Journal articles on the topic 'Student experience'
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Semenenko, Svitlana, Inha Tymofijchuk, Ksenia Slobodyan, and Alona Kovpak. "Student government. European experience." Current issues of social sciences and history of medicine, no. 4 (32) (May 10, 2022): 58–60. http://dx.doi.org/10.24061/2411-6181.4.2021.307.
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In higher educational institutions and their structural divisions, there is student self-government, which is an integral part of the public self-government of the respective educational institutions. Student self-government allows students to be a direct participant management of a higher educational institution and solve issues of education and life, protection of the rights and interests of students. Student self-government unites all students and ensures the protection of the rights and interests of students and their participation in the management of a higher educational institution. Main part. In their activities, student bodies self-governments are guided by the legislation, the charter of the university and the regulation on student self-government of the university. Student self-government bodies operate on the principles of: voluntariness, collegiality, openness; 2) election and accountability of student self-government bodies; 3) equality of the right of students (cadets) to participate in student government; 4) independence from the influence of political parties and religious organizations (to Roma higher spiritual educational institutions). Student government starts at the student group level,flow, course, hostel, at the level of all departments where student life is seething. Student bodies self-government may have different forms (parliament, senate, starost, student administration, student deans, student councils, etc.). The experience of European colleagues and the construction of a European student community are interesting. self-government. Findings. Student self-government is based on the principles of equal rights for students, open election. And these principles are the same for all institutions of higher education. But interesting experience foreign universities, which must be studied and implemented partially within the walls of our university.
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Mutale Mulenga, Innocent, and Katongo Bwalya. "Student Teachers School Experience in Zambia: Experiences and Challenges." March to April 2022 3, no. 2 (April 30, 2022): 78–90. http://dx.doi.org/10.46606/eajess2022v03i02.0162.
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The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.
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Vighnarajah, S., and Lim Shing Yu Jolene. "Assessment of Diversity Through Student Isolation." International Journal of Teacher Education and Professional Development 1, no. 2 (July 2018): 1–13. http://dx.doi.org/10.4018/ijtepd.2018070101.
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As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.
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Haider, Md Shahrier. "Understanding Bourdieusian Social Capital Perspective in Student Experience: A Critical Review." Teacher’s World: Journal of Education and Research 49, no. 2 (May 21, 2024): 99–107. http://dx.doi.org/10.3329/twjer.v49i2.71990.
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While much of the literature on higher education focuses on issues of teaching and learning, there is a growing interest in making sense of the everyday experiences of university students. This is what is often referred to as ‘student experience’. Student experience is broadly concerned with the lives and lived experiences of university students. The aim of this paper is to discuss Bourdieusian social capital and how it is significant concept in the literature of higher education (HE) student experience. There are many approaches used in discussing student experience, but the ones reviewed in this paper are centred around Bourdieu’s use of ‘social capital’. Teacher’s World: Journal of Education and Research, 49 (2),99-107
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McBain, Bonnie, Antony Drew, Carole James, Liam Phelan, Keith M. Harris, and Jennifer Archer. "Student experience of oral communication assessment tasks online from a multi-disciplinary trial." Education + Training 58, no. 2 (February 8, 2016): 134–49. http://dx.doi.org/10.1108/et-10-2014-0124.
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Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
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Umdah Fakhiroh and Almannah Wassalwa. "The relation of Students' Educational Background toward Learning Outcome of Arabic Subject." Review of Islamic Studies 1, no. 1 (January 26, 2022): 35–46. http://dx.doi.org/10.35316/ris.v1i1.396.
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Learning the language is for understanding Arabic text and utterances. However, learning Arabic is affected by many factors, especially students' learning experience. Students who are more experienced in Arabic will be easier to achieve learning goals than less experienced ones. This study will test whether the student experience in Arabic makes a difference in learning outcomes. This quantitative research applies survey design. This study concludes that the educational background or learning experiences do not affect learning outcomes.
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Koris, Riina, and Petri Nokelainen. "The student-customer orientation questionnaire (SCOQ)." International Journal of Educational Management 29, no. 1 (January 12, 2015): 115–38. http://dx.doi.org/10.1108/ijem-10-2013-0152.
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Purpose – The purpose of this paper is to study Bayesian dependency modelling (BDM) to validate the model of educational experiences and the student-customer orientation questionnaire (SCOQ), and to identify the categories of educatonal experience in which students expect a higher educational institutions (HEI) to be student-customer oriented. Design/methodology/approach – This paper employs a cross-sectional quantitative survey study, mixed methods research, exploratory factor analysis and BDM. Findings – The validated model of educational experiences and the SCOQ; results indicate that students expect to be treated as customers in some, but not all categories of educational experience. Research limitations/implications – The authors contribute to existing literature on two fronts: the validated model of educational experiences and the categories of educational experience in which students expect to be treated as customers. Practical implications – The validated SCOQ presented in the paper may be used by other HEIs to assess the degree to which students expect a particular HEI to be customer oriented. Also, HEIs should assess students’ expectations concerning student-customer orientation before employing such an approach. Originality/value – The paper presents a validated model of educational experiences and a SCOQ. Additionally, the study does not investigate whether students expect a HEI as such to be student-customer oriented (as most studies have done so far); instead, the aim is to find out whether, in which categories of educational experience and to what extent students expect a HEI to be student-customer oriented. Thus, the study explores the phenomenon of student-customer orientation at a deeper level, i.e. separately at the level of educational experiences.
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Huck, Garrett, Gina Oswald, and John Blake. "Undergraduate Rehabilitation Students' Perspectives and Advice on Strategies for Successful Field Experiences." Rehabilitation Research, Policy, and Education 33, no. 3 (September 1, 2019): 184–97. http://dx.doi.org/10.1891/2168-6653.33.3.184.
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BackgroundLittle research has evaluated what types of factors contribute to successful field experiences among undergraduate rehabilitation students.ObjectiveThis study evaluated undergraduate rehabilitation student perspectives on (a) factors that contributed to student success during field experience placements, (b) the relevancy of rehabilitation coursework to the field experience, (c) how field experiences influence student career preferences and goals.MethodsField experience essays from 98 students were analyzed using a qualitative content analysis approach.FindingsStudents identified a variety of factors that had a positive impact on their field experiences and offered several recommendations for how future students might have successful field experiences. Students provided a description of the frequency at which their field experiences influenced their long-term career goals as well.ConclusionsThe findings of the current study provide rehabilitation education stakeholders with an understanding of the nature and value of the undergraduate rehabilitation field experience. It is clear that student volition is a key predictor of internship satisfaction and success. Furthermore, it was apparent that a variety of different factors may influence one's experience. Future research should explore how such experiences may be enhanced in order to identify best practices for training.
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Nikolopoulou, Kleopatra. "University Students’ Online Learning Experiences in Context of COVID-19: Study in Greece." Educational Innovations and Emerging Technologies 2, no. 2 (June 30, 2022): 17–27. http://dx.doi.org/10.35745/eiet2022v02.02.0002.
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Online teaching and learning during the COVID-19 pandemic was a sudden experience for all students, including those studying at university. Therefore, this study aimed to provide evidence on university students’ online learning experiences in the context of the COVID-19 pandemic. 24 Greek students participated, and their data were collected via semi-structured interviews. The findings indicated that the main advantages experienced were time-saving and the comfort of being at home, while the main perceived disadvantages regard technical problems (such as bad internet connectivity) and lack of practical training experiences. Students’ feelings were negative, in particular, at the beginning of the pandemic. Although communication collaboration with peers was experienced as effective, student-teacher communication-collaboration was described as a positive and negative experience at the same time. For the improvement of online education, students hope to have better university infrastructure, preparation, and training for tutors, as well as student training. Implications for educational policy and practice are discussed, accordingly.
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Gratton, Rob. "Collaboration in students’ learning: the student experience." Support for Learning 34, no. 3 (August 2019): 254–76. http://dx.doi.org/10.1111/1467-9604.12261.
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Efimov, V. S., and A. V. Laptevа. "The Concept “Student Experience” from the Point of View of Philosophical Anthropology and Developmental Psychology." Vysshee Obrazovanie v Rossii = Higher Education in Russia 33, no. 3 (April 5, 2024): 28–48. http://dx.doi.org/10.31992/0869-3617-2024-33-3-28-48.
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An actual topic in higher education research today is the study of student experiences. It is believed that knowledge of educational settings, the degree of student involvement in educational and extracurricular activities, satisfaction with the quality of courses or practices offered, etc. helps to retain the student population, modernize educational programs, university campus services, etc. The study presents a new concept of student experience, corresponding to the key position of the university as an institution for the development of human and society. Research methods are conceptual analysis and conceptual design.Ideas about the “student experience” and the need to study its components are determined by the models of relations between the university and students. Currently, universities widely use the “instruction-based” and “consumer” models, and new models such as the “co-production” or “transformative learning” model are also being tested.The article examines the “anthropic” model of relations between the university and students, which 1) reflects the civilizational mission of the university; 2) is based on philosophical and anthropological ideas about the formation of an individual person as a “path” on which he/she discovers new realities (“horizons”) of personal and professional existence; 3) sets a new direction for research on student experience.A new concept of student experience is proposed, correlated with the “anthropic” model of relations between the university and students. Significant components of such experience are: “discovering others” who are carriers of a new (for the student) self-determination, thinking, worldview, and way of action; “shift of the horizon” – the discovery of new meanings, objects, transformation of consciousness (changing its schematisms and categories); mastering a new life world; overcoming the existing ways and patterns of thinking and action, personal limitations and building a new self; reflection of one’s path and “assembling oneself” through personal history.This concept of student experience will allow us to build educational practices that are adequate to the needs of active students focused on complex educational experiences – the path of discovery and transformation of consciousness and thinking
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Dropulić, Branka, Zoran Krupka, and Goran Vlašić. "Student customer experience." Management 26, no. 2 (December 21, 2021): 211–28. http://dx.doi.org/10.30924/mjcmi.26.2.12.
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The higher education (HE) landscape has been undergoing significant changes over the last decade. The trends of globalization and marketization of HE has had a profound impact on the dynamic relationship between students and higher education institutions (HEI) as service providers. Research efforts have been focused on understanding the role of students as customers, drivers of quality and satisfaction, and the emotional aspects of student customer experience (SCX). Despite an ongoing debate on whether students are customers and to what extent the business paradigm can be applied to HE, focusing on students’ higher education experience makes perfect sense, since students provide revenue and create a need for all the supporting services. This paper reviews the literature on SCX in the HE context. The paper aims to reduce the fragmentation of the field by spotting gaps and finding fruitful areas for future research. Using a bibliometric method based on articles indexed in the Web of Science database, it aims to identify the current state of knowledge in the field. The research contributes to both marketing and education theory by offering venues for new research. For policymakers in HE, it may serve as an up-to-date information source when looking for theoretically proven evidence for decision-making.
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McFall, Tracy. "The student experience." Nursing Standard 9, no. 30 (April 19, 1995): 59. http://dx.doi.org/10.7748/ns.9.30.59.s68.
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Kerdeman, Deborah. "Understanding Student Experience." Philosophy of Education 72 (2016): 188–91. http://dx.doi.org/10.47925/2016.188.
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Madsen, Katia, and Jane W. Cassidy. "The Effect of Focus of Attention and Teaching Experience on Perceptions of Teaching Effectiveness and Student Learning." Journal of Research in Music Education 53, no. 3 (October 2005): 222–33. http://dx.doi.org/10.1177/002242940505300304.
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The purpose of this study was to examine preservice and experienced teachers' ratings and comments on teacher effectiveness and student learning after observing videotaped music classes. Comparisons were made among experience levels of observers and between focus of attention of observation. Subjects for the study included college junior and senior music education majors who either had no practicum teaching experience ( n= 26) or who had practicum teaching experiences but had not student-taught ( n= 26). A third group included subjects with full-time music teaching experience ( n= 26). Subjects watched two videotapes, one of an elementary music lesson with the camera focused on the teacher and one with the camera focused on the students. Subjects were asked to rate the effectiveness of teaching and student learning of both videotapes and provide a written rationale for assigning the ratings. Ratings were analyzed statistically and indicated a significant difference among groups ( p < .001), with experienced teachers rating teachers and students lower than undergraduate subjects. Comments were categorized as relating to teacher behavior, student behavior, or other. Analyses indicated that all groups made more comments about the teacher regardless of whether they watched the teacher tape or watched the student tape. Experienced teachers were more critical in their evaluations and made more judgment statements than the undergraduate subjects did. Total ratings of the teacher were significantly higher than those of the students. No differences were found due to focus of attention of observation.April 1, 2005May 25, 2005
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Griffith, Alison I. "Learning on the Job: Understanding the Cooperative Education Work Experience." education policy analysis archives 1 (June 17, 1993): 8. http://dx.doi.org/10.14507/epaa.v1n8.1993.
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Cooperative learning programs in Ontario provide on the job learning experiences for students. This paper analyzes three cases of student work placements described in extensive interviews with students, teachers and co-workers. Some students had enjoyed their work experience while others had not. When the student experiences were situated in the socially organized work processes of the work sites, the diverse experiences were found to have a common theme. When students are able to participate in and make sense of the work process, their work placement experience was seen to be useful for making future employment decisions. Where students were marginal to the work process, their lack of knowledge often translates into an unpleasant work experience and decisions about employment based on an experience of failure. This article suggests that our understanding of student learning on the job would be strengthened by a focus on the socially organized work process.
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Hendrickson, Katherine. "The Creation of a Cross-Age Scientific Curricular Experience Program Model: Exploring Instructor Self-Efficacy and Learner Engagement." Voices of Reform 6, no. 2 (December 13, 2023): 38–67. http://dx.doi.org/10.32623/6.10006.
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Students teaching students is widely accepted to be one of the most effective teaching methods with benefits for both the students teaching and those that are learning (Sorcinelli, 1991; Stigmar, 2016). Previous studies have found that students acting as instructors experience improved content knowledge and develop skills and confidence in communication of complex subject matter (Swim, 1999). Students learning from other students experience increased enjoyment and enthusiasm in learning science (Hinck, 2013; Rao et al., 2007). We created a cross-age scientific curricular experience program model that utilized hands-on activities with instruction by trained high school students. This study aims to understand how these curricular experiences impact the self-efficacy of student instructors as well as student learner engagement. We found that student instructors commonly have positive teaching experiences and feel more confident about teaching after each curricular experience. Student engagement during all curricular experiences was high and reflections from instructors, students, and classroom-teachers highlighted the benefits of students teaching students. Overall, this study shows support for cross-age instruction and the importance of hands-on activities in scientific education. We hope educators increase cross-age instruction and hands-on activities throughout their science classes.
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Drabier, Renee. "Qualitative Analysis: Mexican University Student Written Advice to Future Students at the Conclusion of a Semester Abroad Experience." Journal of Comparative & International Higher Education 12, Spring (May 3, 2020): 39–48. http://dx.doi.org/10.32674/jcihe.v12ispring.1334.
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This study is an analysis of student reflective advice written to future semester abroad students based upon their personal experience in a semester study abroad program. In December 2018, 36 Mexican students wrote individual letters composed during an end-of-term session and were asked to reflect upon their semester abroad experience in San Antonio, Texas. The students composed letters to provide advice for the next student cohort based on what they had learned and what they wished someone had told them to help make the most of their experience. The aims of the analysis is to gain insight into the student’s experience, to evaluate how student learning can be used to improve future student experiences, and to provide peer advice for future students in their semester abroad experience.
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Nair, Chenicheri Sid, and Mahsood Shah. "Quality of the Student Experience." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 3 (July 2012): 34–40. http://dx.doi.org/10.4018/ijqaete.2012070103.
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The changing pattern of student participation is playing a key role in the changing trend in the student experience. Research in general has reported the student experience and satisfaction mostly at institutional and national levels. There is limited research on what students see as most important in various institutions with various students which may improve student engagement, retention, and improvement in student satisfaction. This paper reviews the trend in student experience in three universities that have been using student satisfaction surveys for more than a decade with diverse student groups. The study presents an international perspective to student experience and satisfaction and the report in this paper is based on two Australian and one United Kingdom University. The findings and results of this study informs the predictors of student satisfaction which if effectively managed and improved by universities could result in improved student engagement, retention and student satisfaction.
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Bista, Krishna. "Understanding the International Student Experience." Journal of International Students 1, no. 2 (July 1, 2011): 76–77. http://dx.doi.org/10.32674/jis.v1i2.558.
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Catherine Montgomery has depicted a clear picture of how international students encounter both social and cultural, academic differences and learn positively as a result of crosscultural experiences while studying as abroad sojourns in her book, Understanding the International Student Experience. She has established a strong relationship with foreign students who pursue higher education overseas with home cultures, languages, and learning backgrounds.
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Marienau, Catherine, and Morry Fiddler. "Bringing Students’: Experience to the Learning Process." About Campus: Enriching the Student Learning Experience 7, no. 5 (November 2002): 13–19. http://dx.doi.org/10.1177/108648220200700504.
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Experience has been the focus of many approaches to student engagement and active learning. However, how can students make that critical connection between their own experiences and what they are studying? The authors show how student reflection is the key ingredient for transforming experience into meaningful learning.
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Meddings, Sara, Shannon Guglietti, Hazel Lambe, and Diana Byrne. "Student perspectives: recovery college experience." Mental Health and Social Inclusion 18, no. 3 (August 5, 2014): 142–50. http://dx.doi.org/10.1108/mhsi-05-2014-0016.
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Purpose – The purpose of this paper is to explore Recovery College from a student perspective and consider what contributes to making Recovery College effective. Design/methodology/approach – The authors draw on interviews with students, course feedback forms, a detailed narrative of one of the authors’ experiences as a student and the authors’ own reflections. Findings – Students’ experience is that Recovery College is effective because of the social relational factors, learning from other students and the collaborative co-production approach; the educational approach learning skills and knowledge, and choice and progression to personal goals. Originality/value – This paper explores key aspects of Recovery College from a student perspective, informing the authors about possible components to their effectiveness.
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Ziegler, Erin, Sarah Kalvoda, Elyse Ancrum-Lee, and Erin Charnish. "I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student." Nurse Practitioner Open Journal 1, no. 1 (May 7, 2021): 1–8. http://dx.doi.org/10.28984/npoj.v1i1.342.
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Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students.
Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student.
Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience. From this exercise common themes were identified.
Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.
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Thorne, Claudia. "STUDENT CARE PARTNERING AMONG STUDENTS AT A HBCU: EXPLORING THE POTENTIAL IMPACT ON STUDENT PERSISTENCE." Innovation in Aging 6, Supplement_1 (November 1, 2022): 870. http://dx.doi.org/10.1093/geroni/igac059.3108.
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Abstract The number of students enrolled in higher education who are taking care of older adults, many of whom may be suffering from an illness, is expanding. The numerous factors in care partnering can compromise student success and persistence towards graduation. While most care partners experience challenges, the care partnering experience of Black students is magnified because Historically Black Colleges and Universities (HBCUs) have a higher enrollment of nontraditional and first-generation college students. Students may be primary care partners who provide most of the care, or they may provide supportive care as secondary, tertiary, and auxiliary care partners within an extended family or kinship network. Aging in place, within the context of family and community, emerges from African culture and tradition deeply grounded in filial loyalty. Care partnering is nuanced in the interaction of race, ethnicity, gender, family relationships, and student status; however, little is known about the lived experience of Black student care partners and how to support them to facilitate their persistence towards graduation. This poster describes initial efforts to understand Black student experiences in care partnering in the context of a Mid-Atlantic HBCU and suggests the next steps in a multi-year research program.
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Pawson, Chris. "A comparative analysis of students’ satisfaction with teachingon STEM vs. non-STEM programmes." Psychology Teaching Review 18, no. 2 (2012): 16–21. http://dx.doi.org/10.53841/bpsptr.2012.18.2.16.
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Recent Higher Education Funding Council research echoes previous findings that student satisfaction scores differ between subject areas (HEFCE, 2011). However, there remains a paucity of research attempting to account for this, and these differences have only been reported for final–year student satisfaction. It is unclear at what stage during a study programme differences in satisfaction might emerge, and satisfaction of firstyear students is of particular interest because of its association with student progression and retention (Tinto, 2007). Exploratory analyses of first–year students’ responses to National Student Survey (NSS) questions (N=1180) revealed that there were significant differences in students’ perception of teaching and available resources depending on whether they were enrolled on a STEM subject course or not. Perhaps unsurprisingly (given funding council bands) the STEM students were more likely to agree that they had access to adequate resources. However, the non–STEM students were more likely to agree that their teachers were good at explaining material and were enthusiastic about their topic. Furthermore, the differences in the perceptions of teaching experienced by STEM versus non–STEM students varied as a function of sex of the student. The implications of these findings are that although the experience of STEM students may be bolstered by access to resources, their experience of teaching and learning (and particularly that experienced by males on STEM courses) is less satisfactory than that of non–STEM students. This finding is of particular interest in light of the increasing use of student satisfaction data to inform league tables and students’ degree choice. Furthermore, these data challenge stereotypes of the experiences of males and females in STEM disciplines and have implications for how STEM teaching practitioners approach the learning experience of their students.
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Ragland Woods, Catherine C., Krista M. Chronister, Aleksandria Perez Grabow, William E. Woods, and Kyndl Woodlee. "Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students." Journal of Black Psychology 47, no. 4-5 (March 22, 2021): 219–43. http://dx.doi.org/10.1177/00957984211002615.
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Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.
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Simmons, Christopher, Amy Fisher, Roxann McNeish, Karah Y. Greene, Melissa Thompson, and Jerome T. Galea. "Enhancing Competency-Based Social Work Skills Through Service Learning and Interprofessional Education in a Student-Run Free Healthcare Clinic." Advances in Social Work 23, no. 2 (January 30, 2024): 337–53. http://dx.doi.org/10.18060/26621.
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Student-run free clinics (SRFC) offer students the opportunity to learn and work with students from other disciplines; however, there is very little research on the benefits of SRFC to social work students. The purpose of this article is to describe the qualitative student outcomes of a service learning (SL) and interprofessional education (IPE) experience in a SRFC designed to enhance the interprofessional competencies of BSW social work students. Students (n=38) enrolled in a service-learning course and participated in a semester-long SL and IPE experience at a university-affiliated interdisciplinary SRFC. Qualitative findings from student reflections indicated that students perceived that the overall experience facilitated the development of written and verbal communication skills, confidence, and professional identity. The research suggests that SL and IPE were beneficial to student development. We, therefore, recommend that other programs consider exposing BSW students to these experiences early in their program to enhance their educational experience.
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Sølvberg, Astrid, and Marit Rismark. "Student Collaboration in Student Active Learning." Proceedings of The International Conference on Future of Teaching and Education 2, no. 1 (August 21, 2023): 74–81. http://dx.doi.org/10.33422/icfte.v2i1.73.
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Student active learning refers to instructional approaches that actively engage students in the learning process through collaboration and discussion. However, the role and benefits of collaboration are described in different ways in the literature. This study aims to contribute to the understanding of collaboration in student active learning by exploring how students experience collaboration. The findings are based on reflection notes from a total of 54 students attending a course at the Master’s degree level. They wrote reflection notes on their individual learning outcomes and on how group collaboration supported their learning. Their experiences of collaboration in active learning were also collected through semi-structured grou interviews. The data material was analyzed through a pragmatic approach inspired by both thematic analysis and constant comparative analysis. The students report that the active learning brought them into close and binding collaboration with fellow students and their teachers. Categories such as COntract, COntextualization, COnstruction, and COnnection describe in detail how the students experienced collaboration in student active learning, and how they described the role and benefits of collaboration. To communicate to educators how such knowledge may support them when planning and implementing student active learning, we also present a conceptual framework that can guide educators and students through the phases of planning, implementing, and assessing student active learning. The framework shows how student active learning may open for student engagement, student reflection, and student influence.
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Adegbite, Waliu, and Cookie M. Govender. "Effect of undergraduate student age on work-integrated learning preparation and experience." EUREKA: Social and Humanities, no. 5 (September 30, 2021): 101–12. http://dx.doi.org/10.21303/2504-5571.2021.002015.
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Work-integrated learning (WIL) is a strategy to create effective talent pools and meet business needs for competent and work-ready graduates. There are limited empirical studies on how WIL student demographic profiles (i.e., age) may affect the effectiveness of WIL projects and learning experience. Guided by the research question: Does undergraduate student age affect WIL preparation and experience? A survey was conducted through a quantitative approach among final year undergraduate students who participated in the WIL programme. Sixty-six copies of the questionnaire were distributed, forty retrieved and consider valid for further analysis. Data were analysed using descriptive and inferential statistics. Findings show that age could be an important factor in a student's WIL experience. Students in the age group of 21 years may have better WIL experiences than younger or older WIL students. Although age is not considered a major factor in determining overall WIL experiences, student demographical information is important for successful WIL projects. Findings further show that WIL preparation is an important factor towards better WIL project outcomes and enhanced student experiences. This paper adds to the body of knowledge on WIL student demographic considerations and creates awareness that student demographics must be considered if WIL projects are to be successful.
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Vogler, E. William, Hans Van der Mars, Barbara E. Cusimano, and Paul Darst. "Experience, Expertise, and Teaching Effectiveness with Mainstreamed and Nondisabled Children in Physical Education." Adapted Physical Activity Quarterly 9, no. 4 (October 1992): 316–29. http://dx.doi.org/10.1123/apaq.9.4.316.
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Teaching effectiveness with elementary level mainstreamed and nondisabled children was analyzed from the perspective of teacher experience and expertise. There were three analyses: (a) experienced (12.6 yrs) versus less experienced (2.3 yrs) teachers, n=10 each, (b) expert (met 4 of 5 criteria) versus nonexpert (met no criteria) teachers, n=5 each, and (c) expert (met 4 of 5 criteria) versus experienced (no criteria, similar experience) teachers, n=4 each. Classes were matched on activities. Teaching effectiveness was evaluated by analysis of how the teacher allocated class time and how time was spent by the student. Specifically, motor appropriate, on- and off-task data were collected on one mainstreamed and one nondisabled student from each class. Results indicated that teacher behavior differed little as a function of either experience or expertise. Mainstreamed students were significantly less motor appropriate and more off-task than nondisabled students, and neither experience nor expertise significantly altered those differences. The results imply that greater teacher experience or expertise does not necessarily translate into improvements of teacher and student behavior, and simple placement of mainstreamed students with teachers with more experience or expertise may not necessarily be beneficial.
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Speer, Donald R. "An Analysis of Sequential Patterns of Instruction in Piano Lessons." Journal of Research in Music Education 42, no. 1 (April 1994): 14–26. http://dx.doi.org/10.2307/3345333.
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The purpose of this study was to investigate verbal behaviors of independent piano teachers in private lessons. Forty-seven lessons from 25 teachers were recorded on audiotape, scripted, and analyzed for time spent in teacher presentation, student participation, and teacher reinforcement. Frequencies were obtained for complete/correct, complete/incorrect, and incomplete teaching patterns observed. Results indicated significant differences due to student age in presentation of musical information, teacher talk, teacher coaching, and student participation. Students perceived as “average” by teachers received significantly more directive comments than “better” students. Significant interactions were observed for verbal reinforcement by student and teacher experience. Teachers with more than 18.5 years of experience were more disapproving to students with more than 3.5 years of playing experience. Less-experienced teachers were more specific with approvals than their more-experienced colleagues. Frequencies of complete/correct patterns of teaching were significantly lower than other patterns observed.
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Lumbantobing, Santa, Henny I. Sitanggang, and Magdalena Siahaan. "Fenomena Culture Shock Mahasiswa Program Pertukaran Mahasiswa Merdeka Asal Sumatera Utara di Jawa." Jurnal Suara Pengabdian 45 2, no. 1 (March 28, 2023): 103–7. http://dx.doi.org/10.56444/pengabdian45.v2i1.771.
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This study aims to examine the phenomenon of culture shock experienced by Merdeka Student Exchange Program students from North Sumatra who take part in study programs in Java. Culture shock is a psychological and emotional symptom that a person experiences when experiencing significant cultural changes. This study uses qualitative research methods by collecting data through in-depth interviews and participant observation. The results of this study show that students from North Sumatra experience various stages of culture shock, including the crisis stage, adjustment stage, and acculturation stage. In addition, this study also identified factors that influence the experience of culture shock, such as differences in language, food, customs, and value systems. The findings of this study are expected to provide a better understanding of the experiences of students from North Sumatra in dealing with culture shock in Java and provide guidance for relevant parties in improving support and cultural understanding for students in independent student exchange programs.
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McFadden, Amanda, and Kathleen Smeaton. "Amplifying Student Learning through Volunteering." Journal of University Teaching and Learning Practice 14, no. 3 (July 1, 2017): 71–82. http://dx.doi.org/10.53761/1.14.3.6.
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Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students’ perspective and the relationship these experiences have with student learning is vital. This paper used a phenomenographic research approach to present the experiences of seven students involved in an interdisciplinary volunteer program in a community literature festival. The findings revealed experiences ranging from authentic learning to more sophisticated and amplified student experiences. While all students in this study found volunteering to be beneficial, we argue that differentiation of volunteer opportunities for students strengthens the provision for rich student learning through volunteering and the potential for students to be active in social change activities through volunteering.
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Eddy, Sarah L., Sara E. Brownell, Phonraphee Thummaphan, Ming-Chih Lan, and Mary Pat Wenderoth. "Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions." CBE—Life Sciences Education 14, no. 4 (December 2015): ar45. http://dx.doi.org/10.1187/cbe.15-05-0108.
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In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student’s social identities. In addition we explore whether three hypothesized barriers to participation may help explain participation difference in the classroom. These barriers are 1) students are excluded from the discussion by actions of their groupmates; 2) students are anxious about participating in peer discussion; and 3) students do not see value in peer discussions. Our results indicate that self-reported preferred roles in peer discussions can be predicted by student gender, race/ethnicity, and nationality. In addition, we found evidence for all three barriers, although some barriers were more salient for certain students than others. We encourage instructors to consider structuring their in-class activities in ways that promote equity, which may require more purposeful attention to alleviating the current differential student experiences with peer discussions.
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Knight, Gillian, Helen Ordidge, Adam Timothy, and Matthew Davis. "Change agents: The impact of a student partnership on the educational practice of a diverse higher education engineering faculty." International Journal for Students as Partners 6, no. 2 (October 18, 2022): 27–43. http://dx.doi.org/10.15173/ijsap.v6i2.4947.
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This article describes the implementation of a new student partnership across a large and diverse STEM faculty and the impact this four-year partnership had on enhancing students’ experience. This innovative partnership recruited and employed students, termed student experience champions (SEC), to inform and develop inclusive educational initiatives in response to their educational experiences. This partnership enabled the faculty to develop a dynamic and agile working relationship with their students, creating an environment where students informed the strategic direction of the student experience and leading faculty and departmental educational projects that resulted in institutional changes. The breadth of the SEC projects enabled the benefits of student partnerships to be appreciated across the faculty, leading to a culture change where SEC are now viewed as partners in programme enhancement.
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Wee, Desmond. "Generation Z talking: transformative experience in educational travel." Journal of Tourism Futures 5, no. 2 (June 3, 2019): 157–67. http://dx.doi.org/10.1108/jtf-02-2019-0019.
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Purpose The purpose of this paper is to position experience as an immersive process through the documentation of student reflections of place involving the intricacies of embodied learning and experiential mobilities. This study is framed through situational positionalities and placed movements of the tourist, the non-tourist and more specifically, students of Generation Z engaged in educational experiences. Design/methodology/approach This paper explores a student fieldtrip (on the island of Corfu, Greece) as a medium of expression for situated learning, involving a case study of tourism students learning critical tourism through sensual and haptic dimensions of reflection. The students “experienced” Corfu by participating in an international tourism conference, stayed on a yacht, went on various tours, met with tourism industry representatives and reflected their experiences in a collaborative photo story book. Findings Generation Z seemed to have the ability to discern the environment and decipher the role tourism plays. Their critical impressions of place in terms of infrastructure, sustainability, beauty, etc., force a rethink of traditional tourist typologies. It is necessary to reconsider the categorizations of tourism, challenging the need for tourism marketers to encapsulate experiences as both a single, yet multi-varied segment. What remains crucial is a deeper comprehension of this generation through their consumption patterns in relation to the various stakeholders of tourism. Originality/value This paper documents an engagement of self through experience as part of the “experience.” Hence, the transformative experiences of place reflections as opposed to linear post-trip representations of experience may be insightful for tourism practitioners dealing with a tourism of the future.
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Ammigan, Ravichandran, and Elspeth Jones. "Improving the Student Experience: Learning From a Comparative Study of International Student Satisfaction." Journal of Studies in International Education 22, no. 4 (May 21, 2018): 283–301. http://dx.doi.org/10.1177/1028315318773137.
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This article evaluates the degree to which international students are satisfied with different dimensions of their university experience, namely, their arrival, living, learning, and support service experiences. Using quantitative survey research methods based on data from the International Student Barometer (ISB), the study evaluates the experience of over 45,000 degree-seeking, undergraduate international students at 96 different institutions in Australia, the United Kingdom, and the United States. Multiple regression analyses indicated that all four dimensions of satisfaction were positively associated with students’ overall university experience, and the article reveals which of the four is the most influential. To the authors’ knowledge, this study represents the first time that a comparative meta-analysis of ISB data across institutions in the three chosen countries has been undertaken. Key implications are discussed for how university administrators, practitioners, and researchers might best allocate resources to support and enhance the experience of international students, leading to more effective institutional recruitment and retention strategies. The study also offers a baseline for future research on international student satisfaction.
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Mahmud, Rauman. "ANALISIS KESULITAN BELAJAR SISWA DALAM MENYELESAIKAN SOAL LUAS PERMUKAAN DAN VOLUME KUBUS." JUPITEK: Jurnal Pendidikan Matematika 2, no. 1 (July 15, 2019): 17–22. http://dx.doi.org/10.30598/jupitekvol2iss1pp17-22.
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This research is a descriptive qualitative study that aims to determine students' learning difficulties in solving surface area of the cube and the volume of cubes problems. The population in this research is as many as 84 students in the second grade of SMP 1 Morotai State Junior High School, spread over 3 classes. The sample in this study was student II, amounting to 24 students. Based on the results of the study, it shows that in question number 1 there are 7 students or 30.44% who experience conceptual difficulties, there are 4 students or 21.74% who experience fact difficulties, there are 6 students or 26.08% who experience difficulties in the rules, there are 5 students or 2.74% who experience difficulty skills, while in question number 2 there were 14 students or 60.87% who had difficulty with the concept, there were 6 students or 26.08% who had difficulty in fact, there were 1 student or 4.35% who had difficulty in the rules, and there were 2 students or 8 , 69% who experience difficulty skills, then in question number 3 there were 18 students or 78.26% who experienced difficulty in the concept, there were 2 students or 8.69% who experienced difficulties in fact, there were 2 students or 8.69% who had difficulty in the rules, there were 1 student or 4, 35% experienced difficulty skills, and in question number 4, there are 11 students or 47.83% who experience concept difficulties, there are 7 students or 30.44% who experience fact difficulties, there are 3 students or 4.35% who have difficulty in the rules, there are 2 students or 8 , 69% experienced difficulty skills. The conclusion that can be taken is that most students still have difficulty in solving problems surface area of the cube and the volume of cubes.
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Cohen, Joel I., and Hailey Mark. "“Real-World” Experience." American Biology Teacher 83, no. 6 (August 1, 2021): 387–94. http://dx.doi.org/10.1525/abt.2021.83.6.387.
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NGSS guidance indicates that a life science curriculum’s unit on evolution must include the concepts of geologic ages, endangered species, Anthropocene extinction, and biodiversity. Enrichment lessons and labs deepen student understanding of key standards. This lesson enriches students by presenting a real-world opportunity for species conservation. First, instructors ensure a common understanding of background knowledge among students. Second, levels of species endangerment are introduced and students participate in a “willingness to pay” lab involving a philatelic-based fund to protect endangered species. Third, predicted student donation amounts are compared to actual costs needed to conserve and manage species in the wild. Finally, summative reports communicate actual conservation needs by comparing and contrasting two endangered species.
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Debra M. Barry, John M. Diaz, Natalie K. Ferand, Brian E. Myers, and Allen F. Wysocki. "Improving the Student Teaching Experience: A Delphi Study of Cooperating Teacher Needs." Journal of Agricultural Education 62, no. 4 (December 31, 2021): 37–50. http://dx.doi.org/10.5032/jae.2021.04035.
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The student teaching experience has given student teachers the practical experiences they need to apply the theories and skills that they acquired in their collegiate coursework. The cooperating teacher has served in a crucial role in teacher education programs as a guide and leader of the student teaching experience. With cooperating teachers as the leaders in the most influential and critical part of the teacher education program, and with such a great impact on the next generation of agricultural educators, their support has remained vital to the success of agricultural education. This study used a three-phase Delphi approach to identify the knowledge, skills and support needed by cooperating teachers to provide an effective student teaching experience. We developed a panel of 22 experienced cooperating teachers who had previously hosted student teachers. The panel achieved consensus on six items. These results indicate a need among cooperating teachers for training and communication tools that would provide the best student teaching experiences. This study helps to identify the needs of cooperating teachers, in an effort to advance their skillset, and the positive experience of student teaching.
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Putri, Rizki Ananda, and Cucu Suhartini. "PENGARUH MOTIVASI MEMASUKI DUNIA KERJA DAN PENGALAMAN PRAKTIK KERJA INDUSTRI (PRAKERIN) TERHADAP KESIAPAN KERJA SISWA KELAS XII SMK NEGERI 5 KUNINGAN." Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi 18, no. 02 (July 24, 2021): 179–87. http://dx.doi.org/10.25134/equi.v18i2.4395.
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The research was purposed for describing : 1) The student perceptions about motivations to join with the corporate world, Field Industrial Practice experienced and study working readiness. 2) the influences of motivations to student working readiness. 3) the influences of Field industrial practice experience to student working readiness. 4) the influences of motivations to the corporate world and Field industrial practice experience to student working readiness of Twelfth grade in SMKN 5 Kuningan.This research using kuantitatif methods. Populations in this research is the students in the twelfth grade in SMKN 5 kuningan as 236 students. Technique to finds sample using Probability Sampling with the sampling result as 148 students. For data collections technique using by researcher is questionnaire.Based on the result of processing and analisys, the result obtained for an value of 1156,3. Calculated F Value (1156,3) F on the tabel (3,06) with the calculated Sig.5% it means the motivations to entered the workforce and Field industrial practice experience have a positive influence to student working readiness.Based on the result of the research that has been done then : 1) School or teacher can improving student working readiness with giving an support and pushing motivations through work guidance, motivational seminars and expertise workshops, 2) for increase working readiness, the school can provide encouragement and monitoring the development of students abilities during Field industrial practices as well as providing learning facilities that are appropriate to those in DU / DI so that they can support student skills, 3) The school is more paying attention for Field industrial practice place accordance with students expertise with giving instructions to choose Field industrial practice places especially for school that have policy to submit the place of Field industrial practicing for students.Keywords : Motivation Entering The World Of Work, Field Industrial Practice Experiences , Student Working Readiness.
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Shah, Mona N., and Niranjan Srinivasan Janardhanan. "Student Heterogeneity and Leadership Training: Designing project management pedagogy for maximum learning impact." Journal of Project, Program & Portfolio Management 3, no. 2 (May 13, 2013): 28. http://dx.doi.org/10.5130/pppm.v3i2.2796.
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In today’s organisations, project managers’ responsibilities go far beyond managing projects within the triple constraints of cost, time and quality (Crawford 2005). They are increasingly being looked upon as drivers of strategic development of their organisations. This transformation in the role of a project manager calls for developing additional competencies such as business analysis and strategic leadership. The Project Management Institute emphasises a focus on these skills for project managers worldwide. Owing to the country’s fast pace of growth and the challenges that arise thereof, Indian companies and educational institutions are also fast realising the importance of holistic development of project managers. Recent research underscores the induction of soft skills and leadership capabilities in project management education. This has led to several studies in the international context that examine student experiences while attending courses in project management. A prominent characteristic that the literature has not dealt with in sufficient detail is the potential impact of prior work experience on students’ learning capabilities during the course. Since most Indian schools do not specify prior work experience as an admission requirement, cohorts usually comprise a mix of students with and without prior work experience. Hence, to analyse if pedagogy is effective, we must consider overall student experience and, in addition, whether and how the students’ heterogeneity in the form of their past work experience impacts their experience during the course. The objective of this study is to answer two questions: (1) is there a significant difference in perceptions of leadership aspects of project management between experienced and inexperienced students? (2) How can we design project management pedagogy to cater to this heterogeneity and yet provide superior student experience?
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Zhu, Hong, and Karen Arnold. "Understanding Student Engagement and Achievement in Chinese Universities: A Study of Beijing College Students." International Journal of Chinese Education 2, no. 1 (2013): 70–92. http://dx.doi.org/10.1163/22125868-12340014.
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Abstract China’s higher education system has experienced a profound process of restructuring and transformation from elite to mass higher education in the past decades. College students are struggling with an increasingly disconnected learning experience which is caused by a more competitive learning environment. Under these new circumstances, what is the nature of student engagement in China’s colleges and universities? How do different forms of student engagement affect undergraduates’ success in college? This empirical study examined self-reported data of 18,607 students from 55 Chinese colleges in Beijing through structural equation modeling. The main findings are: student learning experience in college is integrated; different forms of student engagement have a complex mechanism of impacting on each other and consequently directly and indirectly contribute to student gains in college. Findings indicate that institutions in China and other Asian countries need to capture a comprehensive picture of how students change through assessing student overall college experience from a variety of perspectives.
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Wang, Di, Yiduo Wang, and Zhizhuo Su. "Digital learning experience of engineering students in the pandemic." Journal of PGR Pedagogic Practice 2 (October 17, 2022): 79–85. http://dx.doi.org/10.31273/jppp.vol2.2022.1232.
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During the unprecedented world crisis of COVID-19, traditional offline courses were forced to be delivered online. Most students struggled with this change of delivery approach due to difficulties in accessing online resources, overwhelming and independent work, communication and concentration, isolation and longlines issues in online learning. Therefore, providing a positive digital learning experience for students was an important concern in UK Higher Education. Graduate teaching assistants (GTAs) are an indispensable part of the teaching community at the University of Warwick to deliver modules and facilitate WMG engineering students’ learning. Owing to the dual identity of student and teaching staff, doctoral researchers have a unique perspective in investigating students' digital learning experiences. As students, doctoral researchers empathise with the affective impact and physical constraints of online learning that hinder the student experience and learning. And as tutors, doctoral researchers recognise the pedagogical strategies that the digital tools enable, such as peer learning or reflection. This paper provides a reflective evaluation of how effective digital tools, and their uses are supporting the constructive alignment of learning while benefiting the student experience, such as Vevox, Padlet, and Microsoft Teams. In sharing a reflexive account of experiences with digital tools for learning and teaching, guidance is provided on how students’ digital learning experiences can be improved.
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Choi, Son-Hwan. "The Student Internship Experience." Korean Medical Education Review 17, no. 1 (February 28, 2015): 26–32. http://dx.doi.org/10.17496/kmer.2015.17.1.26.
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Combes, Sarah. "Student life - Inspirational experience." Nursing Standard 29, no. 28 (March 11, 2015): 66. http://dx.doi.org/10.7748/ns.29.28.66.s50.
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Staddon, Elizabeth, and Paul Standish. "Improving the Student Experience." Journal of Philosophy of Education 46, no. 4 (November 2012): 631–48. http://dx.doi.org/10.1111/j.1467-9752.2012.00885.x.
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Hodgson, John. "Reading: the student experience." English in Education 54, no. 2 (April 2, 2020): 117–18. http://dx.doi.org/10.1080/04250494.2020.1747673.
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Dutton, Katie. "Student life - International experience." Nursing Standard 31, no. 51 (August 16, 2017): 35. http://dx.doi.org/10.7748/ns.31.51.35.s40.
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Burrows, Sharon. "Student life - Primary experience." Nursing Standard 28, no. 14 (December 4, 2013): 66. http://dx.doi.org/10.7748/ns2013.12.28.14.66.s55.
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