Journal articles: 'Undergraduate students learning'

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Bhoir, Mehera. "Active Learning in Undergraduate Students by Seminars." Indian Journal of Anatomy 6, no. 4 (2017): 487–90. http://dx.doi.org/10.21088/ija.2320.0022.6417.14.

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Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.

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Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

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Lopatto, David. "Undergraduate Research Experiences Support Science Career Decisions and Active Learning." CBE—Life Sciences Education 6, no. 4 (December 2007): 297–306. http://dx.doi.org/10.1187/cbe.07-06-0039.

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The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

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Sucaromana, Usaporn. "Investigating language learning strategies of Thai EFL undergraduate Students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 156–63. http://dx.doi.org/10.18844/prosoc.v4i1.2248.

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Eiammongkhonsakun, Sunporn. "Motivation towards learning French among undergraduate students in Thailand." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 211–19. http://dx.doi.org/10.18844/prosoc.v4i1.2257.

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Ebenezer, Omolafe. "Primary Education Undergraduates’ Awareness and Perception on the Utilization of Open Educational Resources for Learning in University of Ilorin." Indonesian Journal of Primary Education 6, no. 1 (June 29, 2022): 32–42. http://dx.doi.org/10.17509/ijpe.v6i1.42443.

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The use of Open Educational Resources (OER) in this present dispensation is considered to be very essential. It is indicated that students use a limited range of technologies for learning, with established technologies such as VLEs, Google and Wikipedia being the most frequently used, based on the previous findings it is observed that utilization of OER is not common among primary education undergraduates. Therefore, this study investigated the awareness and perception on the utilization of OER for learning among primary education undergraduates in University of Ilorin.The study adopted the descriptive research of survey type. This study was limited to the primary education undergraduate students in Adult and Primary Education Department, University of Ilorin. 150 undergraduate were randomly selected from the department. Structured questionnaires was used to elicit response from the respondents. The finding of this study shows that undergraduate students are aware of OERs learning tools. Primary education undergraduate students’ perception towards OERs tool for learning is positive, there are factors inhibiting effective use of OER for learning among students, undergraduate students used OERs site for learning, and there was no significant difference between male and female undergraduates’ perception of OER tools for learning.Based on the findings of this research, the following recommendation were made. Lecturers should endeavor to put their scholarstic publications in the public domain of their institutions, as this will help student layhands on more quality materials and the government should provide fund to ensure the stability of OER movement.

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Dogra, Ambalika, and Sunil Dutt. "Effect of Online Learning in Psychology course on Undergraduate students’ Engagement in Learning." Issues and Ideas in Education 4, no. 1 (March 7, 2016): 21–28. http://dx.doi.org/10.15415/iie.2016.41002.

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Bano, Sara, and Qing Xia. "Chinese Undergraduate Students’ Perceptions of Learning:." Journal of Comparative & International Higher Education 11, Winter (March 14, 2020): 85–88. http://dx.doi.org/10.32674/jcihe.v11iwinter.1511.

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In the past few years, the number of Chinese undergraduate students in short term study abroad programs have substantially increased, especially in the field of public health. However, little is known about the experiences of Chinese undergraduate students' in short-term study abroad programs in the field of healthcare. In this qualitative study, by using Transformative Learning Theory lens we tried to understand the meaning making process of Chinese undergraduate students who participated in a short-term study abroad program in the field of Public Health at an American university. The students considered their participation in short-term study abroad program as an opportunity to develop their careers and global professional identity by learning English and cultural aspects of health profession in the USA.

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Neelopant, Sushrit, Thilak Sura, and Shilpa Devakar. "Learning preferences among undergraduate medical students." International Journal of Medical Science and Public Health 5, no. 5 (2016): 986. http://dx.doi.org/10.5455/ijmsph.2016.08022016348.

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De Paula, R. A. B., José Lúcio M. Machado, and Valéria M. P. Machado. "Undergraduate Nursing Students’ Motivation for Learning." Creative Education 12, no. 09 (2021): 2180–95. http://dx.doi.org/10.4236/ce.2021.129167.

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Tashkandi, Emad. "E-Learning for Undergraduate Medical Students." Advances in Medical Education and Practice Volume 12 (June 2021): 665–74. http://dx.doi.org/10.2147/amep.s314509.

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Misra, Shobha, and Memoona Hasnain. "Integrated learning for undergraduate medical students." Medical Education 51, no. 11 (September 19, 2017): 1165–66. http://dx.doi.org/10.1111/medu.13439.

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Patterson, A., B. McCartan, and M. Kelly. "Learning profiles of undergraduate dental students." European Journal of Dental Education 7, no. 2 (May 2003): 95. http://dx.doi.org/10.1034/j.1600-0579.2003.00329.x.

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Patterson, A., B. McCartan, and M. Kelly. "Learning profiles of undergraduate dental students." European Journal of Dental Education 7, no. 2 (April 25, 2003): 95. http://dx.doi.org/10.1034/j.1600-0579.2003.00329_7_4.x.

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Yousef, Darwish Abdulrahman. "Learning style preferences of undergraduate students." Education + Training 60, no. 9 (October 8, 2018): 971–91. http://dx.doi.org/10.1108/et-08-2017-0126.

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PurposeThe purpose of this paper is to address the use of Honey and Mumford’s Learning Styles Questionnaire (LSQ) to investigate the learning style preferences of undergraduate students at the American University of Ras Al Khaimah (AURAK) in the United Arab Emirates (UAE) culture. It also investigates whether there are significant differences across the four dimensions of learning styles due to students’ demographics.Design/methodology/approachQuestionnaires were distributed to a sample of 200 undergraduate students at AURAK in the UAE. The majority of students were Arabic native-speakers. Descriptive statistics were used to present the main characteristics of respondents and the results of the study. The independent samplest-test, Mann–Whitney test and Kurskal–Wallis test were used to find out if there are significant differences across the four dimensions of learning styles due to students’ demographics.FindingsThe results of the study illustrated that undergraduate students at AURAK have preferences for the reflector (15.0), pragmatist (14.2), theorist (13.9) and activist (12.3) learning styles. Moreover, there are only significant differences between Emirati and non-Emirati students across the four learning styles and between single and married students in the theorist learning style.Research limitations/implicationsThis study has a number of limitations. First, the findings of the study are based on the data collected from only one university. Second, the sample is limited to undergraduate students and, therefore, it excludes graduate students who might have different experiences. Third, the results are based on a self-reported questionnaire which might affect the reliability of the results. On the other hand, it has a number of implications for educators and students. Educators will benefit from the results of this study in the sense that they need to adopt teaching styles and strategies that match the learning styles of the majority of their students. Students themselves will benefit from knowing their own learning style.Originality/valueThe present study validates a learning style theory developed in a western culture in an Arabic culture.

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Malherbe, Kathryn. "Puzzle Based Learning in Undergraduate Studies." International Journal for Innovation Education and Research 9, no. 11 (November 1, 2021): 383–97. http://dx.doi.org/10.31686/ijier.vol9.iss11.3525.

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All undergraduate Radiography students require training in image interpretation and evaluation of x-ray images in their second year of studies as part of work integrated learning. The method of teaching pedagogy influences the student's learning process and recall ability during examinations. if the teaching process moves to a student-centred approach, students become responsible for their own learning allowing active engagement and construction of their knowledge systems. Aim/ Objectives The aim of the study is to implement and evaluate the use of puzzle-based learning in the teaching and learning process of undergraduate studies Objectives To determine the efficacy of crossword and jigsaw puzzles as a novel teaching tool for medical imaging education To increase student's interest and involvement with image interpretation topics To improve and assess recognition and recall of medical terminology To improve the understanding of innovative learning Methods The study is a cross sectional qualitative research design. Approval will be obtained from the Research and Ethics Committee of health Sciences. Online consent will be obtained from students involved, by means of Google Form submission, followed by an information session on Blackboard collaborate on the topic "Image evaluation and interpretation of radiographic imaging". Conclusion The research will prove the important collaboration of active teaching methodologies with simple, easy to use didactic material to improve student's understanding of basic concepts in their core module subject

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Lu, Genshu, Wenjing Hu, Zhengxia Peng, and Hui Kang. "The Influence of Undergraduate Students’ Academic Involvement and Learning Environment on Learning Outcomes." International Journal of Chinese Education 2, no. 2 (February 24, 2014): 265–88. http://dx.doi.org/10.1163/22125868-12340024.

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AbstractThis study explores the influence of learning environment factor and academic involvement factor on students’ learning outcomes. The sample includes 3,946 undergraduates in Xi’an Jiaotong University. The variables about learning environment, academic involvement and learning outcomes are constructed in terms of the questionnaire “Xi’an Jiaotong University Undergraduate Experience Survey”. The study results indicate that learning environment and academic involvement significantly influence students’ learning outcomes. Meanwhile, the practical and policy significance of this study results in promoting students’ learning and development is also discussed.

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Barris, Roann, Gary Kielhofner, and David Bauer. "Educational Experience and Changes in Learning and Value Preferences." Occupational Therapy Journal of Research 5, no. 4 (October 1985): 243–56. http://dx.doi.org/10.1177/153944928500500405.

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Education attempts to instill certain values, as well as knowledge and skills, in students. Yet, examination of value changes is infrequent, and the findings of existing studies are equivocal. This article reports on a study of value and learning preference changes in occupational therapy students. Two small groups of undergraduate and graduate students completed the Rokeach Value Survey, the Learning Preference Inventory, and an educational values inventory (developed by the first two authors) at the beginning of their professional education and again while on affiliation. Four other groups completed the instruments once: undergraduate and graduate students in the first semester of the professional program, and undergraduate and graduate students in the second semester. For the students who participated in the study twice, undergraduates were more likely than graduates to rearrange their value priorities, and changes were more likely to occur with educational values than Rokeach values. However, although individuals may have changed substantially, when subjects were treated as a group changes tended to be masked. Comparisons of first semester, second semester, and affiliating undergraduates and graduates revealed few differences among groups, although again, educational values differed more than Rokeach values. Because the study seems to suggest that individuals are affected in varying ways by their education, a major implication is that a methodology for examining the impact of professional education must account for initial differences in students.

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S.P., Jai Prabhu. "Comparative Study on Problem Based Learning against Conservative Learning Method among Undergraduate Medical Students." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5693–97. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020276.

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Ayodele, Fakomogbon Micheal, Onojah Amos Ochayi, Aribisala Ruth Moyosoluwa, and Onojah Adenike Aderogba. "UNDERGRADUATES’ INGRESS TO E-LEARNING RESOURCES FOR LEARNING IN THE UNIVERSITY OF ILORIN, NIGERIA." International Journal of Legal Studies ( IJOLS ) 9, no. 1 (June 30, 2021): 234–45. http://dx.doi.org/10.5604/01.3001.0015.2466.

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E-learning is any technologically mediated learning using computers whether from a distance or in face-to-face classroom setting (computer -assisted learning). But some schools do not even have access to the available technologies needed to explore the e-learning. The main purpose of this research was to investigate undergraduates’ ingress to e-Learning resources for learning in the University of Ilorin, Nigeria. Specifically, the study determined how accessible e-learning resources are to Undergraduate student of the University and examined the influence of gender on the access to the e-learning resources. This research was a descriptive research of the survey method and the respondents comprised of 320 undergraduates’ students studying at the University of Ilorin, Ilorin, Nigeria. The findings established that e-mail and internet facilities are more accessible than virtual classroom and there was no significant difference between male and female undergraduate students’ ingress to e-learning. It was however recommended that Universities should improve on the infrastructural facilities to make e-learning resources more accessible to all her students.

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Nik Md Salleh, Nik Sarina, Roseliza Hamid, Khadijah Abdul Rahman, Iffah Farzana Zainal Abidin, and Amirah Syarwarshah Zawawi. "Learning Flexibility and Environmental Changes with the Advent of Online Learning during COVID-19 Pandemic." Jurnal Intelek 17, no. 1 (January 30, 2022): 116. http://dx.doi.org/10.24191/ji.v17i1.15901.

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The vital purpose of this study is to identify whether learning flexibility and environment will influence undergraduate students’ online learning during COVID-19 pandemic in Malaysia. It is important to point out the determinants that will influence online learning that needs to be faced despite experiencing this world health crisis. The high level of online learning among students will also improve the performance of educational institutions which need to be competitive with other competitors in the sector. In addition, this study also aims to measure whether gender has significant difference on undergraduates’ online learning. Thus, survey questions from previous studies were adopted and customised to collect data. A sample of 129 undergraduate students from one UiTM branch campus who have experienced online learning in the previous semester in the year 2021. The results of this study indicate that there are significant relationships between learning flexibility, environment and online learning. The findings also reveal that the level of online learning among undergraduate students is moderate. Moreover, it is confirmed that gender has significant difference on online learning outcomes among the students. For future research, the use of more quizzes that can stimulate understanding of learning delivered online needs to be emphasized by knowledge communicators in this revolution of learning process.

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Moruno-Miralles, Pedro, Adriana Reyes-Torres, Miguel-Ángel Talavera-Valverde, Ana-Isabel Souto-Gómez, and Luis-Javier Márquez-Álvarez. "Learning and Development of Diagnostic Reasoning in Occupational Therapy Undergraduate Students." Occupational Therapy International 2020 (September 1, 2020): 1–11. http://dx.doi.org/10.1155/2020/6934579.

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Background/Aim. One way to facilitate occupational therapy undergraduate students transferring their academic skills of data gathering and analysis to professional settings is to ensure they can competently use diagnostic reasoning. Nevertheless, there are several obvious gaps in empirical evidence related to the learning and development of this style of reasoning in occupational therapy undergraduates. The most important are related to promoting higher-order thinking and the use of information to solve problems in the context of professional practice. This study analyses undergraduates’ diagnostic reasoning and its changes during their education. Materials and Methods. This multicentre study was conducted with a descriptive observational design. The study took place at the University of Coruña (Spain), University of Castilla-La Mancha (Spain), and University of el Valle (Colombia). The sample was n=247. For data collection, a clinical case was specifically designed. IBM SPSS Statistics (v19) and EPIDAT 3.1 were used for the data analysis. Results. Participants identified and categorized occupational performance problems. However, they had difficulties when identifying and categorizing the occupational performance components (specifically, the symptoms and signs of the disease presented in the study case). They presented limitations to analyse and synthesize the information collected to develop an explanation of the occupational problems and their causes. Conclusions. Undergraduate students’ ability to analyse and synthesize information during data collection is poorly organized, so it makes the problem formulation difficult. This study contributes to the knowledge of undergraduates’ diagnostic reasoning features, specifically the undergraduate students’ capacities and limits to process information during the occupational assessment.

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Wongchantra, Prayoon. "The learning activities of green university for environmental education undergraduate students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 385–91. http://dx.doi.org/10.18844/prosoc.v4i1.2280.

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Ahsan, Amna, Nabila Talat, and Saira Fayyaz. "Exploring the Preferred Learning Styles among Undergraduate Medical Students and Postgraduate Residents by Using VARK Inventory." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 24–30. http://dx.doi.org/10.53708/hpej.v3i1.99.

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Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students. Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates. Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore. Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively. Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R). Keywords: Learning styles, VARK, Postgraduate residents

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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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Al-Bidawi, Sultanah Abdulmoslah. "Vocabulary Learning Strategies (VLSs) Preferred by Saudi EFL Students." English Language Teaching 11, no. 12 (November 27, 2018): 211. http://dx.doi.org/10.5539/elt.v11n12p211.

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The aim of this study is to identify Vocabulary Learning Strategies (VLS) that seem to be used more frequently by Saudi undergraduate English as a Foreign Language (EFL) students and to discuss the sub-strategies amongst the main five strategies identified by Schmitt’s (1997) taxonomy of VLS. The population sample of 94 undergraduates was selected from Al Jouf University with the use of quantitative survey methodology. The questionnaire was designed based on Schmitt’s (1997) taxonomy, with minor modifications. The findings reveal that Saudi undergraduate EFL learners highly preferred social strategies and, to a lesser degree, cognitive, meta-cognitive and determination strategies. It appears from this small sample size that memory strategies are the least preferred. From the sub-category strategies that appeared to be most preferred from the field work, our findings indicate that.

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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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Wang, Xia, Lan Yu, and Zhonglei Wang. "Design of Learning Environment for Undergraduate Comprehensive Literacy Education under Blended Learning Environment." Journal of Environmental and Public Health 2022 (September 25, 2022): 1–10. http://dx.doi.org/10.1155/2022/9602876.

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Blended learning has become the dominant teaching approach in colleges and universities as they evolve. A good learning environment design can represent college and university teaching quality, improve undergraduates’ literacy, and boost talent training. This paper introduces the data mining method of undergraduate comprehensive literacy education, discovers the association rules of the evaluation data, and introduces the undergraduate comprehensive literacy evaluation model and BP neural network model driven by theory and technology in a mixed learning environment, which promotes students’ comprehensive literacy evaluation and builds a good learning environment. The results demonstrate that undergraduate classification prediction accuracy is similar by data mining, and most reach 99.58 percent. So, whether it is the training sample or the test sample, the prediction result of undergraduate comprehensive literacy is acceptable, which illustrates the validity of the data mining algorithm model and has strong application importance for developing a better learning environment.

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Miller, Heather B., D. Scott Witherow, and Susan Carson. "Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels." CBE—Life Sciences Education 11, no. 3 (September 2012): 323–32. http://dx.doi.org/10.1187/cbe.11-10-0094.

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The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed.

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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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Anderson, Kelsi L. "Active Learning in the Undergraduate Classroom:." American Biology Teacher 78, no. 1 (January 1, 2016): 67–69. http://dx.doi.org/10.1525/abt.2016.78.1.67.

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Students in the natural sciences should be prepared as undergraduates to read and apply concepts from the scientific literature. I describe a strategy that enforced the necessity to deliver high volumes of content while incorporating an active-learning technique. Students were assigned to read and discuss articles from the scientific literature that complemented content being delivered via traditional lecture. Students were encouraged to participate by coming to class prepared with written questions, and discussion was directed by instructor-prepared prompts. Students were assessed via low-stakes assignments based primarily on participation. This teaching method has proved effective, as verbally reported by past students who are currently enrolled in graduate programs. These students report feeling more prepared than their peers to discuss and learn from the scientific literature.

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McLelland, Gayle, Lisa McKenna, and Jill French. "Crossing professional barriers with peer-assisted learning: Undergraduate midwifery students teaching undergraduate paramedic students." Nurse Education Today 33, no. 7 (July 2013): 724–28. http://dx.doi.org/10.1016/j.nedt.2012.10.016.

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Wang, Chia-Chi, Hsiao-Chi Ho, and Chih-Ling Cheng. "Examining the Learning Progression of Undergraduate Students’ Scientific Imagination: A Measurement Perspective." SAGE Open 12, no. 4 (October 2022): 215824402211449. http://dx.doi.org/10.1177/21582440221144981.

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This study aimed to examine the learning progression (LP) model of scientific imagination among undergraduate students using the Scientific Imagination Test-Verbal (SIT-Verbal) and investigated the influence of students’ demographic characteristics including gender, age, and discipline on their scientific imagination. Six hundred and sixteen undergraduates from a university in southern Taiwan participated in this study. The SIT-Verbal covered four key components of the scientific imagination process: brainstorming, association, transformation/elaboration, and conceptualization/organization/formation. The multiple validities of SIT-Verbal were assessed via a Rasch partial credit model. The results indicated that the SIT-Verbal had good model–data fit, supporting that undergraduate students’ scientific imagination in four stages from brainstorming, association and transformation/elaboration to conceptualization/organization/formation. Additionally, the results showed that the SIT-Verbal was suitable for measuring students’ scientific imagination at the university level. The study also provided abundant evidence verifying the SIT-Verbal and supported the learning progression for undergraduate students’ scientific imagination.

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Lestari, Mega, and Achmad Yudi Wahyudin. "LANGUAGE LEARNING STRATEGIES OF UNDERGRADUATE EFL STUDENTS." Journal of English Language Teaching and Learning 1, no. 1 (June 27, 2020): 25–30. http://dx.doi.org/10.33365/jeltl.v1i1.242.

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This study attempts to explore the language learning strategies used by the students’ who take English Literature study programs in English as a foreign language (EFL) setting. This study involves 76 participants asked to fulfill a questionnaire called Strategy Inventory for Language Learning (SILL) developed by Oxford (1990). The result of this research showed that metacognitive has been the most frequently used strategy followed by social and compensation strategies while affective strategies become the least strategy used by the students. This research could be meaningful insight for other researches or the students to analyze the language learning strategies used by the students and be meaningful to know the language learning strategies that appropriate especially in the field of the second language.

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Rassool, Goolam Hussein, and Salman Rawaf. "Learning style preferences of undergraduate nursing students." Nursing Standard 21, no. 32 (April 18, 2007): 35–42. http://dx.doi.org/10.7748/ns2007.04.21.32.35.c4495.

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Rassool, Goolam Hussein, and Salman Rawaf. "Learning style preferences of undergraduate nursing students." Nursing Standard 21, no. 32 (April 18, 2007): 35–41. http://dx.doi.org/10.7748/ns.21.32.35.s51.

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Simanjuntak, Herlina Lindaria. "Vocabulary Learning Strategies Used by Undergraduate Students." Scope : Journal of English Language Teaching 6, no. 1 (October 6, 2021): 16. http://dx.doi.org/10.30998/scope.v6i1.9976.

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Vocabulary is a tool for clarification of thinking, clearing, and satisfying expression of ideas. Hence, the research aims at investigating Vocabulary-learning strategy by EFL students. The data were collected by using questionnaires and interviews. This research employed a descriptive method by examining O’Malley and Chamot’s strategies (2004). The results show that the common strategies used by learners in vocabulary learning namely Reading short stories, Reading loudly, Repeating after the lecturers, Using English social media, Making list of memorized vocabulary, Skipping new word which likely does not need to study, Watching movie, Listening the song, Applying new words in the sentences, Making conversation with friends in and outside the classroom, Writing the word repeatedly, Asking the lecturers or classmates who understand more than them, and Asking the lecturers to translate the meaning of a word. Meanwhile, the strategies to develop their English vocabulary such as Writing the repeated word, Discovering the meanings of new words by using the dictionary, Memorizing new vocabulary, Saying the word loudly in front of the mirror, and Using English social media.

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Shrama, Saurabh, Sartaj Ahmad, Sartaj Ahmad, Bhawana Pant, Deepak Kumar, Bhawana Pant, Kaynat Nasser, Deepak Kumar, and Kaynat Nasser. "Preferred Learning Method of Undergraduate Medical Students." Indian Journal of Public Health Research & Development 11, no. 2 (February 1, 2020): 159. http://dx.doi.org/10.37506/v11/i2/2020/ijphrd/194775.

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Jayakumar, N., Anu Suresh, M. Sundaramari, and D. Puthira Prathap. "Understanding Learning Style Variations among Undergraduate Students." Journal of Extension Education 28, no. 4 (December 16, 2012): 5727. http://dx.doi.org/10.26725/jee.2016.4.28.5727-5734.

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Krasnova, Tatiana, and Ivan Vanushin. "Blended Learning Perception among Undergraduate Engineering Students." International Journal of Emerging Technologies in Learning (iJET) 11, no. 01 (February 1, 2016): 54. http://dx.doi.org/10.3991/ijet.v11i01.4901.

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Technology is constantly evolving in more sophisticated forms giving new opportunities for educators to transfer learning into virtual space. New educational technology trends are associated today with blended learning where traditional methods of teaching merge with online sessions. Blended learning with its learner-centered approach has a potential to enhance the quality of teaching and learning. Russian higher institutions embrace this technology as a strategy to engage and motivate students and thereby augment the learning process. The paper studies students’ engagement and satisfaction with the online courses and their overall perception from learners’ perspective. The findings could serve as a reference point to promote online courses and to achieve considerable educational benefits.

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Garvey, M. Thérèse, Michael O'Sullivan, and Marielle Blake. "Multidisciplinary case-based learning for undergraduate students." European Journal of Dental Education 4, no. 4 (November 2000): 165–68. http://dx.doi.org/10.1034/j.1600-0579.2000.040404.x.

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Piachaud, Jack. "Teaching learning disability to undergraduate medical students." Advances in Psychiatric Treatment 8, no. 5 (September 2002): 334–41. http://dx.doi.org/10.1192/apt.8.5.334.

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The education of doctors shapes their professional identity: who they are and how they practise. Where does the issue of learning disability fit in? What is it and of what factors should doctors in training be aware?

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Naqibullah Orfan, Sayeed. "Afghan undergraduate students’ attitudes towards learning English." Cogent Arts & Humanities 7, no. 1 (January 1, 2020): 1723831. http://dx.doi.org/10.1080/23311983.2020.1723831.

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Williams, Brett, Ted Brown, and Jamie Etherington. "Learning style preferences of undergraduate pharmacy students." Currents in Pharmacy Teaching and Learning 5, no. 2 (April 2013): 110–19. http://dx.doi.org/10.1016/j.cptl.2012.09.003.

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Singh, Vijay Pratap, Anand Ramakrishna, Neloy Sinha, Bidita Khandelwal, Nitin Joseph, and Purnima Barua. "Perception of health care students towards lectures as a teaching and learning method in the COVID era - A multicentric cross-sectional study from India." F1000Research 11 (June 16, 2022): 665. http://dx.doi.org/10.12688/f1000research.110100.1.

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The sudden precipitation of the pandemic forced undergraduates to take refuge at home, deserting the campus. Consequently, the age-old classroom in person teaching-learning (T-L) method shifted and lessons had to be conducted online. In previous decades, archetypical classroom lectures survived a lot of criticism in the face of the quasi-passive nature of T-L methodology. There are very few studies that reflect undergraduate students' perceptions of lectures. This study aimed to evaluate undergraduate students’ perceptions of lectures using an online questionnaire with 13 items, which was circulated to undergraduate students of medical, physiotherapy, and nursing courses in three settings at different locations of private and public health schools. There was a total of 877 responses. The surveyed students were in favor of lectures and considered them indispensable for undergraduate learning. They preferred it as a kind of organized learning through the teacher’s own experiences. Our study suggests that it is not the ‘lecture’ that requires mending but possibly teachers require better training, application of effective audio-visual aids, and innovative techniques to sustain students' interest in the class.

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Singh, Vijay Pratap, Anand Ramakrishna, Neloy Sinha, Bidita Khandelwal, Nitin Joseph, and Purnima Barua. "Perception of health care students towards lectures as a teaching and learning method in the COVID era - A multicentric cross-sectional study from India." F1000Research 11 (October 10, 2022): 665. http://dx.doi.org/10.12688/f1000research.110100.2.

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The sudden precipitation of the pandemic forced undergraduates to take refuge at home, deserting the campus. Consequently, the age-old classroom in person teaching-learning (T-L) method shifted and lessons had to be conducted online. In previous decades, archetypical classroom lectures survived a lot of criticism in the face of the quasi-passive nature of T-L methodology. There are very few studies that reflect undergraduate students' perceptions of lectures. This study aimed to evaluate undergraduate students’ perceptions of lectures using an online questionnaire with 13 items, which was circulated to undergraduate students of medical, physiotherapy, and nursing courses in three settings at different locations of private and public health schools. There was a total of 877 responses. The surveyed students were in favor of lectures and considered them indispensable for undergraduate learning. They preferred it as a kind of organized learning through the teacher’s own experiences. Our study suggests that it is not the ‘lecture’ that requires mending but possibly teachers require better training, application of effective audio-visual aids, and innovative techniques to sustain students' interest in the class.

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Azeem, Muhammad, Momina Akram, Rubbab Asghar, Arfan ul Haq, Nadeem Tarique, and Saadia Ata. "Learning strategies of dental undergraduates of orthodontics and prosthodontics." Professional Medical Journal 26, no. 08 (August 10, 2019): 1311–14. http://dx.doi.org/10.29309/tpmj/2019.26.08.3875.

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It is very important for faculty members to know how students learn so that they can modify teaching methods accordingly. To measure the learning preferences of dental undergraduates at Faisalabad Medical University, Pakistan. Study Design: A Cross-sectional study. Setting: Orthodontic Department, Dental Section- Faisalabad Medical University, Faisalabad. Period: Session 2017-18. Materials and Methods: Present study was conceived on the final year dental undergraduates (n=40) of Faisalabad Medical University, Pakistan to determine the learning preferences. Questionnaire was administered using Felder and Soloman’s Index of Learning Styles. The descriptive statistics were applied and survey data were converted in to scores. Results: The results showed that most of the undergraduate dental students were verbal learners (50%). On the sequential/global scale, 55% were balanced and 40% were sequential learners. On the active/reflective scale, 45% were balanced, and 30% were active. On the sensing/intuitive scale, 50% were balanced, and 38% were sensing. Conclusion: The undergraduate dental students were found to be mostly verbal learners.

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Nagy, Emese K. "Developing Undergraduate Students’ Teaching Competences." Acta Educationis Generalis 10, no. 2 (August 1, 2020): 133–49. http://dx.doi.org/10.2478/atd-2020-0014.

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AbstractIntroduction:The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered, feedback-centered and community-centered knowledge acquisitions. We wanted them to recognize which method is used by the teacher and how each method influences the primary school pupils’ knowledge acquisition.Methods:We chose the video analyzing technique to make the students recognize different learning organizational methods.Results:The results of the study suggest that the observation helped the undergraduate students understand the aims, tasks and techniques of teaching and organizing classroom work. They realized that this type of analysis helps them develop their own teaching strategies.Discussion:Drawing on the results it is not possible to be a “good teacher” without obtaining and continuously maintaining a high level of professional knowledge, whose important element might be the Complex Instruction method and the recognition of the knowledge acquisition methods in the classroom.Limitations:This study was limited to only undergraduate students who attended the study voluntarily. The sampling was confined to 46 participants.Conclusion:The students are able to spot the teacher’s activities that support pupils’ learning. They recognized the positive impact of generating debate among the pupils on the development of their skills.

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Bage, Grant. "Putting research first? Perspectives from academics and students on first-year undergraduates learning research." Student Success 10, no. 1 (March 7, 2019): 73–86. http://dx.doi.org/10.5204/ssj.v10i1.1149.

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Exploring the place and potential of ‘research’ in undergraduate degrees has stimulated higher-educational debate for decades, strongly influencing policies, practices and structures. This article’s consideration of some problems associated with teaching and learning about research during the first year of undergraduate degrees, helps throw that debate into a sharper light. Should first-year undergraduates be asked to learn from their own or others’ research, and what difficulties might they experience? What relevant previous learning about research, or lack of it, might they bring with them into their degree? Working with empirical data from across one English university, and literature from universities across the world, these questions are discussed by exploring first-year undergraduate teaching and learning, through the lenses of critical inquiry and constructivist grounded theory.

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Heriyanto, Yanuar Yoga Prasetyawan, and Ika Krismayani. "Distance learning information literacy: Undergraduate students experience distance learning during the COVID-19 setting." Information Development 37, no. 3 (June 4, 2021): 458–66. http://dx.doi.org/10.1177/02666669211018248.

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This qualitative study provides an understanding about undergraduate students’ information literacy experience during their involvement with distance learning in an Indonesian university. Findings present evidence to inform the development of the distance learning process in Indonesia and informed learning responses that enhance the learning of undergraduate students. A total of 17 undergraduate students were interviewed using a semi-structured interview technique. The data collected were analyzed using thematic analysis, revealing four themes related to students’ information literacy experience during distance learning, namely, understanding distance learning, platform literacy, learning strategy, and learning resources. Findings can inform the development of informed learning responses to enhance the transition of undergraduate students into distance learning during a pandemic situation. These results may also be of benefit to teaching faculties for enhancing teaching and learning activities and to provide support for students.

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Journal articles on the topic 'Undergraduate students learning'

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