Journal articles on the topic 'Technology undergraduates'
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Shin, Sunghee. "E-book Usability in Educational Technology Classes." International Journal of Distance Education Technologies 12, no. 3 (July 2014): 62–74. http://dx.doi.org/10.4018/ijdet.2014070105.
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This study was designed to enrich the learning experiences of in-service and pre-service teachers in two educational technology classes by adopting e-books as the course material. Graduate students were more positive about their e-book reading experience than undergraduate students, but, surprisingly, more undergraduates (63.6%) became interested in checking out e-book readers from the school library than graduate students (51.9%). Over three-quarters of undergraduates (78.6%) responded positively about the use of e-book readers by the end of the study. Despite their appreciation of e-book features, more than half of both undergraduate and graduate students preferred print books but were willing to use e-books and e-book readers for their readings. Shortcomings of e-books were eye-strain and the limitation of e-book collections.
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Tu, Yun-Fang, Gwo-Jen Hwang, Shu-Yen Chen, Chiulin Lai, and Chuan-Miao Chen. "Differences between LIS and non-LIS undergraduates’ conceptions of smart libraries: a drawing analysis approach." Electronic Library 39, no. 6 (October 25, 2021): 801–23. http://dx.doi.org/10.1108/el-07-2021-0129.
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Purpose This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis. Design/methodology/approach In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings. Findings Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities. Originality/value The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.
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Balasubramanian, M., Senthil Selvan.S, V. R.Prasath Kumar, and Mahadevan S. "A Comparative Study on the Application of Quality Assessment Schemes in Academic and Construction Industries." International Journal of Engineering & Technology 7, no. 2.12 (April 3, 2018): 425. http://dx.doi.org/10.14419/ijet.v7i2.12.11510.
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In this study, the development of professionalism of undergraduate students of civil engineering is essential to face the challenges in the modern world and this study describes professional internship program for each semester in the civil engineering department at SRM Institute of Science and Technology. Based upon literature reviews of the professional internship program for each semester questionnaires are prepared and given to faculties, undergraduates of SRM Institute of Science and Technology and also get from the construction contractors, to predict issues in the traditional professional internship program. For undergraduates questionnaires consider weighted percentage of before and after professional internship program are Wb and Wa. The expert groups were utilized to planning, implementation, evaluation, and execution of the professional internship program at the SRM Institute of Science and Technology. An implementation of the professional internship program for each semester of undergraduate students of the civil engineering department at SRM Institute of Science and Technology. The outcomes obtained for civil engineering undergraduates are getting from valuable resources, that professional internship program for each semester is needed undergraduates to develop the carrier and gain knowledge and should create best civil engineers.
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Zhou, Chun Hua, Yun Cheng Wang, and Chu Xiang Chen. "Fuzzy Evaluation Expert System for Undergraduate Comprehensive Quality Based on Agent." Advanced Materials Research 756-759 (September 2013): 2557–61. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.2557.
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Aimed at the actual demand of current evaluation job for undergraduates, based on fuzzy set theory, a new thought to make comprehensive evaluation about undergraduates was raised by combining with Agent technology and artificial intelligence expert system technology in this paper. The mathematical model for evaluation was established via weighted fuzzy evaluation method and weighted fuzzy inference method based on reliability and realized by adopting Java language under Web environment, to gain professional conclusions and suggestions for undergraduate comprehensive evaluation.
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Geoghegan, Kate, December R. Payne, Matthew A. Myers, Samuel Hall, Ahmad Elmansouri, William J. C. Parton, Charlotte H. Harrison, et al. "The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education." Neuroscientist 25, no. 3 (July 21, 2018): 271–80. http://dx.doi.org/10.1177/1073858418788000.
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Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to better engage students within this field. More broadly, our group has implemented a technology enhanced learning platform alongside a peer-assisted teaching program. These achieve the dual purpose of compensating for the reduction in dedicated neuroanatomy teaching hours and encouraging undergraduates to develop an interest in the neurosciences. Here, we consider how improving the learning experience at an undergraduate level encourages further engagement in the neurosciences and the importance of this within the wider neuroscience community.
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Quan, Shaohui. "A problem-based introduction to microwave technology for undergraduates." International Journal of Electrical Engineering & Education 51, no. 4 (October 2014): 383–94. http://dx.doi.org/10.7227/ijeee.0009.
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In China, Microwave Technology is a specialised basic course for the undergraduate student whose major is electronics and information engineering. At Beihang University (BUAA) it is arranged in the first semester of the junior year (i.e. the third of a four-year course) and mainly includes transmission line theory, the theory of waveguides, microstrip transmission lines, the analysis of microwave networks and microwave passive components. In this paper, a problem-based introduction to microwave technology is presented, with the aim of increasing the students’ interest and motivation to study this course. A pyramidal course structure for electrical engineering undergraduates in BUAA is then proposed, and the course orientation and outline of the Microwave Technology course incorporated within it. Questionnaire-based surveys demonstrate the positive effect of the course.
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Allgood, Sam, William B. Walstad, and John J. Siegfried. "Research on Teaching Economics to Undergraduates." Journal of Economic Literature 53, no. 2 (June 1, 2015): 285–325. http://dx.doi.org/10.1257/jel.53.2.285.
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This survey summarizes the main research findings about teaching economics to undergraduates. After briefly reviewing the history of research on undergraduate economic education, it discusses the status of the economics major—numbers and trends, goals, coursework, outcomes, and the principles courses. Some economic theory is used to explain the likely effects of pedagogical decisions of faculty and the learning choices that students make. Major results from empirical research are reviewed from the professor perspective on such topics as teaching methods, online technology, class size, and textbooks. Studies of student learning are discussed in relation to study time, grades, attendance, math aptitude, and cheating. The last section discusses changes in the composition of faculty who teach undergraduate economics and effects from changes in instructional technology and then presents findings from the research about measuring teaching effectiveness and the value of teacher training. (JEL A22, I23, J44)
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Richards-Kortum, R., L. V. Gray, and M. Oden. "Engaging Undergraduates in Global Health Technology Innovation." Science 336, no. 6080 (April 26, 2012): 430–31. http://dx.doi.org/10.1126/science.1213947.
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Walsh, Rosemary A. "Microscopy Outreach Through Shared Technology." Proceedings, annual meeting, Electron Microscopy Society of America 54 (August 11, 1996): 410–11. http://dx.doi.org/10.1017/s0424820100164519.
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Educational Outreach at PSU’s EM Facility for the Life Sciences evolved from the consolidation of multi-user laboratories and a growing demand for hands- on laboratory experiences requested by undergraduates, middle and highschool students and their teachers in central Pennsylvania. The EM lab is one of five such shared technology facilities which primarily provide university researchers with services and training.The development of educational outreach programs grew from early work on extension projects with faculty and graduate students in the College for Agricultural Sciences. That experience and a new climate of cooperation permitted our laboratory to promote problem-based learning in funded programs such as undergraduate reasearch (independent study /honors projects) and summer institutes for pre-college students in Biology (Howard Hughes Institute) and Agricultural Sciences (Pennsylvania Governor’s School, PGSAS).
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Fatt, James Poon Teng. "Perceptions of Information Technology in Higher Education." Journal of Educational Technology Systems 31, no. 2 (December 2002): 115–42. http://dx.doi.org/10.2190/1ah7-kv1h-tk5e-38ea.
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Considering the relentless pace at which information technology (IT) is shaping the global environment, this study aims to determine the impact of IT on university students from their attitudes toward IT. The areas examined in this study are the educational, personal and social aspects of the students toward the impact of IT. A survey was conducted on 201 undergraduates from two local universities, Nanyang Technological University and National University of Singapore, with almost equal numbers of engineering and non-engineering undergraduates. The results show that although all the respondents felt the impact of IT, their attitudes toward IT were varying with respect to the three areas of study. Contrary to common belief, non-engineering undergraduates were found to have a more positive disposition toward the impact of IT.
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Winfield, Sarah, and Declan Hyland. "A literature review of whether communication skills specific to psychiatry are being taught to medical undergraduates around the world." BJPsych Open 7, S1 (June 2021): S301—S302. http://dx.doi.org/10.1192/bjo.2021.797.
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AimsThe ability to communicate effectively is an imperative skill for clinicians to master as doctor-patient communication is one of the most essential dynamics in health care. Patients with a mental disorder present a unique challenge for doctors with regards to effective communication due to the nature of their illness.This literature review aimed to determine whether medical undergraduates around the world are taught psychiatric communication skills.MethodIn January 2021, the following electronic databases were searched for articles relating to medical undergraduates, the concept of psychiatric communication skills and the teaching and support of such skill development: ERIC, MEDLINE, PsycINFO, SAGE and Web of Science. Combinations of keywords focussed the content of papers and truncation obtained alternative word endings. Generated articles were appraised iteratively for suitability against pre-defined inclusion criteria. The bibliographies of eligible articles were then examined to capture any further relevant studies. Ethical approval was not required.Result1040 citations of potential relevance were initially identified. Following an iterative screening process, 10 articles (from seven different countries) were eligible for inclusion. 70% of papers used the modality of simulated patients to teach psychiatric communication skills and Technology Enhanced Learning (TEL) was used to create “virtual patients” for undergraduates to engage with. Discussing sensitive and emotive topics, such as suicide attempts or substance misuse, was less commonly taught compared to conditions such as anxiety and depression. Only 10% of papers explicitly taught medical undergraduates empathy or written communication skills and the importance placed on psychiatric teaching differed between countries.ConclusionThis literature review showed that some medical undergraduates receive psychiatric communication skills teaching, but the format and content of this varies. Increased consideration of incorporating TEL into psychiatric communications skills teaching is pertinent given undergraduates’ reduced face-to-face patient contact during the COVID-19 pandemic, but further work is needed to validate such technology. Written communication skills are rarely taught but are imperative given the high volume of written correspondence in clinical practice. Delivering such teaching is feasible and should be incorporated into undergraduate curricula. Medical educators need to consider cultural differences when developing psychiatric communication skills teaching. Cultural influences not only affect undergraduate perceptions of psychiatry and mental illness, but also a patient's understanding and interpretation of their illness experience. Medical undergraduates may come from various cultural backgrounds, so actively discussing these differences opportunistically may augment the ability of medical undergraduates to be empathetic and establish therapeutic rapport with patients with mental illness.
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Al-Abdullatif, Ahlam Mohammed, and Azza Ali Gameil. "The Effect of Digital Technology Integration on Students’ Academic Performance through Project-Based Learning in an E-learning Environment." International Journal of Emerging Technologies in Learning (iJET) 16, no. 11 (June 4, 2021): 189. http://dx.doi.org/10.3991/ijet.v16i11.19421.
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This study aimed to develop a model to examine how digital technology integration contributes to the enhancement of students’ academic performance through project-based learning (PBL) amongst undergraduates in higher education. In this study, the technology acceptance model (TAM) was used as the basic model to explore the digital technology environment in terms of the perceived usefulness, perceived ease of use and attitude towards integrating digital technology and the influence of these factors on undergraduates' learning engagement and academic performance within PBL. Therefore, this study proposed a model comprising factors that assist in addressing the study objective. As the main data collection method, a questionnaire was developed to obtain relevant information regarding digital technology acceptance, PBL, students' learning engagement and academic performance. The study sample comprised 185 undergraduate students who were enrolled in a course that utilised PBL. A quantitative research method via structural equation modelling (SEM) was used to analyse the data. The finding suggested that TAM-related factors and students’ learning engagement positively affect their academic performance when digital technology is integrated into the PBL environment.
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Degand, Darnel. "Introducing Critical Race Media Literacy in an Undergraduate Education Course about Technology and Multimodal Arts." International Journal of Multicultural Education 22, no. 3 (December 31, 2020): 96. http://dx.doi.org/10.18251/ijme.v22i3.2461.
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Critical race media literacy refers to the ability to 1) recognize negative stereotypical portrayals of historically oppressed groups in media, 2) question media producers’ intentions, and 3) produce media content that does not perpetuate stereotypes. Critical race media literacy can be taught in many college classes, but an undergraduate education course that utilizes a multimodal approach to teach students about the various ways learning occurs in the digital age is an excellent opportunity to develop this skill in undergraduates. This article provides specific examples of teaching techniques used in an undergraduate course about technological media and arts-based inquiry.
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Nelson, Kari L., Claudia M. Rauter, and Christine E. Cutucache. "Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills." CBE—Life Sciences Education 17, no. 4 (December 2018): ar54. http://dx.doi.org/10.1187/cbe.18-03-0038.
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The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska Science, Technology, Engineering, and Math 4U (NE STEM 4U). In this program, undergraduates provide outreach, mentoring, and science, technology, engineering, and mathematics (STEM) education to K–8 students. To determine the impacts of serving as an undergraduate mentor in this program on critical thinking, we compared undergraduate mentors (intervention group) with nonmentor STEM majors (nonintervention, matched group) using the valid and reliable California Critical Thinking Skills Test (CCTST) as a pre/post measurement. Importantly, before the intervention, both NE STEM 4U mentors and nonmentor undergraduates scored similarly overall on the CCTST. However, the posttest, carried out one academic year later, indicated significant gains in critical thinking by the NE STEM 4U mentors compared with the nonmentors. Specifically, the math-related skills of analysis, inference, and numeracy improved significantly in mentors compared with nonmentors.
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Luckie, Douglas B., Benjamin W. Mancini, Noor Abdallah, Ali K. Kadouh, Alisha C. P. Ungkuldee, and Ashley A. Hare. "Undergraduate teaching assistants can provide support for reformed practices to raise student learning." Advances in Physiology Education 44, no. 1 (March 1, 2020): 32–38. http://dx.doi.org/10.1152/advan.00090.2019.
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Graduate students who serve as teaching assistants are a critical part of STEM (science, technology, engineering, mathematics) education and research at large universities in the U.S. Yet just like faculty, graduate students are not immune to the publish or perish paradigm, which can compete with one's dedication to teaching. While in recent years many STEM faculty members have become aware of how well undergraduates can assist instructors in their teaching, many, if not most, university faculty still teach in traditional settings, where graduate students are the norm and use of undergraduates is a completely unexploited opportunity. Undergraduates can serve as effective teaching assistants and may bring unique skills and experience to undergraduate instruction not held by graduate students. Undergraduate teaching assistants (UTAs) can provide additional support for reformed practices, which raise student learning. Based on cost, prior experience and success as students in same course, and shared vision with professors, a number of institutions have initiated UTA programs and reported increased student learning. The audience of this paper is faculty who are not familiar with the use of UTAs in university teaching, and the purpose is to review the literature on UTAs, contrast the contributions of UTAs and graduate teaching assistants, and examine the potential value of UTAs in undergraduate education.
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Aladesusi, Gboyega Ayodeji, Ahmed Idris Issa, Sunday Oluwasegun Abodunrin, Oluwarotimi Ayodele Boris, Ebenezer Omolafe Babalola, and Kehinde Muritala Nuhu. "Perception of Undergraduate Students on the Utilization of Social Media to Enhance Learning in University of Ilorin." ASEAN Journal of Science and Engineering Education 1, no. 3 (August 30, 2021): 183–92. http://dx.doi.org/10.17509/ajsee.v1i3.38620.
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The objective of this study was to (i) investigate the available social media used by undergraduates for Learning, (ii) examine frequency of utilization of social media to facilitate learning, and (iii) examine undergraduates’ perception of the use of social media to facilitate learning. The study employed descriptive research of the survey type to elicit responses from 258 undergraduates. The research questions were answered considering independent t-test statistics. The results indicated that (i) majority of the social media available and adequate within the university, (ii) social media frequently used to enhance learning, (iii) a positive perception towards the use of social media in instruction, and (iv) no significant difference between male and female students in the frequency of use of social media and students’ perception on the use of social media for learning. Undergraduate students should adopt the use of social media for learning since this technology is useful for learning. Seminars, workshops, and conferences should be organized for male and female undergraduates on the usefulness of social media for learning since it is no gender bias.
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Ryblova, Alla Nikolaevna, and Qiongqiong Kang. "Technological process of extracurricular individualization of foreign masters training in education management." Samara Journal of Science 8, no. 4 (November 29, 2019): 291–97. http://dx.doi.org/10.17816/snv201984313.
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The paper poses and solves the problem of the technological organization of extracurricular individual activities of foreign undergraduates. The technological effectiveness of the individualized educational process during graduate studies, developing on the basis of the implementation of the capabilities of information and telecommunication technologies, provides faster and better mastery of knowledge, skills and abilities by foreign undergraduates. Information library resources play a significant role in their development, offer great didactic opportunities for individualized training of foreign Masters in education management who do not speak Russian well and, as a result, need tutorial support outside the classroom to process professionally significant scientific information. The authors present a theoretical and methodological substantiation and the results of modeling and testing the technology of extracurricular individualization of foreign Masters training in education management under the guidance of a librarian using a set of information library resources. This technology provides for the interconnected educational and research activities of a foreign undergraduate and the advisory activities of a librarian, implemented during extracurricular times and aimed at the individual processing of professionally significant scientific information in professionally defined situations using a set of information library resources used as means of pedagogical communication to achieve professional goals. The complex of information library resources includes: print collections, electronic catalogs, search platforms and electronic databases and takes into account the direction of training of foreign undergraduates. The technological process of extracurricular individualization provides an algorithm for the interrelated actions of a librarian and a foreign undergraduate in the design, organization, implementation, monitoring, evaluation and diagnosis of educational results and difficulties of extracurricular individual scientific activity. The organizational and pedagogical conditions for the effective implementation of the authors technology are determined and diagnostic tools are developed, including tests and diagnostic criteria for the level of mastery of complex of information library resources. The simulated technology provides individual informational, methodological support to each foreign undergraduate and improves the quality of their research activities, implemented in the virtual educational space of libraries.
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Frost, Taggart F., and Bruce G. Rogers. "Attitudes toward Technology and Religion among Collegiate Undergraduates." Psychological Reports 56, no. 3 (June 1985): 943–46. http://dx.doi.org/10.2466/pr0.1985.56.3.943.
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This study concerned the relationship between attitudes toward technology and religion among collegiate undergraduates. Attitude measures of religious ideology and technological innovations were administered to 144 education students and 198 business students. While those in education scored slightly higher than those in business on the ideology measure but lower on the technology measure, the differences were in the generally accepted small range of effect size. Views toward ideology and technological innovations were statistically independent of each other. Over-all, both groups showed positive attitudes toward traditional religious values and technology.
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Katz, Arnold, and William E. Becker. "Technology and the Teaching of Economics to Undergraduates." Journal of Economic Education 30, no. 3 (January 1999): 194–99. http://dx.doi.org/10.1080/00220489909595979.
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Parson, Kathleen A. "Recombinant DNA technology: A topics course for undergraduates." Journal of Chemical Education 65, no. 4 (April 1988): 325. http://dx.doi.org/10.1021/ed065p325.
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Campbell, A. Malcolm, Mary Lee S. Ledbetter, Laura L. M. Hoopes, Todd T. Eckdahl, Laurie J. Heyer, Anne Rosenwald, Edison Fowlks, Scott Tonidandel, Brooke Bucholtz, and Gail Gottfried. "Genome Consortium for Active Teaching: Meeting the Goals of BIO2010." CBE—Life Sciences Education 6, no. 2 (June 2007): 109–18. http://dx.doi.org/10.1187/cbe.06-10-0196.
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The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.
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Gerdes, Melanie, Lyndsey Ruiz, Anna Jones, Rachel Scherr, and Gretchen George. "Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students." Current Developments in Nutrition 5, Supplement_2 (June 2021): 1275. http://dx.doi.org/10.1093/cdn/nzab057_005.
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Abstract Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. Results Upon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. Conclusions In response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding Sources USDA NIFA SPECA; USDA NIFA NNF.
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Zhao, Qiuduo, Chen Xiong, Ke Liu, Xudong Zhang, and Zhao Liu. "Cultivation Design of Applied Undergraduates’ Engineering Innovation Ability Based on Virtualization Technology." Wireless Communications and Mobile Computing 2022 (September 2, 2022): 1–14. http://dx.doi.org/10.1155/2022/5500021.
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The development of virtualization technology has promoted the development of computers in education, and the reform of basic education courses has promoted profound reforms in science education. The integration of virtualization technology and science teaching is an inevitable trend in the development of information technology and science education, and it is also training the inevitable requirement of talents with scientific culture and innovation ability. This article takes undergraduates as the research object and aims at the application characteristics of local higher education institutions, combined with the purpose of higher technical personnel training, application practical ability, and innovation ability, to establish a training system for college students with innovation ability suitable for engineering application undergraduate talent training mode, and improve students’ research and innovation ability and engineering practice ability. This article proposes to organically integrate virtualization technology with undergraduate students’ engineering innovation ability training courses, explore virtual technology experimental models, cognitive models, promote student self-study and student mutual learning, where students actively participate, and strengthen student innovation and creativity training. Improve the ability of design and transform teacher education into student-centered. The results of the study show that students’ innovative ability generally accounts for 56%, and the effects of innovative activities organized by schools generally account for as high as 70%. Students are generally not very enthusiastic about innovation.
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Lateef, Olori Abiola, ADEDOYIN ADEWALE ADEBANJO, and Omolola Aminat Ibrahim. "An Assessment of university undergraduates’ adoption of mobile technologies for learning." ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 4, no. 1 (June 30, 2020): 23–29. http://dx.doi.org/10.29114/ajtuv.vol4.iss1.150.
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The study examined influence of undergraduates’ perceived usefulness and ease of use of mobile technologies on its adoption for learning. Two research questions guided the study. Four hundred (400) students were randomly selected from the two purposively selected universities in Ogun State South West Nigeria. The study employed multiple regressions in the analysis of the data collected. From the result it was found out that undergraduate students’ perceived usefulness (=0.305, t=3.867, p<.05) has significant contribution on the adoption of mobile technologies for learning. Also, it was established that undergraduate students’ perceived ease of use (=0.151, t=1.992, p<.05) has significant contribution on the adoption of mobile technologies for learning. The study concluded that perception of students on the usefulness and ease of use influences adoption of mobile technology for learning. Amongst others, the study recommended the need to encourage undergraduates to adopt mobile technologies for learning instead of social media only.
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Oteyola, Temitope, Tayo Bada, and Itunu Akande. "Southwestern Nigerian University Undergraduates’ Acceptance of YouTube as a web-based Instructional Tool." Advances in Social Sciences Research Journal 6, no. 8 (August 13, 2019): 45–57. http://dx.doi.org/10.14738/assrj.68.6866.
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The study assessed the Southwestern Nigerian undergraduates’ acceptance of YouTube as a web-based instructional tool using Unified Theory of Acceptance and Use of Technology (UTAUT) Model. It determined the level of awareness of YouTube as a web-based instructional tool by the undergraduates. It measured the undergraduates’ effort and performance expectancy of YouTube and the conditions that facilitate its acceptance at the universities. The study employed the descriptive survey research design. The population consisted all registered undergraduates in Southwestern Nigeria. 800 students were selected from Obafemi Awolowo University (OAU), Ile-Ife, Osun State, Ladoke Akintola University of Technology (LAUTECH), Oyo State and Covenant University, Ota, Ogun State using disproportionate stratified sampling. The three universities were purposively selected based on their webometric ranking in terms of ICT usage. Findings from the study indicated that 57.80% of the undergraduates are moderately aware of YouTube as an instructional tool. The effort expectancy (×̅=3.00, sd=0.60) as well as the performance expectancy (×̅=3.00, sd=0.62) show that the undergraduates accept YouTube. The conditions identified by the undergraduates that can militate the acceptance of YouTube in the region included low bandwidth (79.70%), low hard disk space (65.60%), epileptic electricity supply (68.60%) and high cost of required devices (68.40%). The study therefore concluded that Southwestern Nigerian undergraduates are prone to accepting YouTube as a web-based instructional tool.
The study assessed the Southwestern Nigerian undergraduates’ acceptance of YouTube as a web-based instructional tool using Unified Theory of Acceptance and Use of Technology (UTAUT) Model. It determined the level of awareness of YouTube as a web-based instructional tool by the undergraduates. It measured the undergraduates’ effort and performance expectancy of YouTube and the conditions that facilitate its acceptance at the universities. The study employed the descriptive survey research design. The population consisted all registered undergraduates in Southwestern Nigeria. 800 students were selected from Obafemi Awolowo University (OAU), Ile-Ife, Osun State, Ladoke Akintola University of Technology (LAUTECH), Oyo State and Covenant University, Ota, Ogun State using disproportionate stratified sampling. The three universities were purposively selected based on their webometric ranking in terms of ICT usage. Findings from the study indicated that 57.80% of the undergraduates are moderately aware of YouTube as an instructional tool. The effort expectancy (×̅=3.00, sd=0.60) as well as the performance expectancy (×̅=3.00, sd=0.62) show that the undergraduates accept YouTube. The conditions identified by the undergraduates that can militate the acceptance of YouTube in the region included low bandwidth (79.70%), low hard disk space (65.60%), epileptic electricity supply (68.60%) and high cost of required devices (68.40%). The study therefore concluded that Southwestern Nigerian undergraduates are prone to accepting YouTube as a web-based instructional tool.
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Knight, Jasper. "Investigating geography undergraduates’ attitudes to teaching, learning, and technology." Planet 16, no. 1 (July 2006): 19–21. http://dx.doi.org/10.11120/plan.2006.00160019.
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Hou, Hsing-Yu, Somya Agrawal, and Chin-Feng Lee. "Computational thinking training with technology for non-information undergraduates." Thinking Skills and Creativity 38 (December 2020): 100720. http://dx.doi.org/10.1016/j.tsc.2020.100720.
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López-Bonilla, Jesús Manuel, and Luis Miguel López-Bonilla. "Validation of an information technology anxiety scale in undergraduates." British Journal of Educational Technology 43, no. 2 (February 20, 2012): E56—E58. http://dx.doi.org/10.1111/j.1467-8535.2011.01256.x.
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Igbo, Harriet Uche, and Nwabuisi T. Imo. "Digital Libraries and Access to Information in Nigerian Federal Universities: The Impact of Technology Variables." Journal of Information & Knowledge Management 19, no. 02 (May 22, 2020): 2050013. http://dx.doi.org/10.1142/s0219649220500136.
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The paper examined the impact of technology variables on access to information by undergraduates in the digital libraries of federal universities in Nigeria. The study was an empirical research which adopted Ex-post-facto as the design. The questionnaire was used to collect data from a sample of 1,506 respondents drawn, using a multi-stage technique, from the population of 30,121 undergraduates in addition to the entire 21 library staff of seven federal universities purposively selected from southern Nigeria. Focus group discussion and interview sessions were also used to complement the questionnaire responses. Data generated were analysed using frequency and percentages. Responses from the focus group discussion and the interview were analysed qualitatively. The findings revealed that technology variables such as system usability, interface design and content usefulness make a low impact on the undergraduates’ access to information. It was recommended among others that training programs should be organised by the libraries to equip the undergraduates with the digital literacy skills required for effective access to information.
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Chadwick, Edmund, and Makhan Singh. "ENISTEM: Using Emotional Nerve Intelligence in Science, Technology, Engineering and Mathematics." MSOR Connections 14, no. 3 (April 28, 2016): 50. http://dx.doi.org/10.21100/msor.v14i3.298.
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An Emotional Nerve Intelligence module for second year mathematics undergraduates is presented. This is a new concept that extends Emotional Intelligence by including psychotherapy practices used to control nerves (anxiety and stress). This is delivered within a mathematics STEM setting with the aim of releasing the undergraduates' potential. Results show development in self-awareness of the students by capturing pre- and post-comments, and anecdotal observations indicating the success in students developing their ability to think for themselves are also given.
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Ekpo-Eloma, Ekpo O., Abigail Aniefiok Effiong, Anthony Etta Bisong, and Victoria Inebehe Udoh. "EFFECT OF GOOGLE CLASSROOM APPLICATION ON UNDERGRADUATE STUDENTS’ SCORES IN EDUCATIONAL TECHNOLOGY IN UNIVERSITY OF CALABAR, NIGERIA." Journal of Education and Practice 6, no. 3 (July 30, 2022): 1–12. http://dx.doi.org/10.47941/jep.961.
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Purpose: The study examined the effect of Google Classroom Application on undergraduate students’ scores in Educational Technology in the University of Calabar, Nigeria.
Methodology: Two null hypotheses were formulated to guide the study, Quasi-experimental research design using pre-test posttest non-randomized control group design was adopted for the study. The population is made up of al undergraduates offering Educational Technology as a course in the University of Calabar. A sample of 160 year two students of educational technology comprising of 85 female and 75 male were purposively sampled for the study. The Google Classroom Application and Educational Technology Performance Test (ETPT) were the instruments used for data collection. The results of the study were analyzed using Analysis of Covariance (ANCOVA).
Findings: The results revealed that there is a significant difference in undergraduates students’ scores in educational technology taught with the Google Classroom Application and those taught using expository method, there was also a significant difference in performance scores between male and female students taught using Google Classroom Application,.
Unique contribution to theory, practice and policy: It was therefore recommended Google Classroom Application should be used always to promote students’ academic performance in educational technology and that Lecturers should equally upgrade their skills on the utilization of Google classroom and other technological applications to stay afloat with 21st century skills online units best global practices.
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Rabaud, Caroline, Naushad Mamode Khan, and Smita Rampat. "Independent and digital reading among undergraduates: the case of the University of Mauritius." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 296–310. http://dx.doi.org/10.1108/jarhe-09-2017-0117.
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Purpose Undeniably, the growing influence of technology has had a significant impact on the reading process of undergraduate students and it is thus of priority interest now to understand the factors influencing independent and digital reading. The paper aims to discuss these issues. Design/methodology/approach In total, 231 questionnaires were administered among undergraduates at the University of Mauritius. A factor analysis was carried out and it was revealed that the attitude toward reading was mainly influenced by six aspects termed “Entertaining and Important,” “Lack of Interest,” “Convenience of Digital Reading,” “Utilitarian Purposes,” “Difficult Access to Reading Materials” and the “Compulsory Aspect.” This paper focuses also on determinants which could influence the behavior of undergraduates toward independent reading. In this sense, a binary logistic regression was performed. Findings Factors such as gender, the motivation to read and the time spent reading for academic purposes were found to be significant predictors. Also, given the impact of technology on the lifestyle, it was important to determine whether the respondents had adopted digital reading over printed reading by taking into consideration their preferred reading format. This query was taken care by a multinomial regression analysis where gender, faculty belonging and internet connection on mobile were found to influence the preferred method of reading by undergraduates. Originality/value The objectives are to analyze the reading habits and attitude of the undergraduates toward reading, evaluate factors which influence a student to engage in independent reading, determine factors that are likely to encourage students to prefer digital reading given the innovation in the e-reading field and to explore a possible relationship between independent reading and digital reading.
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Ruan, Bibo. "VR-Assisted Environmental Education for Undergraduates." Advances in Multimedia 2022 (October 15, 2022): 1–8. http://dx.doi.org/10.1155/2022/3721301.
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Environmental education is an important approach to improve students’ environmental literacy. The method of environmental education in colleges and universities is advancing with the development of multimedia technologies, among which virtual reality (VR) technology is gradually being widely applied to education due to its strong sense of immersion and interactivity. This article focuses on the application of VR technology to environmental education in colleges and universities, using EduVenture APP and VR glasses to innovate environmental education, with the aim of improving students’ performance and making a strong connection between sense and activity of environmental protection. This research found that the learning efficiency and the sense of environmental protection of students were enhanced with VR assistance in comparison to traditional instruction, and students’ learning interest in environmental protection activity was also improved.
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Ferdows, Jannatul, and S. M. Zabed Ahmed. "An empirical investigation of information skills among undergraduate students at Dhaka University." Library Review 64, no. 4/5 (July 6, 2015): 274–84. http://dx.doi.org/10.1108/lr-11-2014-0132.
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Purpose – The aim of this paper is to empirically investigate the information skills of undergraduate students at the University of Dhaka, Bangladesh. Design/methodology/approach – A questionnaire-based survey was administered to obtain data about undergraduates’ information skills. The questionnaire consisted of demographic information, computer and Internet experiences, and a set of ten questions relating to information skills. A total of 199 undergraduate students responded to the survey. Findings – The results indicate that undergraduates’ information skills were poor. Only a few of them were successful in answering some of the questions correctly. There are significant differences in information skills among respondents in terms of gender, age, possession of personal computers and computer and Internet experience. The main reasons for these differences and the general failure in answering the task questions correctly are mostly attributed to the absence of information literacy instruction within the university, lack of online information resources and inadequate information and communication technology facilities. Practical implications – The findings of this study will help universities in Bangladesh and other developing countries to develop appropriate information literacy instruction at undergraduate level. Originality/value – This is the first time an effort has been made to assess task-based information skills of undergraduate students in Bangladesh. The findings of this study will help universities in Bangladesh and elsewhere in the developing world to introduce information literacy instruction at undergraduate level.
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Ding, Lihong, Jirarat Sitthiworachart, and John Morris. "PAD Class Teaching in Undergraduate English Courses in the Era of Information Technology." World Journal of English Language 13, no. 1 (December 21, 2022): 286. http://dx.doi.org/10.5430/wjel.v13n1p286.
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We studied the teaching effect of Zhang’s Presentation - Assimilation – Discussion (or PAD) class mode in undergraduate English class. Taking undergraduates of Lanzhou University of Arts and Sciences in China as an example, we studied the teaching of undergraduate English using PAD in the information technology era. The new PAD mode has three well defined components: teacher presentation, student assimilation and discussion. Using experimental and control oral English classes, with similar input skill, after eight weeks, we found the English proficiency of both groups increased, but the PAD class was significantly better in scores for content and expression, With PAD style teaching, the experimental group improved their mean scores from 74.2 to 80.1 (median 74 to 81.5), whereas the traditional class only improved from 75.4 to 76.8 (median 74 to 79). A t-test confirmed that the results were significant.Assessments, based on questionnaires and interviews, also showed that PAD class teaching improved attitude and learning habits. After the experiment, interviews with some students in the experimental class further confirmed this. Thus the improved learning effect is worth applying in more classrooms to improve undergraduate English ability.
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Kalivas, John H. "Chemometrics with undergraduates." Chemometrics and Intelligent Laboratory Systems 15, no. 2-3 (August 1992): 127–35. http://dx.doi.org/10.1016/0169-7439(92)85003-l.
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Warren, Lorraine. "Images of Entrepreneurship." International Journal of Entrepreneurship and Innovation 6, no. 4 (November 2005): 221–29. http://dx.doi.org/10.5367/000000005775179838.
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This paper explores how undergraduate students make sense of the mixed array of images they encounter in the educational process. If courses are aimed at encouraging undergraduates to ‘become more entrepreneurial’ it is useful to know how participating students perceive the confusing array of images, activities and identities prevalent in the university setting and how this is influenced by the entrepreneurship discourse overall. Through a social constructionist stance, this paper reports how a group of 93 undergraduates made sense of ‘entrepreneurship’ during their progress through a final-year optional course module focused on new venture creation. Theoretically, the paper adds to the literature on entrepreneurial stereotypes; practically, the insights gained can be fed back into the classroom to challenge perceptions and illuminate career aspirations.
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Yu, Weizhen. "Exploration on Practice Teaching Mode of Law Major in North China University of Technology." Integration of Industry and Education 2, no. 1 (February 29, 2020): 6–10. http://dx.doi.org/10.6938/iie.202002_2(1).0003.
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After years of exploration and development, our school has implemented various forms of practical teaching methods in the training of law undergraduates, and has achieved certain results, but the phenomenon of theoretical knowledge transmission and ability cultivation still appears to be broken. By sorting out the problems found in the practice teaching of law undergraduate majors in our school, that is, the practice teaching curriculum system is incomplete and the guarantee mechanism is not perfect. Therefore, the practice teaching of law should further improve the relevant systems and strengthen the content and evaluation system of practice teaching. At the same time, a practical teaching platform should be actively established to form a closed-type practical teaching of "theory-simulation-total truth".
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Qiongqiong, Kang. "Experimental research problems of extracurricular individualization of masters' training in education management." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2019): 79–94. http://dx.doi.org/10.51314/2073-2635-2019-3-79-94.
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Information library resources are significant educational resources in higher education institutions The development of the ability of foreign undergraduates to effectively acquire, evaluate and use these resources in extracurricular time can improve their level of information literacy and their ability to self-study For this purpose, we have developed a technology of extracurricular individualization for professional training of foreign masters under the guidance a librarian with a complex of information library resources (CILR) This educational technology establishes an algorithm of interrelated educational activities between foreign undergraduate and counseling library staff in extracurricular time To test the effectiveness of this technology, we conducted an experiment at the faculty of Pedagogical Education of Moscow State University named after M V Lomonosov During the experiment we used the Training and methodical complex on discipline “Informatization of educational process”, which developed by us To conduct the experiment, we have developed a methodical instrument of objective preliminary, current and final diagnostics to test the knowledge and skills of information literacy of foreign undergraduates and their ability to self-study through information library resources Based on the analysis of experimental data, we have made the conclusions that the proposed technology accelerates and improves the development of students ‘ skills in search, processing, analysis, storage and management of professionally relevant information, inculcates an information culture for them and forms need for independent work.
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You, Wei. "Research and Practice of Scientific Research Quality Cultivation of Undergraduates Majoring in Materials Forming and Control Engineering." Applied Mechanics and Materials 321-324 (June 2013): 3037–40. http://dx.doi.org/10.4028/www.scientific.net/amm.321-324.3037.
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In this paper, the cultivation mode of scientific research quality of undergraduates majoring in materials forming and control engineering was introduced. The goal of the major is cultivate applied talents of high quality. The authors had designed a training program_SEE Plan to cultivate the scientific research innovation consciousness and capability of undergraduates. Moreover, the authors had made full use of Beijing's academic resources such as various academic meeting of the professional to train the ability of communication of the undergraduates. Through several years cultivation, the undergraduates majoring in materials forming and control engineering had achieved considerable academic achievements, including academic papers, patents application and samples. The work is helpful of cultivating the undergraduates with strong science and technology innovation consciousness and has important theoretical meaning and practical application value in undergraduates cultivation.
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Li, Lin, and Guo Xiong Zhou. "Study on the Course Reform of “EDA Technology”." Advanced Materials Research 962-965 (June 2014): 3007–9. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3007.
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Whereas, colleges of undergraduates have some certain insufficiency in EDA teaching for lack of material theoretical guidance, educating conditions and qualified teachers etc. Guided by the theory of constructivism this thesis developed a study on the criteria and content of EDA technology courses.
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Chien, Chin-Wen. "Taiwanese EFL undergraduates’ self-regulated learning with and without technology." Innovation in Language Learning and Teaching 13, no. 1 (December 22, 2016): 1–16. http://dx.doi.org/10.1080/17501229.2016.1264076.
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Sedek, Muliati, Rosnaini Mahmud, Habibah Ab Jalil, and Shafee Mohd Daud. "Types and Levels of Ubiquitous Technology use among ICT Undergraduates." Procedia - Social and Behavioral Sciences 64 (November 2012): 255–64. http://dx.doi.org/10.1016/j.sbspro.2012.11.030.
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Morris III, James. "SOCIAL SUPPORT AMONG MALE UNDERGRADUATES: A SYSTEMATIC REVIEW." Problems of Education in the 21st Century 78, no. 2 (April 15, 2020): 235–48. http://dx.doi.org/10.33225/pec/20.78.235.
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Although researchers have conducted multiple studies on social support among male undergraduates, a gap was identified in the lack of systematic reviews of literature synthesizing their findings. The purpose in this systematic review was to obtain an understanding of recent findings on social support among male undergraduates. To identify relevant literature, a search strategy was developed consisting of six criteria for inclusion, which yielded a total of 30 studies from multiple databases. Findings showed an overall positive impact of social support on psychological outcomes, academic achievement, and technology use among male undergraduates. The findings also revealed a diverse range of sources of social support as well as variations based on gender. In addition to addressing the identified gap in the research, findings from the review may help teachers, educational policymakers, educators, and scholars identify relevant patterns that could be used to note important dimensions within which possible interventions could be introduced to promote desired outcomes. Keywords: academic achievement, male undergraduates, social support, systematic review, technology use.
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Cowey, Aasha E., and Henry W. W. Potts. "What can we learn from second generation digital natives? A qualitative study of undergraduates’ views of digital health at one London university." DIGITAL HEALTH 4 (January 2018): 205520761878815. http://dx.doi.org/10.1177/2055207618788156.
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Objectives We live in a digital age and opportunities within healthcare are increasing, ranging from patient portals to wearable devices. Today’s undergraduates are second generation digital natives and are at a critical point of becoming more autonomous in their healthcare interactions. This study aims to understand their experiences of both digital and broader healthcare. This will enable a better understanding of implications for national policy, individual healthcare organisations and further research. Methods Undergraduates aged 18–21 participated in individual interviews or focus groups. Inductive thematic analysis was undertaken. Negative member checking and feedback on emerging themes from both participants and experts were used to increase the validity of the study. Results Twenty-four undergraduates participated in the study, including a high proportion of international students. Thematic analysis revealed 16 themes. Six key themes explored in this paper are: generation gap; impact on healthcare professionals (HCPs); use of technology to replace or enhance HCP interactions; use of technology to support administration/transactional activities; paper vs electronic; and personally held health and fitness data. Conclusion This paper highlights recommendations for the undergraduate cohort and wider populations including better articulation of benefits, making digital options more personalised and interactive, and raising awareness of dangerous ‘obsessive’ behaviour around health and fitness apps. Some of our findings challenge the assumption that this generation will automatically accept digital initiatives, including the importance this cohort continues to place on face-to-face interactions. In response, we offer some suggestions to improve awareness, utilisation and acceptance of digital health.
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Becker, William E., and William H. Greene. "Teaching Statistics and Econometrics to Undergraduates." Journal of Economic Perspectives 15, no. 4 (November 1, 2001): 169–82. http://dx.doi.org/10.1257/jep.15.4.169.
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Traditionally econometrics and economics statistics have been taught in the theory and proof, chalk and talk mode commonly found in the teaching of mathematics. We advance the use of computer technology in the teaching of quantitative methods to get students actively engaged in the learning process. We also assert that the essential tasks for those who teach these courses are to identify important issues that lend themselves to quantitative analyses and then to help students develop an understanding of the appropriate key concepts for those analyses.
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Vijayalakshmi, Ms N. S., and A. H. Sequeira. "Campus Adaptations of Engineering Undergraduates by Gender." Mediterranean Journal of Social Sciences 8, no. 3 (May 24, 2017): 305–13. http://dx.doi.org/10.5901/mjss.2017.v8n3p305.
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Abstract The study aims to empirically test the relationship between types of campus adaptations across gender engineering undergraduate B.Tech students alone pursuing a four year study at Indian Institute of Technology (IIT’s) and National Institute of Technology (NIT’s) in India. The independent t - test was run with SPSS vs 21 to determine the nature of campus adaptations of IIT’s and NIT’s between undergraduate male students (n = 1268) and female students of (n = 152) with the multistage random sample of n = 1420. There is a significant relationship on campus adaptations among students by gender indicating that; campus adaptations did vary which could be attributed to the lower strength of the sample size. However, if a qualitative approach is adopted with interviews held to seek out information on nature of adaptability to campus environments, it could introspect more in-depth on the nature and levels of adaptability of female students witnessing challenges at campuses of higher learning.
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Blau, Gary, Sherry Jarrell, Michael McCloskey, Wayne Williams, Alan Kerzner, and Tyra Ford. "Further Exploring Differences in Business Undergraduate Perceived Outcomes by Preferred Classroom Learning Environment." Journal of Education and Learning 7, no. 5 (June 19, 2018): 20. http://dx.doi.org/10.5539/jel.v7n5p20.
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The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom learning environments (CLE): online, hybrid, or face-to-face (F2F). Six different perception-based outcomes were measured: easy to use technology, peer-perceived favorability of online/hybrid courses (peer-PFoOC); instructor-perceived favorability of online/hybrid courses (instructor-PFoOC); intent to recommend online/hybrid courses; institutional commitment; and persistence towards graduation. Undergraduates who were simultaneously taking at least one online or hybrid class and F2F course, i.e., mixed course delivery format, voluntarily completed an online survey. In the fall of 2017, a complete-data sample of n = 242 respondents was obtained and in the spring of 2018 the complete-data sample was n = 237. Consistent results across both samples were found for the outcomes. Undergraduates who preferred either online or hybrid CLE had significantly higher peer-PFoOC, instructor-PFoOC, and intent to recommend online/hybrid courses than students preferring an F2F environment. There were no differences between these three CLE preference groups in perceived easy to use technology, institutional commitment or persistence. As universities increase their online and hybrid course offerings monitoring student perceived outcomes between F2F and online/hybrid course sections will continue to be important.
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Rodenbusch, Stacia E., Paul R. Hernandez, Sarah L. Simmons, and Erin L. Dolan. "Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees." CBE—Life Sciences Education 15, no. 2 (June 2016): ar20. http://dx.doi.org/10.1187/cbe.16-03-0117.
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National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research.
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Farhan, Muhammad Asad, Syed Yousaf Kazmi, Abdul Irfan, Waqas Sami, Ali Faraz, and Muhammad Imram Ali. "AWARENESS AND PRACTICE OF PHYSICAL ACTIVITY AMONG MALE MEDICAL UNDERGRADUATES AT MAJMAAH UNIVERSITY, SAUDI ARABIA." PAFMJ 71, no. 5 (October 31, 2021): 1669–75. http://dx.doi.org/10.51253/pafmj.v71i5.3864.
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Objective: To probe the level of awareness and practice of the WHO recommendation for physical activity among male medical undergraduates at Majmaah University, Saudi Arabia.
Study Design: Cross-sectional analytical study.
Place and Duration of Study: College of Medicine, Majmaah University, Kingdom of Saudia Arabia from Oct to Dec 2018.
Methodology: The study was conducted amongst 150 undergraduate medical students using a self-validated questionnaire.
Results: A total of 53 (35.33%) participants were found to be physically inactive while only 18 (12%) participants were adherent to WHO recommendations of physical activity for health benefits. Only 31 (20.66%) participants were correctly aware of the WHO guidelines for physical activity with health benefits. Football (n=47) and table tennis (n=20) were the sports played by the majority i.e., in 67 (44.66%) participants. The physically active participants encouraged peers for physical activity and preferred social media as a mean of spreading awareness about physical activity.
Conclusion: The awareness and the level of adherence of our male medical undergraduate students of physical activity according to the WHO’s guidelines are at par with the results of the national studies but much lower than the developed countries like the USA.