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McFadden, Amanda, e Kathleen Smeaton. "Amplifying Student Learning through Volunteering". Journal of University Teaching and Learning Practice 14, n. 3 (1 luglio 2017): 71–82. http://dx.doi.org/10.53761/1.14.3.6.
Testo completoAbstract (sommario):
Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students’ perspective and the relationship these experiences have with student learning is vital. This paper used a phenomenographic research approach to present the experiences of seven students involved in an interdisciplinary volunteer program in a community literature festival. The findings revealed experiences ranging from authentic learning to more sophisticated and amplified student experiences. While all students in this study found volunteering to be beneficial, we argue that differentiation of volunteer opportunities for students strengthens the provision for rich student learning through volunteering and the potential for students to be active in social change activities through volunteering.
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Ragland Woods, Catherine C., Krista M. Chronister, Aleksandria Perez Grabow, William E. Woods e Kyndl Woodlee. "Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students". Journal of Black Psychology 47, n. 4-5 (22 marzo 2021): 219–43. http://dx.doi.org/10.1177/00957984211002615.
Testo completoAbstract (sommario):
Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.
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Vighnarajah, S., e Lim Shing Yu Jolene. "Assessment of Diversity Through Student Isolation". International Journal of Teacher Education and Professional Development 1, n. 2 (luglio 2018): 1–13. http://dx.doi.org/10.4018/ijtepd.2018070101.
Testo completoAbstract (sommario):
As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.
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Koris, Riina, e Petri Nokelainen. "The student-customer orientation questionnaire (SCOQ)". International Journal of Educational Management 29, n. 1 (12 gennaio 2015): 115–38. http://dx.doi.org/10.1108/ijem-10-2013-0152.
Testo completoAbstract (sommario):
Purpose – The purpose of this paper is to study Bayesian dependency modelling (BDM) to validate the model of educational experiences and the student-customer orientation questionnaire (SCOQ), and to identify the categories of educatonal experience in which students expect a higher educational institutions (HEI) to be student-customer oriented. Design/methodology/approach – This paper employs a cross-sectional quantitative survey study, mixed methods research, exploratory factor analysis and BDM. Findings – The validated model of educational experiences and the SCOQ; results indicate that students expect to be treated as customers in some, but not all categories of educational experience. Research limitations/implications – The authors contribute to existing literature on two fronts: the validated model of educational experiences and the categories of educational experience in which students expect to be treated as customers. Practical implications – The validated SCOQ presented in the paper may be used by other HEIs to assess the degree to which students expect a particular HEI to be customer oriented. Also, HEIs should assess students’ expectations concerning student-customer orientation before employing such an approach. Originality/value – The paper presents a validated model of educational experiences and a SCOQ. Additionally, the study does not investigate whether students expect a HEI as such to be student-customer oriented (as most studies have done so far); instead, the aim is to find out whether, in which categories of educational experience and to what extent students expect a HEI to be student-customer oriented. Thus, the study explores the phenomenon of student-customer orientation at a deeper level, i.e. separately at the level of educational experiences.
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Huck, Garrett, Gina Oswald e John Blake. "Undergraduate Rehabilitation Students' Perspectives and Advice on Strategies for Successful Field Experiences". Rehabilitation Research, Policy, and Education 33, n. 3 (1 settembre 2019): 184–97. http://dx.doi.org/10.1891/2168-6653.33.3.184.
Testo completoAbstract (sommario):
BackgroundLittle research has evaluated what types of factors contribute to successful field experiences among undergraduate rehabilitation students.ObjectiveThis study evaluated undergraduate rehabilitation student perspectives on (a) factors that contributed to student success during field experience placements, (b) the relevancy of rehabilitation coursework to the field experience, (c) how field experiences influence student career preferences and goals.MethodsField experience essays from 98 students were analyzed using a qualitative content analysis approach.FindingsStudents identified a variety of factors that had a positive impact on their field experiences and offered several recommendations for how future students might have successful field experiences. Students provided a description of the frequency at which their field experiences influenced their long-term career goals as well.ConclusionsThe findings of the current study provide rehabilitation education stakeholders with an understanding of the nature and value of the undergraduate rehabilitation field experience. It is clear that student volition is a key predictor of internship satisfaction and success. Furthermore, it was apparent that a variety of different factors may influence one's experience. Future research should explore how such experiences may be enhanced in order to identify best practices for training.
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Mutale Mulenga, Innocent, e Katongo Bwalya. "Student Teachers School Experience in Zambia: Experiences and Challenges". March to April 2022 3, n. 2 (30 aprile 2022): 78–90. http://dx.doi.org/10.46606/eajess2022v03i02.0162.
Testo completoAbstract (sommario):
The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.
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Lee Shiau Gee, Lilian, Jasni Dolah e Norfarizah Mohd Bakhir. "Understanding Educational Games Culture in Extending the Relationship between Graphic Appearance and Experiences among Malaysian Lower Secondary". SHS Web of Conferences 45 (2018): 07002. http://dx.doi.org/10.1051/shsconf/20184507002.
Testo completoAbstract (sommario):
Educational games provide a virtual environment for the students, particularly in an endeavour to increase student immersion, and this need of students satisfied with the visual aspect conditions of the game screen to go to the following stage. In determining the effect of visual design on students' learning experiences - it’s required a further analysis within the students' motivation, engagement and enjoyment. To achieve this goal, a solid fundamental understanding in theoretical philosophy, which closely related to describe the relationship of visual experience, especially in intrinsic tendencies theory and visual principles that on holds the context of motivation, engagement and enjoyment among students. In this regard, a thorough discussion of relevant theories were led to the suggestion theoretical framework and proposed of Experience Based Design Graphic Style (EBDGS) to identify student’s experiences (motivation, engagement and enjoyment) outcomes which mostly depends on the visual design approaches to designing the game scenarios. This paper also aims to describe the theoretical framework proposed in understanding the Malaysian student experience’s outcomes by placing the abstract style and realistic style in developing Experience Based Design Graphic Style (EBDGS) game prototype: EBGDS A (Abstract) and EBGDS R (Realistic). The implication of the theoretical framework was focused on the visual design (graphic styles) of games that intentionally centred in the students’ experience that tied to the demographic factors (gender, type of schools and areas), and the resulting experiences are examined through the Student Experience in Graphic Measurement Scale (SEIGMS). The intention of this research not only emphasize the suitability visual appearance able better improve student experiences but also increases deeper local knowledge in visual design guidelines in educational game design contexts.
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Nikolopoulou, Kleopatra. "University Students’ Online Learning Experiences in Context of COVID-19: Study in Greece". Educational Innovations and Emerging Technologies 2, n. 2 (30 giugno 2022): 17–27. http://dx.doi.org/10.35745/eiet2022v02.02.0002.
Testo completoAbstract (sommario):
Online teaching and learning during the COVID-19 pandemic was a sudden experience for all students, including those studying at university. Therefore, this study aimed to provide evidence on university students’ online learning experiences in the context of the COVID-19 pandemic. 24 Greek students participated, and their data were collected via semi-structured interviews. The findings indicated that the main advantages experienced were time-saving and the comfort of being at home, while the main perceived disadvantages regard technical problems (such as bad internet connectivity) and lack of practical training experiences. Students’ feelings were negative, in particular, at the beginning of the pandemic. Although communication collaboration with peers was experienced as effective, student-teacher communication-collaboration was described as a positive and negative experience at the same time. For the improvement of online education, students hope to have better university infrastructure, preparation, and training for tutors, as well as student training. Implications for educational policy and practice are discussed, accordingly.
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Dos Santos, Luis M. "Study Abroad and Student Exchange Experiences of International Students: The Sociocultural and Psychological Racism Perspective". Academic Journal of Interdisciplinary Studies 11, n. 1 (3 gennaio 2022): 15. http://dx.doi.org/10.36941/ajis-2022-0002.
Testo completoAbstract (sommario):
Malaysian students like to study abroad and experience the international exchanging programmes during their university voyage. Due to the technology and entertainment developments, South Korea is one of the popular education destinations for many international students, particularly Malaysian students. Based on the Sociocultural and Psychological-Racism perspective, this study's purpose focused on describing their challenges, academic experiences, and living experiences in South Korea. The results indicated that Chinese-Malaysian students experienced significant negative experiences, including discrimination based on their place of origin, cultural characteristics and social behaviours, and special background and status as non-traditional students. Although Malaysia and South Korea share similar East Asian practice, all participants regretted their study abroad experiences in South Korea. The findings of this study will contribute to the knowledge about the study abroad experiences of Malaysian students, overseas learning experiences, managerial developments of international students’ services, and the governmental policies for global views for the South Korean communities.
Received: 6 August 2021 / Accepted: 7 October 2021 / Published: 3 January 2022
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McAvoy, Valerie, e Marion Waite. "Belongingness: Student ODPs’ learning experiences in clinical placements". Journal of Perioperative Practice 29, n. 1-2 (10 luglio 2018): 17–23. http://dx.doi.org/10.1177/1750458918788774.
Testo completoAbstract (sommario):
The aim of this qualitative study is to explore student operating department practitioners’ (ODPs’) experiences of belongingness in clinical placements. Belongingness has been shown to be significant for learning in clinical placements for student nurses and midwives. This study was designed to look specifically at student ODPs’ experiences. Semi-structured interviews were conducted with eight student ODPs. The interviews were transcribed and coded. All student ODPs could describe clinical placement experiences where they felt they belonged and those where they felt they did not belong. Both had a significant impact on students’ learning experience. Students also described their own sense of responsibility for belonging while in placement. This study provides qualitative data to help understand how belongingness can positively or negatively affect the learning experiences of student ODPs in clinical placements.
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Yusof, Norhafezah, Rosna Awang-Hashim, Amrita Kaur, Marzura Abdul Malek, S. Kanageswari Suppiah Shanmugam, Nor Aziah Abdul Manaf, Angelina Seow Voon Yee e Ainol Madziah Zubairi. "The Role of Relatedness in Student Learning Experiences". Asian Journal of University Education 16, n. 2 (6 agosto 2020): 235. http://dx.doi.org/10.24191/ajue.v16i2.10308.
Testo completoAbstract (sommario):
Failure in addressing students’ needs in the context of student learning experiences may lead to negative impact on the image of higher education. Framed in self-determination theory, this study examined students’ relatedness on most satisfying experiences in their respective universities. Participants’ (N=1974) responses to open-ended questions were inductively coded to understand relatedness principles of student learning experiences to emerge from the data. The findings revealed that students valued the role of lecturers in professional and personal contexts, peers for friendship and teamwork and academic and non-academic experiences resulted from projects and activities. Given this, to provide a positive learning environment for students, university management needs to address and support lecturers’ well-being, pay attention to student relations on campus and support academic and non-academic activities. By understanding the roles of connecting students to lecturers, students to students and students to administrative staff, we could build a dynamic and functional campus environment for each party to live and care about each other.
Keywords: Learning environment, Learning experience, Relatedness, Student engagement
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Ziegler, Erin, Sarah Kalvoda, Elyse Ancrum-Lee e Erin Charnish. "I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student". Nurse Practitioner Open Journal 1, n. 1 (7 maggio 2021): 1–8. http://dx.doi.org/10.28984/npoj.v1i1.342.
Testo completoAbstract (sommario):
Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students.
Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student.
Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience. From this exercise common themes were identified.
Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.
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Griffith, Alison I. "Learning on the Job: Understanding the Cooperative Education Work Experience". education policy analysis archives 1 (17 giugno 1993): 8. http://dx.doi.org/10.14507/epaa.v1n8.1993.
Testo completoAbstract (sommario):
Cooperative learning programs in Ontario provide on the job learning experiences for students. This paper analyzes three cases of student work placements described in extensive interviews with students, teachers and co-workers. Some students had enjoyed their work experience while others had not. When the student experiences were situated in the socially organized work processes of the work sites, the diverse experiences were found to have a common theme. When students are able to participate in and make sense of the work process, their work placement experience was seen to be useful for making future employment decisions. Where students were marginal to the work process, their lack of knowledge often translates into an unpleasant work experience and decisions about employment based on an experience of failure. This article suggests that our understanding of student learning on the job would be strengthened by a focus on the socially organized work process.
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Karr, Lisa. "336 Integration of teaching and extension of companion animal biology and nutrition". Journal of Animal Science 97, Supplement_3 (dicembre 2019): 67–68. http://dx.doi.org/10.1093/jas/skz258.139.
Testo completoAbstract (sommario):
Abstract Students have a strong desire for hands on experiences during their undergraduate careers. This can be accomplished through combining teaching with extension to provide students with new experiences. Many students chose Animal Science because they had experiences with extension programs when younger and they have a desire to help animals. Utilizing undergraduate students in community outreach programs provides an opportunity for students to develop critical skills required for employment, but also provides a broader reach of companion animal extension programs. A variety of creative activities can be utilized to improve student learning and gain experiences outside of the classroom. Extension or outreach programs allow for opportunities for students to develop leadership skills. Undergraduate students serving as instructors in 4-H and other youth programs can provide both an impact on the education of the youth involved, but also develop a deeper understanding of materials. Undergraduate students can be involved in teaching health care, nutrition, and other topics related to companion animals to youth audiences. Examples of successful programs include student organized dog training courses, service-learning projects through humane societies or animal rescues, student involvement in feral cat control programs, and student assistance with spay/neuter programs. These activities can support student-learning outcomes as well as provide a valuable community service. During the process, the Kolb’s experiential learning cycle should be used to promote student development. This cycle includes a concrete experience, reflection, conceptualization, and active experimentation. Students must reflect on their experiences, consider how it could be improved, how it relates to their future careers and educational experience, and propose areas of improvement to gain the most from their experiences. Measuring the impacts of these activities on student learning and life skills, as well as community implications, will be critical to evaluation of the success of the programs.
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Nisly, Sarah, Brennen Guzik, Alexandra Cunha, Brittany Sturdivant, Lisa Brennan, Jamielynn Sebaaly e Susan Smith. "Concentrated Learning Experiences Across Two Different Health-Systems". INNOVATIONS in pharmacy 12, n. 1 (4 marzo 2021): 20. http://dx.doi.org/10.24926/iip.v12i1.3374.
Testo completoAbstract (sommario):
Background: While many public pharmacy schools have an adjoining health-system to accommodate their students, some pharmacy programs form partnerships with non-affiliated health-systems to precept students. These health-systems often afford students the opportunity to complete multiple rotations within a single organization, offering decreased onboarding time and more longitudinal experiences. Innovation: Two autonomous partnerships were developed with independent healthcare systems for concentrated learning experiences during the advanced pharmacy practice experiences year. Each program differs in student requirements and is overseen by the practice site, with participation by area faculty. Key Findings: A survey assessed professional skill set development, achievement of program goals during the experiential year, and student satisfaction of a concentrated learning experience. A comparison between programs was completed to assess for consistency in student experiences. Nineteen students (83%) responded to the survey. Students from both health-systems reported similarities in professional skill growth. Likewise, all students reported achievement of program goals and overall satisfaction with their experiential training. Conclusions: Independently managed concentrated learning experiences provided evidence of consistent growth in student professional development and achievement of programmatic goals. Partnerships with non-affiliated healthcare systems can provide a rich training ground for student learners.
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Mardi, Fatemeh H. "How to create meaningful learning experiences in an online environment: components from coding student reflections". Research on Education and Media 11, n. 1 (1 giugno 2019): 50–62. http://dx.doi.org/10.2478/rem-2019-0008.
Testo completoAbstract (sommario):
Abstract This paper examines the learning experiences using student reflections. Data collection was carried out by prompting undergraduate students to reflect on their worst and best experiences, accomplishments, and what they learned through online collaborative activities. The theoretical framework used to explore these experiences was the Community of Inquiry model, which claims the optimal learning experience is at the intersection of three presences (Garrison, Anderson, and Archer, 2000). How can we use these student perceptions of their experiences to create optimal learning experiences in an online environment? Specific teacher characteristics, sense of community, learner effort, sense of improvement and progress, student expectations of online classes, and the impact of feelings and emotion on other presences are some of the themes that surfaced through content qualitative analysis in this study. Students also responded to a validated survey (explicitly prompting the CoI presences) which revealed the impact of lack of student interest in course topics. These themes are valuable because they reveal significant components of students’ learning experiences which can be used to recreate optimal experiences in other settings. This paper builds on the theoretical framework by adding the student perspective and offering a codebook for qualitative content analysis of reflections.
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Dulay, Lolita A., e Elvira Sumbalan. "Phenomenological Study of Bukidnon State University Graduate Student Scholars". Volume 5 - 2020, Issue 8 - August 5, n. 8 (19 settembre 2020): 1741–50. http://dx.doi.org/10.38124/ijisrt20aug829.
Testo completoAbstract (sommario):
This study explored the lived experiences of the Bukidnon State University Graduate student scholars in the Mindanao Regions during the School Year 2014-2020. The study delved into the scholars’ experiences in the six related factors, namely: students, BukSU faculty, BukSU administration, DepEd administration, work, and family. A phenomenological qualitative research design was employed. Twelve graduate student scholars were the participants of the study. The triangulation approach employing interviews, focus group discussions, and document review in the gathering of data assured the validity of the findings. Participants’ narratives on their lived experiences underwent transcriptions and analysis using Colaizzi’s method (1978). There were six (6) themes that surfaced-out from the lived experiences of the graduate student scholars, namely: Challenging yet, fulfilling Student-Learning Experiences; Satisfying Learning Experience with Wellrounded graduate faculty; Heart-warming learning experience with the BukSU Administration; Impressive support from the DepEd Administration; Pressured learning experience; and encouraging support system. A model showcasing the meaningful experiences of the graduate scholars and the attributes of how these scholars succeed in the pursuit of a graduate degree came out from these emerging themes.
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Hou, Minghui, Jing Yu e Shinji Katsumoto. "Theoretical Approaches to the Study of International Students". Critical Internationalization Studies Review 2, n. 1 (12 dicembre 2022): 53–58. http://dx.doi.org/10.32674/cisr.v2i1.5374.
Testo completoAbstract (sommario):
In current internationalization research, international students tend to be considered a homogeneous group, overgeneralized as ‘internationals’ (Lee, 2014). The ‘international student experience’ is assumed to apply to all international students, but there are nuances in international students’ experiences (Heng, 2019). Jones (2017) notes that international student experiences are influenced by their personal, familial, and institutional backgrounds. In our first essay on this topic, we introduced different methodological approaches to study international student diversity. In this second essay, we present some key theoretical approaches on which scholars can develop their study and methods to explore and analyze international students' diverse experiences in U.S. higher education.
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McBain, Bonnie, Antony Drew, Carole James, Liam Phelan, Keith M. Harris e Jennifer Archer. "Student experience of oral communication assessment tasks online from a multi-disciplinary trial". Education + Training 58, n. 2 (8 febbraio 2016): 134–49. http://dx.doi.org/10.1108/et-10-2014-0124.
Testo completoAbstract (sommario):
Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.
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Egbert, Jessica Dalby, Frank Gomez, Wenling Li e Sandra L. Pennington. "Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy". International Journal of Web-Based Learning and Teaching Technologies 10, n. 1 (gennaio 2015): 1–13. http://dx.doi.org/10.4018/ijwltt.2015010101.
Testo completoAbstract (sommario):
Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design.
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Virga, C., V. Ricco, A. DeLeonardi, C. Escudero, S. Hubert, V. Lopez e G. Aramburu. "New educational experiences. Student-centered education: an experience and its potential". Revista de la Facultad de Odontología 31, n. 3 (15 dicembre 2021): 29–34. http://dx.doi.org/10.25014/revfacodont271.2021.31.3.29.
Testo completoAbstract (sommario):
Introduction: The teaching of pharmacology has traditionally been characterized by the transmission of information where pedagogical strategies have focused on the teacher, privileging theoretical knowledge, master classes and memory tests. It isessentialto introduce new elements to increase the student's active participation in the construction of knowledge and in the evaluation of the achievement of their competences; the development of creativity and teamwork. This methodology seeks to break the notionof traditional teaching, change the idea of an evaluation by the note to an evaluation with a motivation of its own (of the student), to internalize the knowledge and make it part of its structure of thought. Objective: Develop a teaching and evaluation strategy that allows students to actively participate. Materials and methods: 172 students participated in the subject of Pharmacology and Therapeutics "B", between March and September 2017. Four individual and complementary activities were developed related to the prescription of drugs, for the evaluation of the process and performance of the students Standardized rubrics were used, a perception survey was applied to the students about the usefulness of the strategy in theirtraining. Results: The results show a good performance of the students in the prescription activities of medications, a significant improvement in the performance when comparing the results. The students consider that the strategy is useful for the development of their professional competences, it allows them to have an active role in the learning process and the evaluation methodology allows them to recognize the elements that they must reinforce in order to reach an optimal development of their competence
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Umdah Fakhiroh e Almannah Wassalwa. "The relation of Students' Educational Background toward Learning Outcome of Arabic Subject". Review of Islamic Studies 1, n. 1 (26 gennaio 2022): 35–46. http://dx.doi.org/10.35316/ris.v1i1.396.
Testo completoAbstract (sommario):
Learning the language is for understanding Arabic text and utterances. However, learning Arabic is affected by many factors, especially students' learning experience. Students who are more experienced in Arabic will be easier to achieve learning goals than less experienced ones. This study will test whether the student experience in Arabic makes a difference in learning outcomes. This quantitative research applies survey design. This study concludes that the educational background or learning experiences do not affect learning outcomes.
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Dulay, Lolita A., e Elvira Sumbalan. "Phenomenological Study of Bukidnon State University Graduate Student Scholars". CenRaPS Journal of Social Sciences 2, n. 3 (26 dicembre 2020): 373–411. http://dx.doi.org/10.46291/cenraps.v2i3.33.
Testo completoAbstract (sommario):
This study explored the lived experiences of the Bukidnon State University Graduate student scholars in the Mindanao Regions during the School Year 2014-2020. The study delved into the scholars’ experiences in the six related factors, namely: students, BukSU faculty, BukSU administration, DepEd administration, work, and family. A phenomenological qualitative research design was employed. Twelve graduate student scholars were the participants of the study. The triangulation approach employing interviews, focus group discussions, and document review in the gathering of data assured the validity of the findings. Participants’ narratives on their lived experiences underwent transcriptions and analysis using Colaizzi’s method (1978). There were six (6) themes that surfaced-out from the lived experiences of the graduate student scholars, namely: Challenging yet, fulfilling Student-Learning Experiences; Satisfying Learning Experience with Well-rounded graduate faculty; Heart-warming learning experience with the BukSU Administration; Impressive support from the DepEd Administration; Pressured learning experience; and encouraging support system. A model showcasing the meaningful experiences of the graduate scholars and the attributes of how these scholars succeed in the pursuit of a graduate degree came out from these emerging themes.
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Slabber, Helen, e Karien Henrico. "Simulated clinical scenarios: The experiences of Emergency Care Practitioner students". South African Journal of Pre-hospital Emergency Care 3, n. 1 (2022): 10–18. http://dx.doi.org/10.24213/3-1-4964.
Testo completoAbstract (sommario):
Background: Simulation education as a strategy is used extensively in Emergency Medical Care Departments. The literature in this field strongly suggests positive effects on patient safety and student-readiness. Simulation education strategies often fail to address the student experiences in the classroom. The aim of this study was to explore how Emergency Care Practitioner (ECP) students experience simulated clinical scenarios. Methods: This study was conducted at a South African University in the Gauteng province. Data was collected through semi-structured interviews. Convenience sampling was used to recruit participation. Data saturation occurred after six interviews. Open coding was used to code the transcripts. Results: ECP students experienced simulated clinical scenarios to be a highly beneficial teaching and learning experience, but experienced simulation as a nerve-racking assessment tool that requires excellent debriefing and feedback to improve its effectiveness. High-fidelity simulation scenarios, that are built on real-life context, are received most favourably by students. Conclusions: ECP Students find simulated clinical scenarios to be valuable in their education. To achieve a favourable simulation experience for ECP students excellent debriefing and feedback protocols need to be implemented. Availability of time to practise in the simulation laboratory is limited and students feel limited by this.
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Palmer, Yolanda Michelle. "Student to Scholar: Learning Experiences of International Students". Journal of International Students 6, n. 1 (1 gennaio 2016): 216–40. http://dx.doi.org/10.32674/jis.v6i1.489.
Testo completoAbstract (sommario):
The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger’s (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar framework sheds new light on the phenomenon of being an international graduate student. The arguments within the paper counter traditional views of learning as occurring solely through classroom engagements and offers that international graduate students learn and achieve “scholar” status through situated practice, professor mentoring and triple learning. Data were captured through observations and in-depth phenomenological and semistructured interviews.
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Adewui, Abalo. "Host Students’ Perspectives on Crosscultural Student Teaching Experiences". International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 9, n. 1 (2009): 1–10. http://dx.doi.org/10.18848/1447-9532/cgp/v09i01/39696.
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Wibberley, Christopher, e Claire Hamshire. "Fitting in with the team: Facilitative mentors in physiotherapy student placements’". Teaching & Learning Inquiry 5, n. 2 (25 settembre 2017): 80. http://dx.doi.org/10.20343/teachlearninqu.5.2.7.
Testo completoAbstract (sommario):
Clinical placements are central to physiotherapy students’ education, providing an environment in which students can apply learning they have been introduced to in academic settings. However placement learning has been identified as fraught with problems and resultant stress, and there is limited evidence available on what exactly makes a good placement for physiotherapy students. This paper reports on selected findings from a study exploring narratives of physiotherapy students over three years, relating to their overall experiences of being a student. A narrative prompt provided an opportunity for the students to speak about ‘episodes’ of their learning experiences. A number of these ‘episodes’ related to the students’ experiences of clinical placements; thus it was decided to extract these from the narratives and undertake a separate qualitative analysis of these placement experiences. The majority of the students reported positive experiences of placements overall; however, it was clear that some placement teams and mentors did not support students appropriately. A welcoming team and a mentor who facilitated learning from an individual student perspective were considered to be key to a good placement experience, whilst an unwelcoming team and a mentor who objectified the student resulted in bad placement experiences.
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Dorasamy, Nirmala. "Reflections on Work Integrated Learning". International Review of Qualitative Research 5, n. 1 (maggio 2012): 105–8. http://dx.doi.org/10.1525/irqr.2012.5.1.105.
Testo completoAbstract (sommario):
This article uses a nontraditional form to provide insight into the experiences of students and mentors during work integrated learning, through poetry pieces. Mentors play a pivotal role during the period of experiential learning, during which student exposure to the world of work has to be nurtured, thereby ensuring that the experience is mutually beneficial to both the student and the mentor. The author is one of the mentors for students engaged in work integrated learning for three months in their final year of study toward a national diploma in public management. Students and mentors reflect on their experiences through feedback reports, which constitute an important part of reviewing the work integrated learning experience. With these resources, the author explores the experiences of students and mentors through poetry. Such a qualitative approach provides valuable insight into their experiences, which underscores the impact of work integrated learning on student preparation for the world of work. Further, the poetry pieces are employed to highlight the roles and responsibilities of students and mentors in the work integrated learning relationship.
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Hardy, Joanne. "Starting out - student experiences". Nursing Standard 19, n. 41 (22 giugno 2005): 31. http://dx.doi.org/10.7748/ns.19.41.31.s32.
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Huang, Lanxi, Margaret L. Kern e Lindsay G. Oades. "Experiences of Chinese international students living in Australia: Wellbeing from "we" to "me"". International Journal of Wellbeing 12, n. 3 (1 ottobre 2022): 81–100. http://dx.doi.org/10.5502/ijw.v12i3.1915.
Testo completoAbstract (sommario):
Whilst there is evidence of subjective wellbeing being related to academic success, good performance within and beyond university, degree attainment, and positive subsequent physical, mental, economic, and social outcomes in the university student population, less is known on how different student populations perceive, experience, and cultivate wellbeing. The current study explored the perspectives and experiences of one such population: Chinese international students at several universities across Australia. Semi-structured interviews with 30 students indicated that participants mainly experienced wellbeing through experiences of competence, feeling supported by family and friends, low levels of pressure, and giving to others. Almost half of the participants believed that people around them had low wellbeing. Students indicated drawing upon intrapersonal activities as the primary pathway to support their own wellbeing, whereas they pointed to interpersonal activities to support other’s wellbeing. The findings show the mismatch between students’ wellbeing experiences and pathways, shed light on understanding students’ wellbeing in the higher education context, and identify some of the contextual and cultural factors that contribute to wellbeing experiences and pathways. Implications for interculturally nuanced approaches to understanding and supporting wellbeing are considered
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Adegbite, Waliu, e Cookie M. Govender. "Effect of undergraduate student age on work-integrated learning preparation and experience". EUREKA: Social and Humanities, n. 5 (30 settembre 2021): 101–12. http://dx.doi.org/10.21303/2504-5571.2021.002015.
Testo completoAbstract (sommario):
Work-integrated learning (WIL) is a strategy to create effective talent pools and meet business needs for competent and work-ready graduates. There are limited empirical studies on how WIL student demographic profiles (i.e., age) may affect the effectiveness of WIL projects and learning experience. Guided by the research question: Does undergraduate student age affect WIL preparation and experience? A survey was conducted through a quantitative approach among final year undergraduate students who participated in the WIL programme. Sixty-six copies of the questionnaire were distributed, forty retrieved and consider valid for further analysis. Data were analysed using descriptive and inferential statistics. Findings show that age could be an important factor in a student's WIL experience. Students in the age group of 21 years may have better WIL experiences than younger or older WIL students. Although age is not considered a major factor in determining overall WIL experiences, student demographical information is important for successful WIL projects. Findings further show that WIL preparation is an important factor towards better WIL project outcomes and enhanced student experiences. This paper adds to the body of knowledge on WIL student demographic considerations and creates awareness that student demographics must be considered if WIL projects are to be successful.
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Jung, Sol Bee, e Amy Lynne Shelton. "Good News! New is Good: Novelty as a Key Feature of Advanced Academic Programs that Create Positive Learner Experiences". Gifted Child Today 46, n. 1 (27 novembre 2022): 38–47. http://dx.doi.org/10.1177/10762175221131067.
Testo completoAbstract (sommario):
This study sought student voices to examine the key characteristics of an out-of-school learning experience, designed to provide enrichment to students with above grade level academic talent. Using open-ended questions on a program evaluation survey, the study gauged the perceptions of 205 students who partook in a university-based academic summer program in Greece. Data analysis took a content analysis approach, which identified the major themes of student perceptions regarding their program and in-course experiences. By triangulating these responses with student ratings of overall satisfaction, we found that the experience of novelty was a key factor that set apart highly satisfying program and course experiences from less satisfying experiences. Another key finding with implications for future program design was that students perceived and depicted such novelty in two distinct forms, namely, content novelty and pedagogical novelty.
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Culpepper, Dawn, Michael A. Goodman e Lauren Norris. "Linked Lives: The Experiences of Higher Education and Student Affairs Doctoral Students and Their Partners". Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 105–23. http://dx.doi.org/10.28945/4554.
Testo completoAbstract (sommario):
Aim/Purpose: This study examines how higher education and student affairs doctoral students and their partners navigate the graduate school experience through the lens of linked lives. Background: Enhancing doctoral students’ ability to integrate their academic and personal lives can contribute to positive student outcomes such as retention and satisfaction. Yet, many features of graduate education may undermine students’ ability to maintain their romantic relationships. Methodology: This study draws from joint and individual interviewers with six couples (12 individuals), wherein one partner was a doctoral student in higher education or student affairs. Contribution: Many studies examine work-life integration for faculty members, but much less research seeks to understand how academia affects the experiences of graduate students and their partners. This study contributes to the literature on graduate student work-life integration by putting couples at the center of analysis, using theories of linked lives, and considers implications for doctoral students and graduate training programs in higher education and student affairs. Findings: Our findings revealed three main ways that doctoral students and their partners navigated graduate education: shared decision-making; negotiating, turn-taking, and trading off; and strategically integrating or dividing academic and personal lives. Recommendations for Practitioners: Graduate programs and institutions can enhance work-life integration and the experiences of doctoral students and their partners by incorporating discussion of dual-career concerns into the recruitment/admissions process and considering work-life concerns throughout the doctoral experience. Recommendation for Researchers: Applying the theoretical framework of linked lives brings visibility to a layer of the graduate student experience previously made invisible: the role of student’s partners. Impact on Society: By recognizing the work-life experiences of higher education and student affairs doctoral students and their partners, this study challenges graduate training programs to consider how to change or enhance the resources and structures offered to graduate students in ways that contribute to satisfaction and retention. Future Research: Longitudinal examination of doctoral students and their partners over time and comparison of experiences of couples in different fields/disciplines.
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Dickson, Martina. "Student mothers’ experiences of workplace internship". Journal of Workplace Learning 31, n. 7 (20 agosto 2019): 465–80. http://dx.doi.org/10.1108/jwl-12-2018-0151.
Testo completoAbstract (sommario):
Purpose Within any vocational university degree, a placement in a workplace normally forms an integral part of developing professional skills and provides an opportunity for students to put into practice theoretical knowledge they have acquired through academic courses. For student mothers, keeping up with their studies whilst juggling their domestic responsibilities can become even more challenging than usual during work placements. This paper aims to document the narratives of ten student mothers who have been carrying out workplace internships in the United Arab Emirates (UAE). Design/methodology/approach This paper uses qualitative methodology to explore, by interview, the experiences of student mothers undertaking a 12-week teaching internship during their final degree year. The study aimed to document the factors which have allowed the students to successfully complete their internships, as well as their comparative thoughts on the differences between college and workplace settings. An additional aim was to find out the student mothers’ own suggestions and advice to institutions, and to others in their situations, to optimize support and preparation prior to work placements. Findings It was found that while the student mothers experienced stresses such as arranging childcare, coping with different commutes and working schedule patterns, peers and school mentor teachers were an enormous source of support and empathy for the students. Supportive school mentors often influenced the students’ outcomes. Personal emotional reserves and intrinsic motivation were also key to success. Ways in which student mothers can be supported and retained by both workplaces and educational institutions are discussed. Originality/value The study of student mothers is unique both in its geographical context and in that the study looks specifically at both how they cope with the challenges of the workplace and how this is experienced differently to their normal lives at university.
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Dennehy, Sally. "‘Miss, is anthropology about studying ants?’ An experience of university Widening Participation activities reflected upon by a teacher of the rural working-class". Teaching Anthropology 10, n. 1 (3 agosto 2021): 95–100. http://dx.doi.org/10.22582/ta.v10i1.593.
Testo completoAbstract (sommario):
As an English teacher and student of anthropology, I have experienced how rural and urban students have different experiences of access to university. This paper is a reflection on the lived-experience of widening participation activities, considering location as a factor of inequality. These experiences raise observations about familiarity as an important concept for considering university study, and exposes how some students are currently strangers to widening participation provision. In contemplating how these circumstances come about, I conclude by proposing some potential solutions for widening participation in the future.
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Haeger, Heather, e Carla Fresquez. "Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences". CBE—Life Sciences Education 15, n. 3 (settembre 2016): ar36. http://dx.doi.org/10.1187/cbe.16-01-0016.
Testo completoAbstract (sommario):
Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.
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James, Alton. "Improving Student Success for Diverse Students Utilizing Competency-Based Education". Cultural and Pedagogical Inquiry 11, n. 2 (17 settembre 2019): 67–77. http://dx.doi.org/10.18733/cpi29485.
Testo completoAbstract (sommario):
This research aims to conduct exploratory research on the myriad issues that traditionally underserved students face in average higher education settings and poses a potential curricula and pedagogical solution. Particularly within the humanities, subjectivity can sometimes be infused into the curricula and pedagogy, and student assessment; and may impact student examination scores and overall success. In assessing student work through competency-based education (CBE), underserved students can inject their own experiences into the learning environment. Such participation potentially yields significant learning experiences for the entire teaching-learning pipeline and everyone involved (student, teacher, and classmates). Essentially, the utilization of CBE can allow traditionally underserved students to experience their education at their own pace. CBE has the potential to more sufficiently tend to the holistic needs of the student as well.
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Schofield, Anne. "An Investigation into the Practices of a Class of Field-Based Student Educators Working in Linguistically Diverse Early Childhood Centres". Australasian Journal of Early Childhood 32, n. 2 (giugno 2007): 23–27. http://dx.doi.org/10.1177/183693910703200205.
Testo completoAbstract (sommario):
TWENTY EARLY CHILDHOOD STUDENT educators were surveyed on their teaching practices when working with children learning English as a second language in early childhood centres in New Zealand. The bilingual and trilingual participants stated that their practices were based on their own language learning experiences, theories learned in class and practices modelled by experienced educators. Monolingual participants, with no second language learning experiences, stated that their practices were based on theories and observations of other teachers. This seems to highlight the importance of experiences in the field for all student educators, but especially for those with no personal experience of second-language learning. The field-based mode of study is identified as a successful way of providing this experience, as it requires students to work at a centre during their training. This provides them with ongoing opportunities to apply and consolidate knowledge gained in the classroom, and to observe and critically analyse their own practice and that of others.
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Langenau, Erik, Sarah B. Frank, Sarah J. Calardo e Michael B. Roberts. "Survey of Osteopathic Medical Students Regarding Physician Shadowing Experiences Before and During Medical School Training". Journal of Medical Education and Curricular Development 6 (gennaio 2019): 238212051985204. http://dx.doi.org/10.1177/2382120519852046.
Testo completoAbstract (sommario):
Introduction: Shadowing a physician is an observational experience which includes a student observing a licensed healthcare provider caring for patients. Shadowing is commonly done by students before and during medical school, but little is known about the nature or extent of these extra-curricular observational experiences. Objective: We hypothesized that shadowing experiences were common yet variable. We investigated the prevalence, nature, and perceived value of medical student experiences with shadowing physicians (both before and during medical school). Methods: This survey-based study was non-experimental with a cross-sectional convenience sample of osteopathic medical students about their shadowing experiences before and during medical school. The survey was sent to all matriculated osteopathic medical students (OMS1-4) for the 2017 to 2018 academic year from two medical schools: Philadelphia College of Osteopathic Medicine (PCOM) (1084 total students) and PCOM-Georgia (554 total students). The final survey instrument included three sections: demographics (6 questions), pre-medical shadowing experiences (21 questions), and medical student shadowing experiences (24 questions). Results: Respondents (357) identified themselves as OMS1 (96), OMS2 (89), OMS3 (73), OMS4 (95) and other (2, OMS5) with enrollment at PCOM-Philadelphia (242) and PCOM-Georgia (115). Among survey respondents, 339 (95.5%) reported shadowing a physician as a pre-medical student, and 110 (30.8%) reported shadowing (outside of their required clinical rotations) a physician during medical school. Requirements to participate were inconsistent; fewer than 50% of shadowing experiences required Health Insurance Portability and Accountability Act of 1996 (HIPAA) training, proof of vaccination, or purified protein derivative (PPD) documentation. In addition to observation, pre-medical and medical students, respectively, participated in history taking (44 [13%], 47 [42.7%]), physical examinations (45 [13.3%], 44 [40%]) and procedures (13, [3.8%], 20 [18.2%]) during their shadowing experiences. Motivations to participate in shadowing varied between pre-medical and medical student experiences, but both groups mentioned their desire to learn more about a particular discipline, obtain letters of recommendation, and gain patient care experience. Students recommended both pre-medical (273 [80.5%]) and medical school (93 [84.5%]) shadowing to future students. Conclusion: Shadowing remains a common and important tool for students to learn about patient care, medicine and careers. The nature of each shadowing experience and participation requirements are quite variable. Measures to ensure patient safety, confidentiality, liability and supervision are inconsistently applied. Promoting guidelines, as well as codes of conduct, for shadowing could serve as a helpful resource for students, academic advisors and supervising clinicians.
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Carberry, Adam Robert, Hee-Sun Lee e Christopher W. Swan. "Student Perceptions of Engineering Service Experiences as a Source of Learning Technical and Professional Skills". International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 8, n. 1 (4 giugno 2013): 1–17. http://dx.doi.org/10.24908/ijsle.v8i1.4545.
Testo completoAbstract (sommario):
A dramatic increase in engineering student participation during the last decade indicates heightened student and faculty interest in engineering service experiences. The first step towards understanding why students are drawn to such opportunities is to examine how students perceive engineering service experiences as an important source of learning technical and professional skills involved in the engineering disciplines. The following study investigates how students compare their service experience with their traditional coursework experience as a source of learning professional and technical skills in engineering. Students’ perception of where they learned professional and technical knowledge or skills provides an insight into the potential impact service-based interventions creates. This study compares service experiences with traditional coursework-based learning to examine the impact of service on students’ perception of learning sources. Students participating in an eclectic and large variety of engineering service experiences were surveyed. Engineering students on average identified that 45% of what they have learned about technical skills and 62% of what they have learned about professional skills was gained through their engineering service experience. Female students credited service experiences as their source of both professional and technical skills significantly higher than male students, and were consistent across academic years. Engineering students’ perceive service-based learning experiences, relative to their traditional course-based learning, to significantly impact what they know about technical and professional engineering outcomes.
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Wright, Cynthia J., e Eva M. Frank. "Survey of International Experience Opportunities for Athletic Training Students and Faculty". Athletic Training Education Journal 15, n. 3 (1 luglio 2020): 186–93. http://dx.doi.org/10.4085/150120034.
Testo completoAbstract (sommario):
Context International topics in athletic training are gaining recognition. Particularly interesting are opportunities for athletic training students to gain international experiences and develop cultural competence through study abroad. However, little is known about current international experience opportunities for these students. Objective To identify international experience opportunities for athletic training students, investigate student and faculty participation, and describe characteristics of institutions and programs offering such experiences. Design Survey. Setting Online. Patients or Other Participants All directors of Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs were recruited. The response rate was 41.9% (163/389). Data Collection and Analysis An e-mail soliciting participation was sent in January 2019. The online survey had 4 sections: (1) questions about athletic training–related international experiences, (2) questions about discipline-related international experiences, (3) questions about athletic training faculty or student participation, and (4) demographic questions about the program or institution. Data were analyzed descriptively. The characteristics of programs offering athletic training–related international experiences were compared with programs offering discipline-related international experiences using χ2 tests for degree level, institution type, and athletic division. Results Twenty-nine programs (17.8%) offered athletic training–related international experiences and 68 programs (41.7%) offered discipline-related experiences. Private universities were more likely to offer an athletic training–related experience, and public universities more likely to offer a discipline-related experience (χ2 = 4.197, df = 1, P = .04). There were no other differences between institution types, program degree levels, or athletic divisions (all P > .05). Some programs reported no recent athletic training student (44%) or athletic training faculty (58%) participation in any international experience. Conclusions A minority of programs currently offer either athletic training–related or discipline-related international experiences. Characteristics of available programs vary widely. To keep pace with professional globalization, future work should identify ways to develop international experiences.
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Starr-Glass, David. "Significant learning experiences and implied students". On the Horizon 28, n. 1 (24 gennaio 2020): 55–62. http://dx.doi.org/10.1108/oth-09-2019-0067.
Testo completoAbstract (sommario):
Purpose This paper reflects on and seeks to reconcile and to consolidate two bodies of literature. The first deals with course design in higher education, particularly with efforts to create significant learning experiences. The second body of literature, which is considerably less well-known, considers the implied student – the intended or preconceived student for whom these learning experiences are created. Significant learning experiences are created by instructors for students, not for themselves. Thus, a critical condition for success in course design is to examine and interrogate the implied student that instructors had in mind and to reconcile those preconceived notions with the actual students who populate the learning space. Design/methodology/approach The paper is a critical reflection on the literature and the author’s experience in designing college level business and economics courses and in attempting to create significant learning experiences in those courses. The study reflects on practice, reviews the relevant literature, and is speculative in nature. It is not empirically based and may well have limited generalizability. However, it is hoped that this paper will promote further exploration of the implied student construct and will lead to further research into the misalignment of expectations and outcomes between implied students and actual students. Findings The paper contends that there is inevitably a gap – for both the instructor and the learner – between the expectations and outcomes that are anticipated for implied students and realized by actual students. It suggests that recognition of this gap is a critical element in designing significant learning experiences for actual learners. The paper further suggests that success in creating these experiences is improved through reconsidering the implied student stereotype, engaging with actual students and instructor-led communication of the implicit goals and outcomes of the course. Originality/value Students are best served if they engage in learning spaces thoughtfully centered on significant learning experiences. However, learning environments are often constructed around envisaged students who are defined by the learning expectations, pedagogic philosophies and ideological biases of the instructor. This paper provides value by encouraging instructors to explore their preconceptions of the implied student and creating and facilitating learning environments that recognize, appreciate and respond to the actual students who will populate them. Further, the paper highlights “the implied student,” which has gained considerable traction in Nordic countries but only limited attention in the USA and UK.
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McErlain-Naylor, Stuart A. "Experiences of Undergraduates Publishing Biomechanics Research". Journal of Applied Biomechanics 36, n. 5 (1 ottobre 2020): 351–59. http://dx.doi.org/10.1123/jab.2020-0069.
Testo completoAbstract (sommario):
The aim of this study was to investigate student experiences of publishing undergraduate research in biomechanics. A total of 29 former students with experience of publishing peer-reviewed undergraduate biomechanics research completed an online survey regarding their perceived benefits, level of involvement, and experiences in aspects of the research process. On average, students perceived their experiences to be “largely helpful” or greater in all aspects. Areas were identified corresponding to: the greatest perceived benefits (eg, understanding of the research process); the least perceived benefits (eg, statistical analysis skills); the greatest student involvement (eg, reading relevant literature); and the least student involvement (eg, developing hypotheses and/or methods). A thematic analysis of open question responses identified themes relating to: future career, skills, scientific process, intra- and interpersonal factors, and pedagogy. Common intended learning outcomes may be achieved through involvement in the research process independently of the level of staff involvement. Staff should be encouraged to involve students in publishable biomechanics research projects where this is possible without compromising research standards and should explore ways of recreating the publishing process internally for all students.
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Grimm, Adam Thomas, Dana Kanhai e Jessica Landgraf. "International Student Spouses and the English Language". Journal of International Students 9, n. 4 (15 novembre 2019): 1172–90. http://dx.doi.org/10.32674/jis.v9i4.583.
Testo completoAbstract (sommario):
In the context of the internationalization of U.S. higher education, millions of international students have come to study at U.S. institutions. Some students, particularly those pursuing advanced degree, bring their spouses. As part of a larger study, we set out to examine the experiences of international student spouses at a Midwestern university. This article examines the experiences from the perspective of grappling with the English language, a theme cross-cutting through spouses’ experiences. Experiences with English, the focus of this article, are both a discrete element of spouses’ lived experiences and a useful way to understand challenges and opportunities not directly related to language. Utilizing qualitative case study techniques, we found that English language is experienced through anxieties as well as ambitions by the participants in our study.
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Hoare, Tony, e Jon Lightfoot. "Student funding, student retention and student experiences: perspectives from Bristol". Widening Participation and Lifelong Learning 17, n. 3 (5 ottobre 2015): 110–25. http://dx.doi.org/10.5456/wpll.17.3.110.
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Kearney, Treasa, James Bailey, Matthew Tickle, Fotios Misopoulos e Dale Heywood. "Key attributes of online learning environments: Creating positive student experiences". Developing Academic Practice: Volume 2022, Issue January 2022, January (1 gennaio 2022): 1–18. http://dx.doi.org/10.3828/dap.2022.1.
Testo completoAbstract (sommario):
To address the growing interest in student experience, this research examines how online learning environments (OLEs) can help facilitate positive experiences for students. The paper addresses how OLEs are perceived by students in their service offering (i.e. the attributes that the OLE offers). Through applying an innovative laddering technique with thirty-eight students, students themselves analysed and identified the attributes, consequences, and values of the OLE. Four key attributes were identified by the students that educators should consider when choosing OLEs to deliver their service offering: 1) accessibility; 2) ease of use; 3) all in one place; and 4) interactivity. This paper contributes to the student experience literature by identifying how student engagement with these particular attributes can lead to well-being, success, and self-actualization for the students.
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Kavannagh, Jane, Aine Kearns e Tanya McGarry. "The benefits and challenges of student-led clinics within an Irish context". Journal of Practice Teaching and Learning 13, n. 2-3 (22 ottobre 2015): 58–72. http://dx.doi.org/10.1921/jpts.v13i2-3.858.
Testo completoAbstract (sommario):
Student-led clinics are being established internationally as a means of practice education within a variety of disciplines. These clinics can provide opportunities for students in health care professions to have ‘real life’ clinic experiences while also providing beneficial outcomes for service users. This paper reviews the preliminary experiences from thirteen uni-disciplinary student-led clinics (thirty two students in total) in the disciplines of Occupational Therapy (OT), Speech and Language Therapy (SLT) and Physiotherapy (PT). These clinics were part of the placement experience of the students in an Irish University between 2011 and 2013. Clinical Education Quality Audit (CEQA) questionnaires (Ladyshewsky & Barrie, 1996) were used to explore the student experience of these placements, and practice educators were given an opportunity to discuss the benefits and challenges of the placements with the University Practice Education team. The data collected was analysed using thematic analysis. A number of themes emerged from the data: Environment, Organisational issues, Professional development / growth, and Relationships. These themes highlighted both positive and challenging features of the placement experiences. This paper will discuss the benefits and challenges of these student-led clinics and outline that overcoming challenges may be an additional important aspect of learning in innovative clinical experiences
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Wagg, Amanda J., e Kate Morgan. "Online Virtual Nursing Placements: A Case Study on Placement Expansion". SAGE Open Nursing 8 (gennaio 2022): 237796082211173. http://dx.doi.org/10.1177/23779608221117392.
Testo completoAbstract (sommario):
Introduction A need to increase student placements, in a culture that is under unprecedented demand, means that practice providers and partner higher education institutions need to find new and innovative ways to ensure quality learning experiences for students. Virtual placements are just one way of providing student placements, and this study presents a case for this. Objective This research aims to explore the student’s experience of virtual blended placements and to consider future sustainability. Method This is a qualitative, exploratory study observing the attitudes, thoughts, and feelings of student nurse experiences of online virtual nursing placements. Key cases were identified, and two participants were asked to reflect upon their experiences of the blended virtual learning placement. Student evaluations, and virtual placement day plans, form part of the data collection, and results are presented in a theory building and comparative approach, adopting pattern matching. Results Three themes emerged from the narratives, supported by student evaluations and day plans. Students reviewed the placement positively in that they were able to achieve their required practice proficiencies. Second, they discussed the way in which the virtual days were facilitated and that building relationships with professionals and peers while on placement was of high importance. Conclusion This case study presents a novel and unique student experience within a 0–19 community nursing service, which through 3 days of practice placement supported by two virtually taught days, students were able to reach their practice proficiencies. This virtual placement model offers a unique way to reduce the pressures on frontline staff and enriches the students’ experiences.
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Ozdemir Baki, Gulsah, e Elif Kilicoglu. "The Skills of Mathematics Teachers with Different Professional Experiences to Notice the Evidence of Student Thinking". International Journal of Research in Education and Science 7, n. 4 (10 ottobre 2021): 1226–44. http://dx.doi.org/10.46328/ijres.2404.
Testo completoAbstract (sommario):
There are different types of evidence that reflect students' thinking in classroom interactions. Student discourse, gestures, actions can be shown among these. The aim of the current study is to reveal the skills of secondary mathematics teachers with different professional experiences to notice different types of evidence of student thinking. For this aim, the study was designed within the context of a case study, one of the qualitative research methods. The data of the study were obtained through video-based interviews with five secondary mathematics teachers. Six video episodes containing different types of evidence for video-based interviews were shown to teachers. In the interviews, targeted questions were asked to reveal what types of evidence the participating teachers took into account in the videos they watched, how they interpret these types of evidence, and what kind of instructional decisions they suggested. The types of evidence that teachers noticed in the videos and how they made sense of the evidence were analyzed qualitatively. Various findings have been revealed depending on the different professional experiences of the teachers. First, experienced (5 years and above) teachers paid more attention to the types of verbal evidence of student thinking. Student statements and questions were more visible to experienced teachers, especially among oral evidence. Second, the evidence-based comments described by the experienced teachers were aimed at drawing more conclusions. However, it is noteworthy that teachers who make inferences based on student's cognitive thinking also attend postgraduate education or professional experience courses. Third, the instructional decisions of experienced teachers who attended postgraduate education and professional experience courses, based on student thinking, were mostly related to specific mathematical subjects.
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Kallail, K. James, Pam Shaw, Tyler Hughes e Benito Berardo. "Enriching Medical Student Learning Experiences". Journal of Medical Education and Curricular Development 7 (gennaio 2020): 238212052090216. http://dx.doi.org/10.1177/2382120520902160.
Testo completoAbstract (sommario):
Objective: Medical students should develop skills in assessing their own learning needs and developing strategies to meet those needs. Medical curricula should be designed to provide active and enriching ways to explore medicine beyond the classroom. The program should enrich the elements of motivation, discovery, innovation, social services, cultural exploration, and personal development. The University of Kansas School of Medicine instituted a new curriculum in 2017 called ACE (Active, Competency-based, and Excellence-driven). Eight 1-week courses of enrichment experiences are embedded within the first 2 years of the curriculum. Methods: After each of 8 medical content blocks, students are required to participate in a 1-week, nongraded enrichment experience according to their own learning needs and interests. Students choose the type of enrichment activities including clinical experiences, professional development, leadership development, research and scholarly activity, and community engagement. Students select their top enrichment choices and a computer lottery makes the assignments from their designations. Students engaged in research and scholarly activity are guided to appropriate research mentors. Results: A total of 196 enrichment activities at 3 campuses were developed for 211 students during the first 2 years of medical school. Most students selected clinical experiences with enrichments available in most medical specialties and subspecialties. Students also use enrichment weeks to conduct research/scholarly activity, particularly those students pursuing the Honors Track. A total of 2071 enrichment experiences were completed in the first 2 years. Conclusions: Most enrichments involved clinical experiences, although research/scholarly activity and professional development enrichments also were popular. Evaluations from students and antidotal data suggested enrichments are popular among students and a good change of pace from the usual rigorous activities of the curriculum. Because of the large number of experiences required to conduct the enrichment weeks, a continuous process of evaluation is required to maintain the program. Therefore, flexibility is required to administer the program.