal and social responsibilities, which are goals of Elon’s core curriculum, provide the context for the course. Students analyze and evaluate the relationships that both connect and obstruct human interaction in an increasingly connected, technological, and rapidly changing world. In this article we explain the opportunities and challenges of delivering a course that has proved its flexibility and durability over many years.

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Shukla, Nehal J., and Elizabeth Mcinnis. "Flipped Classroom: Success with First Year Mathematics Students." International Journal on Social and Education Sciences 3, no. 1 (January 4, 2021): 32–47. http://dx.doi.org/10.46328/ijonses.56.

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In the modern era of internet and social media, teachers are pursuing new methods to integrate online resources and techniques into their curriculum and flipped classroom instruction model has been their response to this heightened digital migration. Despite this high amount of interest, few studies have evaluated the effectiveness of classroom flipping in mathematics on student academic outcomes. Specifically, no rigorous studies of the effects of flipping a mathematics course on students’ mathematical understandings, course satisfaction and student’s success appear in the literature. This study aims to understand the effectiveness of flipped classroom in first year undergraduate mathematics students at university level by measuring student’s success via (1) students’ overall course satisfaction (2) students’ pre and post-test grade and (3) student’s pass rate. Our study showed improved student’s perception of course satisfaction and improved final grades (post-test compared to pre-test). We noticed some improvement in pass rate of flipped classroom students compared to non-flipped classroom students, but it was not statistically significant. We recommend future studies to see if this student’s success transforms into improvement in student’s attrition, retention, progression and graduation rate.

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SOLOMAKHA, ELENA. "II. Soviet Museums and the First Five Year Plan." Canadian-American Slavic Studies 43, no. 1-4 (2009): 131–60. http://dx.doi.org/10.1163/221023909x00084.

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COULTER, REBECCA PRIEGERT. "Struggling with Sexism: Experiences of feminist first-year teachers." Gender and Education 7, no. 1 (March 1995): 33–50. http://dx.doi.org/10.1080/713668455.

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Kelly, Angela M., Serigne M. Gningue, and Gaoyin Qian. "First-Year Urban Mathematics and Science Middle School Teachers." Education and Urban Society 47, no. 2 (May 29, 2013): 132–59. http://dx.doi.org/10.1177/0013124513489147.

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Hevia, Maria Dolores de, Yu-Na Lee, and Arlette Streri. "The Temporal Dimensions in the First Year of Life." Timing & Time Perception 5, no. 3-4 (December 8, 2017): 280–96. http://dx.doi.org/10.1163/22134468-00002093.

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Time is a multifaceted concept that is critical in our cognitive lives and can refer, among others, to the period that lapses between the initial encounter with a stimulus and its posterior recognition, as well as to the specific duration of a certain event. In the first part of this paper, we will review studies that explain the involvement of the temporal dimension in the processing of sensory information, in the form of a temporal delay that impacts the accuracy of information processing. We will review studies that investigate the time intervals required to encode, retain, and remember a stimulus across sensory modalities in preverbal infants. In the second part, we will review studies that examine preverbal infants’ ability to encode the duration and distinguish events. In particular, we will discuss recent studies that show how the ability to recognize the timing of events in infants and newborns parallels, and is related to, their ability to compute other quantitative dimensions, such as number and space.

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Bethin, Christina Y., and Leonard A. Polakiewicz. "Supplemental Materials for First Year Polish." Slavic and East European Journal 36, no. 4 (1992): 518. http://dx.doi.org/10.2307/309021.

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30

Alkhateeb, Haitham M. "University Students' Conceptions of First-Year Mathematics." Psychological Reports 89, no. 1 (August 2001): 41–47. http://dx.doi.org/10.2466/pr0.2001.89.1.41.

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The 1998 Crawford, Gordon, Nicholas, and Prosser Conceptions of Mathematics scale was administered to 156 first-year university students at a large public university in the midwestern United States. The scale represented fragmented and cohesive conceptions of mathematics. The reliability estimated as internal consistency had a Cronbach alpha of .80 for the fragmented scale and .87 for the cohesive scale. Factor analysis of the intercorrelations indicated the same two factors of fragmented and cohesive as in the original and other replicating studies. Students' conceptions of mathematics in this study were comparable to those reported in the original study.

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Alleo, Luciana Galve, Sonia Buongermino de Souza, and Sophia Cornbluth Szarfarc. "Feeding practices in the first year of life." Journal of Human Growth and Development 24, no. 2 (June 1, 2014): 195. http://dx.doi.org/10.7322/jhgd.81222.

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Introdução: A alimentação é especialmente importante no primeiro ano de vida quando ocorre o desmame progressivo e compete à alimentação complementar suprir as necessidades nutricionais da criança a fim de garantir o crescimento e desenvolvimento. Objetivo: Descrever a prática alimentar em crianças no primeiro ano de vida. Método: Estudo transversal, com aplicação de questionário sobre a prática alimentar da criança. A amostra foi constituída de 122 criançascom idade até 365 dias divididas em 2 grupos: com até 3 meses completos de idade (34 crianças) e o grupo 2 foi formado por 88 crianças de 4 a 12 meses. Resultados: Entre as crianças do grupo 1, apenas 35,29% estavam em aleitamento materno exclusivo porém 95,9% da população de estudo referiu ter sido amamentada e 55,68% das crianças do grupo 2 ainda tomam leite materno. Dentre os alimentos já introduzidos na alimentação das crianças do grupo 2, obtevese: 83% para frutas, 69% legumes, 52,27% caldo de carnes, 58% de carnes (bovina e frango), 76% caldo de feijão, 42% feijão, 59% arroz/macarrão, 78% batata, 22,72% gema de ovo,16% ovo inteiro e 61% pão e bolacha. Verificou-se ausência de referência a verduras entre 52,27% da população, 73,86% não introduziram peixe e 75% o fígado. Conclusão: As práticas alimentares das crianças que participaram do estudo incluem grande diversidade de alimentos, porém houve baixa proporção de aleitamento materno exclusivo, em consequência da introdução precoce da alimentação complementar. Foi verificado baixo consumo de alguns alimentos como verduras e fígado.

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Luciano-Wong, Shaila, and Dale Crowe. "Persistence and engagement among first-year Hispanic students." Journal for Multicultural Education 13, no. 2 (June 10, 2019): 169–83. http://dx.doi.org/10.1108/jme-12-2017-0072.

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Purpose The purpose of this paper is to examine the association between engagement indicators and intent to persist of first-year full-time Hispanic students attending public versus private universities. Design/methodology/approach Metadata from the Your First College Year survey from the Higher Education Research Institute (HERI) were selected for this study. The approach included using a descriptive correlational design and regression analysis to examine the relationship between engagement indicators and persistence among first-year, full-time Hispanic students and persistence. Purposeful sampling obtained from the HERI data set resulted in a sample size of 1,206 students who attended public institutions and 1,187 students who attended private institutions. Findings Analysis of the results disclosed a positive correlation between first-year Hispanic students’ intent to persist, satisfaction with peer interactions, amount of contact with faculty, first-year programs and sense of belonging. The results of the analysis disclosed differences between public and private institutions. Of the collective variables, satisfaction with amount of contact with faculty and sense of belonging are significant predictors of persistence. Research limitations/implications The sample of the study was limited to the use of archival data and the responses to specific questions obtained from the 2014 YFCY survey. Factors such as insufficient experience at the college students are attending, unwillingness to provide honest feedback and exaggerating specific areas of their behavior or performance may affect students who respond to surveys (Kuh, 2004), affecting the accuracy of the data. Further, 89.7 per cent of the variance in persistence has not been explained. Adding or using different variables and utilizing a more advanced statistical technique may account for additional variance. Cause and effect cannot be determined from correlational analysis, and the possibility exists that an unknown variable may be the cause of a correlation within the study. Incomplete information from predictors, complete separation and overdispersion can lead to SPSS output errors for logistic regression analysis. Social implications It is important for higher education administrators to understand the cultural differences of not only Hispanic students but other ethnic and racial groups. As a global society, public and private higher education institutions are looking for more inclusion of multi-cultural students. Recruitment is obviously important, but to recruit is not enough. It is the responsibility of higher education administrators to do all that is reasonably possible to retain students through graduation. Originality/value Studies have been conducted on academic disparities between Hispanic students and their White counterparts, but few studies exist on the factors associated to persistence among the first-year Hispanic student population. The results of this study may add to the existing body of knowledge and assist with faculty development of programs, decisions on class size, improvements to pedagogy and discussions to improve the campus climate for Hispanic students. Using the resources of HERI, future studies can be conducted involving other races and ethnicities.

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Ferreira, Alfredo A., and Sandra Zappa-Hollman. "Disciplinary registers in a first-year program." Language, Context and Text 1, no. 1 (February 4, 2019): 148–93. http://dx.doi.org/10.1075/langct.00007.fer.

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Abstract With notable exceptions, few studies of teaching and learning of scholarly registers and genres to users of English as an additional language focus on curriculum. For a contextualized understanding of register-curriculum relations, this study investigates disciplinary registers in the Academic English Program at Vantage College, a new alternative-entry, first-year program at the University of British Columbia, Canada. In integrating content and language instruction, the curriculum adopts systemic functional linguistics as the informing theory of language. Program registers and their relations are investigated using Matthiessen’s (2015) context-based register typology. This novel case study highlights register-curriculum relations in key aspects, including discipline-specific variation in register instruction, planned learning trajectories, faculty collaborations, and relations between English for general and specific academic purposes.

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Affendy Lee, Noor Azli. "Comparing Error Frequencies in First Year ESL Students." International Journal of Modern Languages And Applied Linguistics 3, no. 3 (August 1, 2019): 46. http://dx.doi.org/10.24191/ijmal.v3i3.7682.

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There has been a considerable amount of research on the role of errors in ESL students’ writing development. Recent studies generally investigated students’ improvement in writing after a relatively short duration of exposure to an English course. The purpose of the current study is to analyse the error frequencies in written discourse made by one group of diploma level students at a Malaysian university throughout their first year of studies. Two writing samples were obtained from each student based on the writing assessments during their first two semesters of English core courses. The samples were keyed in into a corpus database and an analysis of error frequencies was conducted on each sample. By comparing errors made by the same students throughout their first year of study, this error frequency provides one important way to determine if there are any changes occurred in their written discourse during the chosen period of time. Results reported in this study revealed no significant changes in errors made by the same students in their subsequent written discourse. Findings are discussed in relation to the students’ L2 proficiency development and the nature of their English learning experience.

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Sandhu, Jaswinder Singh, and Kamala Elizabeth Nayar. "STUDYING THE SIKH DIASPORA: FIRST-YEAR UNIVERSITY EXPERIENCE OF PUNJABI SIKH STUDENTS." Sikh Formations 4, no. 1 (June 2008): 33–46. http://dx.doi.org/10.1080/17448720802075421.

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Feldman, M. A. "Born into the NEP Years: The First Five-Year Plan. Life and Fate." Herald of the Russian Academy of Sciences 92, S8 (December 2022): S777—S786. http://dx.doi.org/10.1134/s1019331622140040.

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Houston, W. Robert, Faith Marshall, and Teddy Mcdavid. "Problems of Traditionally Prepared and Alternatively Certified First-Year Teachers." Education and Urban Society 26, no. 1 (November 1993): 78–89. http://dx.doi.org/10.1177/0013124593026001007.

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Longwell-Grice, Rob, Nicole Zervas Adsitt, Kathleen Mullins, and William Serrata. "The First Ones: Three Studies on First-Generation College Students." NACADA Journal 36, no. 2 (November 1, 2016): 34–46. http://dx.doi.org/10.12930/nacada-13-028.

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The findings from 3 qualitative research studies related to first-generation college students show themes of strains in family relationships and lack of practical familial support. One study reveals sources of resiliency and persistence of graduate students; another explores sense of belonging for undergraduates attending 3 types of private institutions; the final study features concerns of Latinos at a 2-year college. Together these studies show that creation of a student identity creates unique challenges for those transitioning into bicultural persons. Advisors who understand students coping with changing family status while attending college can proactively guide them toward the degrees they seek. Furthermore, administrators should provide programs and professional development that help advisors address the complex issues facing first-generation students.

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Brooker, Abi, Sarah Brooker, and Jeanette Lawrence. "First year students’ perceptions of their difficulties." Student Success 8, no. 1 (March 26, 2017): 49–62. http://dx.doi.org/10.5204/ssj.v8i1.352.

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Scholarly investigations of the first year experience identify various difficulties for students, yet few studies investigate how those difficulties relate to each other or how students’ appraisals help to overcome them. We asked two cohorts of first-year students (109 in 2013, and 98 in 2014) about their experiences with 11 commonly-cited difficulties. They used concept maps to make comparative judgements about their difficulties, appraised their biggest difficulty, and rated how they engaged with that difficulty. The students experienced multiple difficulties at a time. Time management, work load and others’ expectations were the most prevalent and biggest difficulties. Students who appraised their difficulties as challenging or benign were happier with how they addressed their difficulty than those who appraised difficulties as harmful or threatening. Implications include the benefits of addressing more prevalent issues, understanding that students face multiple difficulties, and helping students change their perspectives of their difficulties.

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Ivaskiene, Vida, Valentina Skyriene, Jurgita Cepelionene, and Evaldas Skyrius. "Gender studies of self-assessment and yourself physical health first year students’." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 571. http://dx.doi.org/10.17770/sie2013vol2.612.

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The aim of this study is to assess aspects of first year students’ (young man and young women) health and self-esteem. Zaborskis’ (1997) questionnaire was used for the study to assess subjectively students’ perception of their personal health. Self-assessment was analysed using Rosenberg’s (1965) self-esteem scale. The survey using an anonymous questionnaire was implemented in Kaunas during the classes in spring semester 2010. The study involved 249 first-year students (120 young man and 129 young women).First-year students young man assess their physical health is not much better than the students young women. Self-esteem most of the young men and young women the average, and the third - high. Gender differences are established only for three terms of ten self-assessment (p <0,05).

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Blizzard, Jackie, Leidy Klotz, Alok Pradhan, and Michael Dukes. "Introducing whole‐systems design to first‐year engineering students with case studies." International Journal of Sustainability in Higher Education 13, no. 2 (April 6, 2012): 177–96. http://dx.doi.org/10.1108/14676371211211854.

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Sutherland, Peter. "Case studies of the learning and study skills of first year students." Research in Post-Compulsory Education 8, no. 3 (October 2003): 425–40. http://dx.doi.org/10.1080/13596740300200154.

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Akhtar, Shazia, Lucy V. Justice, Catriona M. Morrison, and Martin A. Conway. "Fictional First Memories." Psychological Science 29, no. 10 (July 17, 2018): 1612–19. http://dx.doi.org/10.1177/0956797618778831.

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In a large-scale survey, 6,313 respondents provided descriptions of their first memory and their age when they encoded that memory, and they completed various memory judgments and ratings. In good agreement with many other studies, where mean age at encoding of earliest memories is usually found to fall somewhere in the first half of the 4th year of life, the mean age at encoding here was 3.15 years. The established view is that the distribution around mean age at encoding is truncated, with very few or no memories dating to the preverbal period, that is, below about 2 years of age. However, we found that 2,479 first memories (nearly 40% of the entire sample) dated to an age at encoding of 2 years and younger, with 887 (14.1%) dating to 1 year and younger. We discuss how such improbable, fictional first memories could have arisen and contrast them with more probable first memories, those with an age at encoding of 3 years and older.

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Banjević, Koviljka, Dragana Gardašević, Aleksandra Nastasić, and Dragana Rošulj. "FIRST YEAR STUDENT ATTITUDES TOWARD DISTANCE LEARNING." Journal of process management and new technologies 10, no. 3-4 (November 17, 2022): 40–65. http://dx.doi.org/10.5937/jpmnt10-40128.

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Over the last two years, since the beginning of the COVID-19 pandemic, Higher Education Institutions (HEIs) in Serbia worked in the modality of distance learning – instructions and students` assignments were performed by distance, while colloquia and exams were realized in traditional conditions. Regardless of modality, HEIs have to ensure high-quality education in every single course. In this sense, the feedback from students is very important. The purpose of this study is to investigate students` attitudes about four dimensions of distance learning – fulfilment of preconditions, organization and realization of instructions, advantages/disadvantages of distance learning, communication and social interactions. Data was collected from 183 first-year students within three courses at The Academy of Applied Technical Studies Belgrade, and was processed in the SPSS software package. The research strategy included descriptive statistics, while the Likert scale was used to assess the satisfaction of the respondents. Analysis of variance and independent-sample t test were used to examine differences in opinions among different groups of respondents. The results of this study could be important for instructors, HEIs that operate in similar conditions, policymakers in the field of HE in Serbia, as well as for present and future research in this area.

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Banjević, Koviljka, Dragana Gardašević, Aleksandra Nastasić, and Dragana Rošulj. "First year student attitudes toward distance learning." Journal of Process Management and New Technologies 10, no. 3-4 (2022): 40–65. http://dx.doi.org/10.5937/jouproman2203040b.

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Abstract:

Over the last two years, since the beginning of the COVID-19 pandemic, Higher Education Institutions (HEIs) in Serbia worked in the modality of distance learning - instructions and students' assignments were performed by distance, while colloquia and exams were realized in traditional conditions. Regardless of modality, HEIs have to ensure high-quality education in every single course. In this sense, the feedback from students is very important. The purpose of this study is to investigate students' attitudes about four dimensions of distance learning - fulfilment of preconditions, organization and realization of instructions, advantages/disadvantages of distance learning, communication and social interactions. Data was collected from 183 first-year students within three courses at The Academy of Applied Technical Studies Belgrade, and was processed in the SPSS software package. The research strategy included descriptive statistics, while the Likert scale was used to assess the satisfaction of the respondents. Analysis of variance and independent-sample t test were used to examine differences in opinions among different groups of respondents. The results of this study could be important for instructors, HEIs that operate in similar conditions, policymakers in the field of HE in Serbia, as well as for present and future research in this area.

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Cordani, Violetta. "One-year or Five-year War? A Reappraisal of Suppiluliuma’s First Syrian Campaign." Altorientalische Forschungen 38, no. 2 (December 2011): 240–53. http://dx.doi.org/10.1524/aofo.2011.0016.

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Sigrist, Marcel, and Malcolm J. A. Horsnell. "The Year-Names of the First Dynasty of Babylon." Journal of the American Oriental Society 122, no. 1 (January 2002): 109. http://dx.doi.org/10.2307/3087670.

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Gaffney, Edward McGlynn. "Biblical Law and the First Year Curriculum of American Legal Education." Journal of Law and Religion 4, no. 1 (1986): 63. http://dx.doi.org/10.2307/1051219.

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Solvang, Elna K. "Thinking Developmentally: The Bible, the First-Year College Student, and Diversity." Teaching Theology and Religion 7, no. 4 (October 2004): 223–29. http://dx.doi.org/10.1111/j.1467-9647.2004.00212.x.

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Aronson, Keith R., Rhonda Venable, Nicholas Sieveking, and Bonnie Miller. "Teaching intercultural awareness to first‐year medical students via experiential exercises." Intercultural Education 16, no. 1 (March 2005): 15–24. http://dx.doi.org/10.1080/14636310500061649.

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Journal articles on the topic 'First year studies'

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