Dissertations / Theses on the topic 'Undergraduate students learning'
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Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.
Full textDoctor of Philosophy (PhD)
Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.
Full textKavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.
Full textSloan, Tyler Jackson. "How Learning Assistants Impact Undergraduate STEM Students." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu157790710654608.
Full textPallapu, Prasanthi Witte Maria Margarita. "An exploratory study of undergraduate students' learning styles." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Pallapu_Prasanthi_38.pdf.
Full textJefferies, Amanda Lucille Joanne. "Blended learning : undergraduate students' experiences of using technology to support their learning." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5553.
Full textFoley, Nancy E. "Learning style preferences of undergraduate students with and without learning disabilities /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842527.
Full textMwaikokesya, Mpoki John. "Undergraduate students' development of lifelong learning attributes in Tanzania." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5018/.
Full textЛяшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, and Iryna Volodymyrivna Liashenko. "Developing undergraduate students’ motivation for study through distance learning." Thesis, Дрогобич: ТзОВ "Трек - ЛТД", 2020. https://essuir.sumdu.edu.ua/handle/123456789/82922.
Full textThe recent situation with the world pandemic collapse has raised a series of educational challenges for universities. The current state of education has filtered the actual preparedness of the higher institutions for flexible adjustments in distance learning. The educators had to adapt to the calls of realia reshaping the educational programs to the distance courses if they hadn't done that before quickly. Although distance learning topic has taken the leading place in modern research, many universities struggled with the smooth transition of their students to the distance learning process. Distance learning has been just gaining momentum, and those universities who have developed facilities for online education have quickly managed to requirements of nowadays challenge.
Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, and Iryna Volodymyrivna Liashenko. "Developing undergraduate students’ motivation for study through distance learning." Thesis, Дрогобич : ТзОВ "Трек - ЛТД", 2020. https://essuir.sumdu.edu.ua/handle/123456789/82899.
Full textНедавняя ситуация с мировым пандемическим коллапсом породила ряд образовательных проблем для университетов. Современное состояние образования отфильтровал фактической готовности вузов к гибких изменений в дистанционном обучении. Преподавателям пришлось адаптироваться к призывам реалий, перерабатывающих образовательные программы, на дистанционные курсы, если они не делали этого раньше быстро. Хотя тема дистанционного обучения заняла ведущее место в современных исследованиях, многие университеты боролись с плавным переходом своих студентов на дистанционный процесс обучения. Дистанционное обучение только набирает обороты, и те университеты, которые разработали средства для онлайн-образования, быстро справились с требованиями современных вызовов.
The recent situation with the world pandemic collapse has raised a series of educational challenges for universities. The current state of education has filtered the actual preparedness of the higher institutions for flexible adjustments in distance learning. The educators had to adapt to the calls of realia reshaping the educational programs to the distance courses if they hadn't done that before quickly. Although distance learning topic has taken the leading place in modern research, many universities struggled with the smooth transition of their students to the distance learning process. Distance learning has been just gaining momentum, and those universities who have developed facilities for online education have quickly managed to requirements of nowadays challenge.
Skjonsby, Britt. "Developmental outcomes associated with service-learning in undergraduate students." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1521.
Full textThesis research directed by: Dept. of Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Martinez, Christopher D. "Learner-directed vs. Instructor-provided Curriculum Among Undergraduate Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6895.
Full textMayberry, Lorel. "A qualitative study of undergraduate students' learning experience in sexology." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1156.
Full textNewmark, Ananda. "Student Engagement in Undergraduate Social Work Education Among “at-risk” Students." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4450.
Full textWijesundera, Subhashinie D. K. "Students' experiences of learning in undergraduate education in Sri Lanka." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12177/.
Full textTurner, Pauline M. "Undergraduate learning at programme level : an analysis of students' perspectives." Thesis, University of Bath, 2005. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512250.
Full textCzaplinski, Iwona. "An analysis of learning networks of STEM undergraduate students to promote active learning." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/201510/1/Iwona_Czaplinski_Thesis.pdf.
Full textSparrow, Robert. "Exploring undergraduate hospitality student attitudes about online learning." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/13724.
Full textDepartment of Hospitality Management and Dietetics
Kevin Roberts
Distance programs in higher education have become commonplace in the United States because of developments in technology. Despite these advancements, hospitality programs have been reluctant to create fully online offerings for undergraduate students. This study wanted to focus on understanding the attitudes of undergraduate hospitality students about online learning. Specifically, the objectives of this study were to determine the attitudes of hospitality students about online learning, to analyze which technologies they have used during their academic careers, and to analyze which technologies are perceived as most useful to facilitate learning. Focus groups were conducted with a select group of students to better understand their attitudes and experiences with online learning and learning technologies. An online survey was distributed to undergraduate hospitality management students at five Midwestern universities. Means and standard deviations were used to measure overall student attitudes about online learning and to measure ratings of effectiveness and past use of selected technologies for online learning. An analysis of variance (ANOVA) was used to determine the relationships between educational levels of students and perceptions of online technologies, as well as the relationship between experience with online courses and attitudes towards online learning. A t-test was used to determine if a relationship existed between gender and attitudes towards online learning. Results from this study revealed that respondents preferred to use more familiar technologies such as slideshow presentations and email for online learning. Students reported that they would miss the interaction with their professors if they took an online course and would receive less help. Females and males differed in their attitudes about online learning. Results from this study will assist hospitality curriculum developers to better understand the attitudes and needs of undergraduate hospitality management students in the online learning environment.
Popkess, Ann M. "The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and Use of Active Learning Strategies in the Classroom." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2108.
Full textTitle from screen (viewed on March 3, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Judith Halstead, Anna McDaniel, Mary L. Fisher, Lillian Stokes. Includes vitae. Includes bibliographical references (leaves 98-107).
Murphy, Jo Ann. "Library Learning: Undergraduate Students' Informal, Self-directed, and Information Sharing Strategies." Partnership: The Canadian Journal of Library and Information Practice and Research, 2014. http://hdl.handle.net/10388/6890.
Full textPrice, Anne V. "From school subject to global tool: Language learning experiences of Japanese undergraduate economics students." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227736/1/Anne_Price_Thesis.pdf.
Full textTaylor, Kari B. "Contextualizing How Undergraduate Students Develop Toward Critical Consciousness." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1495815463772384.
Full textUleanya, Chinaza. "Learning challenges among undergraduate rural university students in South Africa and Nigeria." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1719.
Full textLearning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the society. Hence, this study explored the learning challenges among undergraduate students in two selected rural universities in South Africa and Nigeria. Quantitative and qualitative methods were used in this study. Questionnaires and semi-structured interviews were used respectively for data collection. Systematic sampling technique was used to select the student respondents, while purposive sampling was used to select the academic staff respondents for the study. The questionnaires were administered to student participants, while lecturers were interviewed. Data for the quantitative study were analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS) (Version 24) while the qualitative data were collected analysed thematically. The study revealed that undergraduates in the two selected rural universities experience common learning challenges which include: cognitive learning challenge, poor academic foundation, academic malpractice amongst academic staff and students, as well as lecturer-students‟ relationship. These are caused by lack of facilities, students‟ family socio-economic background, amongst others. The study therefore recommends that the necessary facilities and structures needed to facilitate teaching and learning practices should be provided. More lecturers should be recruited. Cordial student-lecturer relationships should be encouraged and promoted. In addition, policies that will ensure safety on campus, adoption and use of the most suitable language of instruction among st others should be established. The study suggests the need for addition of quality to university in developing learning in South African and Nigerian universities.
Ruderman, Danielle Eve. "Predictors of Educational Outcomes among Undergraduate Students with Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364573503.
Full textBaron, Helen Susan. "Synergy or segmentation? : students' perceptions of their learning across modular undergraduate programmes." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289030.
Full textXu, Rui. "Students' experiences of learning in undergraduate economics at a Chinese mainland university." Thesis, University of Edinburgh, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499705.
Full textThon, Sarah. "Learning Styles: Differences in Undergraduate versus Graduate Entry Level Athletic Training Students." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26630.
Full textLombard, Ronell. "Quantified assessment to enhance student learning in the sciences at UWC." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5637_1180442016.
Full textThis project discusses whether the British prototype questionnaire called the Assessment Experience Questionnaire (AEQ) could be standardized as a quantifier of assessment and be used at a multicultural institute such as the University of the Western Cape (UWC). This questionnaire was created in the United Kingdom to assist lecturers in evaluating and developing their assessment systems.
Musni, Sarah Marie. "Flexible learning versus classroom lecture : a content analysis of undergraduate nursing students' learning using concept maps." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61287.
Full textApplied Science, Faculty of
Nursing, School of
Graduate
Mohammed, Abdul Majid. "Integrated technologies instructional method to enhance bilingual undergraduate engineering students." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10488.
Full textAlfaifi, Mousa Sulaiman. "Self-directed Learning Readiness Among Undergraduate Students at Saudi Electronic University in Saudi Arabia." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6449.
Full textYang, Yang. "A Q Factor Analysis of College Undergraduate Students' Study Behaviors." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/449.
Full textHill, Edward Peter. "Marks driving out learning? : undergraduate students' reactions to the marks awarded to them." Thesis, University of Bristol, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404179.
Full textAlharbi, Maha. "Undergraduate students' perceptions of flipped learning in a Saudi university : an exploratory investigation." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22096/.
Full textRyan, Jane. "Voice : never hidden : the articulation of learning by male students of undergraduate nursing." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/55174/.
Full textZergaw, Getachew. "Mature non-specialist undergraduate students and the challenges they face in learning mathematics." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/687/.
Full textYeaman, Adetoun Oludara. "Understanding Empathy in the Experiences of Undergraduate Engineering Students in Service-Learning Programs." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99038.
Full textDoctor of Philosophy
In an increasingly globalized world and with rapid advancement in technology, there is a need to think more intentionally about social implications of engineering and technology. These trends make is necessary for the engineering education to incorporate critical consideration of how engineering and technology affect humanity and how to interact effectively in diverse populations. Empathy, an ability that is central to the process of understanding and considering others, has been recognized as a valuable competency in the education of engineers. Studies suggest that service learning is a useful pedagogical approach for supporting students in the development of social competencies like empathy. My aim in this dissertation was to understand engineering students' experiences in a service-learning context to learn the ways in which their descriptions reveal empathy and the elements within their context that shaped empathy development. My participants are fourteen engineering students from two institutions, a small private university and a large public university, with both groups involved in at least one-semester of a service-learning course. Having explored students' experiences, I discuss key findings about how and within which contexts empathy came to play in these experiences. There are many different ways that empathy can play a role within students' experiences in a service-learning context and many facets of an experience help draw out more empathic practices. In this dissertation, I discuss implications of these findings for engineering education and practice.
Sun, Zhiru. "The Role of Self-Regulation on Students’ Learning in an Undergraduate Flipped Math Class." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437346170.
Full textBond, Linda Thorsen. "Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting." Diss., Texas A&M University, 2008. http://hdl.handle.net/1969.1/85927.
Full textMoore, Diana. "An Investigation of the Attrition of African-American Students in an Online Undergraduate Program." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/255.
Full textMalan-Rush, Gunce. "The Relationship Between Learning Styles and the Choice of Learning Environment for Hospitality and Tourism Undergraduate Students." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6114.
Full textHetzell, Leah. "MANAGING TRANSFORMATION: HOW DO UNDERGRADUATE STUDENTS EXPERIENCE THE PROCESS OF REENTRY AFTER INTERNATIONAL SERVICE LEARNING?" Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/460460.
Full textEd.D.
As calls for institutions of higher education to educate globally competent citizens have intensified over the last two decades, the field of international service learning (ISL) has responded resoundingly. ISL programs have been implemented at many institutions and there have been countless studies that demonstrate the great power for student learning and growth inherent in this exciting educational tool. In more recent years, experts have moved away from studying the student experience and have, instead, questioned the power relationships inherent in service learning programs abroad; related studies have made use of newer critical theories and community development philosophies, which have advanced the field tremendously. However, to date, the re-entry period has still been largely overlooked, and there has been a noticeable lack of studies that apply student development theories to the ISL experience. This study explores how a diverse group of students from a large, public, four-year institution on the West Coast experience transformational learning during an ISL program in Thailand and how they make sense of their experience upon their return to the U.S. and in the months afterwards. By utilizing a case study design and implementing qualitative methods, this study provides significant evidence that well-designed ISL programs can trigger transformational learning in a variety of ways and that the re-entry period is a significant time of learning and growth for students. Further, the findings importantly show that by creating strategic opportunities for students to learn and connect with others on the program, both during and after the ISL experience, students are better able to navigate the changes in themselves after returning home. Finally, the experiences of the students indicate that the processes associated with transformational learning continue well on after the in-country experience, highlighting the significant need to provide support and guidance for students during this time.
Temple University--Theses
Grigorescu, Claudia. "Undergraduate Students’ Perceptions of Study Abroad and Their Level of Achievement of Global Learning Outcomes." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1842.
Full textTai, Chunming. "Undergraduate business and management students' experiences of being involved in assessment." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9456.
Full textBest, Julia Y. "African American Undergraduate Students' Experiences in Residential Learning Communities at a Predominantly White Institution." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26103.
Full textPh. D.
Sahbaz, Sumeyra. "Examining Relationships of Collegiate Experiences, Gender, and Academic Area with Undergraduate Students' Collaborative Learning Skills." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51188.
Full textPh. D.
Makani, Betty. "Undergraduate business student perceptions of teaching presence in online classes." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20567.
Full textDepartment of Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine undergraduate business student perceptions of teaching presence in order to scale up online learning to improve access to quality education. This study also responded to Senate Bill 520, calling for the improved online course quality. The data were obtained from 437 undergraduate business students (response rate 79.17%). A non-experimental, cross-sectional survey design was used, incorporating the Teaching Presence Scale and Lukow’s Attitudes Towards the Use of Technology Survey. Teaching Presence was the theoretical framework. Data analysis regarding the participants’ personal characteristics indicated that their perceptions of teaching presence were not influenced by age. A statistically significant difference was found in the participants’ perception of teaching presence by gender (p<.05), as well as instructional design, and course organization. Data analysis regarding participants’ contextual characteristics indicated that perceptions of teaching presence were not influenced by course duration. However, a statistically significant difference was found in the participants’ perception of teaching presence based on class level, p<.05. Significant differences were found in communication, assessment and feedback. Data analysis of technographic characteristics found no statistically significant influence on participants' perception of teaching presence. Recommendations for the research setting were in the areas of learning environment engagement, online teaching pedagogy, online course materials development, communication and feedback, faculty development and student technology resource and support. Future research on perceptions of teaching presence from the instructor’s perspective, student characteristics in terms of race and ethnicity, impact of audio and video feedback, and expansion of the student population to other disciplines were recommended.
Sewell, Hugh Douglas. "Self-regulation of English language learning in Korean undergraduate students : its character and implications." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.634740.
Full textCox, Lisa N. "Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268.
Full textSu, Feng. "Transformations through learning : the experiences of mainland Chinese undergraduate students in an English university." Thesis, University of Liverpool, 2010. http://livrepository.liverpool.ac.uk/1498/.
Full text