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Автор: Grafiati

Опубліковано: 11 вересня 2023

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1

Wang, Yicheng. "A Brief analysis of the Division of Labor Between College Counselors and Class Teachers." International Journal of Education and Humanities 7, no. 2 (February 28, 2023): 9–12. http://dx.doi.org/10.54097/ijeh.v7i2.5251.

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Homeroom teachers and counselors, as the main educators and organizers of college students' classes, play a crucial role in the collective construction of college students' classes and the generation of college talents. All colleges and universities have introduced relevant policies and regulations for the ideological and political education of college students and daily student management, and most colleges and universities have implemented the dual-track student management mode of counselor + class teacher. This paper will take Jiujiang University as an example to investigate the division of labor mode of counselor + class teacher in each secondary college, and combine the number of students, major Settings, and teacher conditions. The paper analyzes the scientificity and rationality of the division of labor mode between counselors and class teachers and puts forward some suggestions for improving the division of labor mode between different classes of counselors and class teachers.

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2

Agarwal, Dr Alok, and Dr Sandhya Vaid. "How to improve attendance of degree college students in post pandemicera." International Journal of Multidisciplinary Research Configuration 2, no. 3 (July 28, 2022): 8–13. http://dx.doi.org/10.52984/ijomrc2302.

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Various academic programs are run in degree colleges. Students select a program for award of certificate/diploma/degree. Degree colleges are affiliated either to state or central university. Certain minimum marks or grade is necessarily required to obtain for the award of degree which depends upon the performance of degree college students in internal/external examination. To appear in examination a bare minimum attendance is required by the student. Students having attendance below threshold mark are not permitted to appear in evaluation tests. Threshold attendance (Tatt) may vary from college to college or affiliated universities. Generally Tatt vary from 60-85 %. Some degree colleges allow grace in Tatt to students on medical grounds. [1-3] Covid pandemic emerged with new style of teaching i.e online classes. Students are not required to appear in degree college or attend classes. Instead students login their computers/laptops/mobiles for learning. Previous system is now called offline and new system is called online. Whichever was the system the students use to attend regular classes to gain subjective or practical knowledge through teacher-student interaction. However data collected from 277 students of 2019 undergraduate (UG) batch of Chinmaya Degree College Haridwar (CDC) revealed that attendance of students both in offline and online classes declined after post Covid time. Paper discuss the reasons for declining attendance and ways to improve attendance of students in a degree college. [4-6] Key Words : Attendance, Pandemic, Offline, Online, Threshold attendance

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3

Bower, B. "College Classes Spur Lifelong Math Memory." Science News 138, no. 24 (December 15, 1990): 375. http://dx.doi.org/10.2307/3975037.

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4

Sadker, Myra, and David Sadker. "Ensuring equitable participation in college classes." New Directions for Teaching and Learning 1992, no. 49 (1992): 49–56. http://dx.doi.org/10.1002/tl.37219924906.

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5

BARNEY, David, and Kelsey Higginson. "Student Voices for Why College Students’ Take Physical Activity Classes When it is not required for Graduation." Asian Journal of Physical Education & Recreation 23, no. 1 (June 1, 2017): 6–14. http://dx.doi.org/10.24112/ajper.231764.

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The time in college is a time to prepare to go out into the world and be a contributing member of society. Typically, a college education should take four years to complete. Many colleges are eliminating the physical activity requirement for graduation, hoping that it will aid the student in graduating in a timely manner. Yet, students still take physical activity classes while working towards graduation. For this study 420 college students (235 males & 185 females) participated in this study. Students in physical activity classes at a private university of the western United States completed a survey in regards to why they take physical activity classes even when it is not required for graduation.The surveys asked the student’s respond and explain why they are taking physical activity classes. Generally, it was found that students take physical activity classes to have fun along with other reasons.

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6

Chen, Chen, Stuart Jeckel, Gerhard Sonnert, and Philip M. Sadler. "“Cowboy” and “Cowgirl” Programming: The Effects of Precollege Programming Experiences on Success in College Computer Science." International Journal of Computer Science Education in Schools 2, no. 4 (January 31, 2019): 22–40. http://dx.doi.org/10.21585/ijcses.v2i4.34.

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This study examines the relationship between students' pre-college experience with computers and their later success in introductory computer science classes in college. Data were drawn from a nationally representative sample of 10,197 students enrolled in computer science at 118 colleges and universities in the United States. We found that students taking introductory college computer science classes who had programmed on their own prior to college had a more positive attitude toward computer science, lower odds of dropping out, and earned higher grades, compared with students who had learned to program in a pre-college class, but had never programmed on own, or those who had never learned programming before college. Moreover, nearly half of the effect on final grades was mediated by a positive attitude toward computing.

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7

Farooqi, Muhammad Tahir Khan, Hafiz Muhammad Ather Khan, and Ghulam Qambar. "Cost Effectiveness of Teachers Working at Government and Private Colleges." Global Social Sciences Review III, no. II (June 30, 2018): 343–55. http://dx.doi.org/10.31703/gssr.2018(iii-ii).19.

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The paper analyses cost and effectiveness of academic staff working at government and private colleges district Bahawalpur. Therein, it focuses, (a) comparison of cost between private and Government Colleges, (b) finding the sector which readily adopts new trends in education through costeffectiveness, (c) evaluates the use of resources in government and private college in terms of quality efficacy, and (d) compare the achievement in education in government and private sector by utilizing cost-effectiveness analysis. Survey approach was used for data collection. So, two separate questionnaires were developed on a five point Likert scale. Cost and effectiveness in government and private college were then reviewed. The sample was selected from the universe of teachers and Parents of Bahawalpur district. Data were then analysed and presented through means and t-test. Major findings of the study indicated government college teachers’ salary fall between 50,000 to 100,000 and private college salary 20,000 to 50,0000. Majority of teachers in both sectors teach undergraduate and graduate level classes. Very few teachers teach higher level classes. Government college teachers show more flexibility in their behaviour as claimed by respondents, than their private counterparts. Private college did superior work in the category of ethic than Government College. It is observed that private college teachers encourage the students learning by doing in the classroom more than Government College.

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8

Urkude, Nainsi. "Live College Classes & Assessment based System." International Journal for Research in Applied Science and Engineering Technology 9, no. 5 (May 31, 2021): 1317–20. http://dx.doi.org/10.22214/ijraset.2021.34438.

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9

Sexton-Radek, Kathy. "College Student Sleep Quality Following Sleep Classes." Health 12, no. 10 (2020): 1409–14. http://dx.doi.org/10.4236/health.2020.1210102.

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10

Bykerk-Kauffman, Ann. "Using Cooperative Learning in College Geology Classes." Journal of Geological Education 43, no. 4 (September 1995): 309–16. http://dx.doi.org/10.5408/0022-1368-43.4.309.

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11

Wineburg, Sam, Mark Smith, and Joel Breakstone. "What Is Learned in College History Classes?" Journal of American History 104, no. 4 (March 1, 2018): 983–93. http://dx.doi.org/10.1093/jahist/jax434.

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12

Wu, Qingyun. "Entering classes in the college admissions model." Games and Economic Behavior 124 (November 2020): 579–87. http://dx.doi.org/10.1016/j.geb.2020.09.003.

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13

ElTohamy, Abdelrahman, Jessica J. Wang, Justin A. Chen, Courtney Stevens, and Cindy H. Liu. "Association Between College Course Delivery Model and Rates of Psychological Distress During the COVID-19 Pandemic." JAMA Network Open 5, no. 11 (November 30, 2022): e2244270. http://dx.doi.org/10.1001/jamanetworkopen.2022.44270.

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ImportanceCollege students in the US have been heavily affected by the COVID-19 pandemic. In addition to increased rates of depression and anxiety, college students have faced unprecedented stressors, such as geographic relocation and abrupt conversion from in-person classes to online classes.ObjectiveTo study the association between course delivery model and psychological distress among US college students.Design, Setting, and ParticipantsThis cross-sectional analysis used national data from the American College Health Association–National College Health Assessment III data set. Data were gathered from a web-based survey administered from January to early June 2021 to full-time US college students attending 4-year programs.ExposureCourse delivery model was self-reported.Main Outcomes and MeasuresPsychological distress was measured using the Kessler Screening Scale for Psychological Distress.ResultsThis study evaluated 59 250 full-time undergraduate students (68.1% women; 51.5% White students; mean [SD] age, 21.2 [4.3] years); 3.5% attended fully in-person classes, 61.2% attended fully online classes, and 35.3% attended a mixed format of in-person and online classes. Students who attended classes fully online reported higher levels of psychological distress than those who attended a mix of online and in-person classes (b = 0.76 [99% CI, 0.64-0.88]; P &lt; .001). This association remained significant after controlling for geographic region, year in school, gender, race and ethnicity, food security, current anxiety and/or depressive disorders, COVID-19 concerns, and residence (living on campus, off campus with family, or other off-campus arrangements) (b = 0.18 [99% CI, 0.04-0.31]; P = .001), as well as time spent socializing with friends (b = 0.13 [99% CI, 0.002-0.26]; P = .009).Conclusions and RelevanceThe findings of this study suggest that mental health professionals may wish to consider the association of course delivery models with mental health outcomes when working with college students. Colleges should be aware of the mental health burden associated with attending fully online classes and consider possible in-person components and supports for students.

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14

Ryu, Wonsun, Lauren Schudde, and Kim Pack. "Constructing Corequisites: How Community Colleges Structure Corequisite Math Coursework and the Implications for Student Success." AERA Open 8 (January 2022): 233285842210866. http://dx.doi.org/10.1177/23328584221086664.

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States and broad-access colleges are rapidly scaling corequisite coursework—a model where students concurrently enroll in college-level and developmental coursework—in response to dismal completion rates in traditional “developmental” sequences. At community colleges, evidence suggests that corequisite reforms can dramatically improve students’ completion of required college-level courses, but colleges often implement new programing and sequences with limited information. We analyzed administrative data from Texas community colleges implementing a statewide corequisite mandate. Our results illustrate (a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements—including mixed-ability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course—improve students’ probability of passing college-level math, though these course design elements do not appear to predict long-term outcomes like persistence in college.

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15

Wang, David. "A Comparative Study of Developmental Mathematics Pass Rates for Two Student Groups: Emporium Classes and Traditional Lecture-based Classes." International Journal of Chemistry, Mathematics and Physics 6, no. 4 (2022): 19–23. http://dx.doi.org/10.22161/ijcmp.6.4.3.

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Since the turn of the 21st century, the emporium model has become a popular choice for colleges and universities to reform developmental mathematics. The purpose of this study is to determine overall how successful Northeast Metro College (NMC)’s emporium developmental mathematics program is as compared to its traditional lecture-based program by comparing these two programs’ student pass rates in developmental courses. This research is a non-experimental, secondary data quantitative analysis study with nonrandom convenience samples. The findings indicate that generally emporium classes prepare students for passing developmental mathematics more successfully than traditional lecture-based classes do.

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16

Afroz, Rozina, Nurul Islam, Sajedur Rahman, and Nusrat Zerin Anny. "Students’ and teachers’ attitude towards online classes during Covid-19 pandemic." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 3 (May 1, 2021): 462–76. http://dx.doi.org/10.20525/ijrbs.v10i3.1155.

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In this paper, students, and teachers' attitudes towards shifting to an entirely online learning environment were assessed due to COVID-19. The main objective of the study was to investigate the students’ and teachers' attitudes towards Online learning during the COVID-19 situation in Bangladeshi Government Colleges. Findings revealed that cost and time-effectiveness, safety, convenience, and improved participation were the most frequently cited positive aspects of the online learning experience, while distraction and reduced focus, heavy workload, problems with technology and the internet, lack of ICT knowledge, and poor network infrastructure, limited availability of educational resources, low attendance of learners, uncooperative learners and insufficient support from instructors and colleagues were the most recurrent negative aspects. The qualitative and quantitative research method was adopted, with semi-structured interviews conducted via Zoom with 10 College teachers and Focus group discussion conducted via Zoom with 18 and survey 100 college students via Google platform from three Bangladesh renowned Government College from Hons 1st year to masters’ level located in Rajshahi divisional district town of the country. A sample of these essays was analyzed using open coding. The findings of the study help instructors and institutions understand students’ and Teachers' attitudes regarding online teaching & learning under abnormal circumstances. Several recommendations informed by the interpretation of the participants’ feedback are offered to assist instructors, administrators, and policymakers improve future online learning experiences. After conducting the whole study, it can be said that though have some problems adapting to online classes in three regarding BGCs colleges affiliated to the National University of Bangladesh, they are slowly becoming accustomed to it.

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17

Zhang, Na. "The Application of Multimedia-Based Technology." Advanced Materials Research 791-793 (September 2013): 1735–38. http://dx.doi.org/10.4028/www.scientific.net/amr.791-793.1735.

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With the continuous improvement of information technology, multimedia-based instruction is becoming more and more popular in Sino college English classes. However, some problems still exist in college English reading classes. On the basis of the constructivism theory and the learner autonomy theory, some suggestions are put forward to enhance the efficiency of college English reading classes in China.

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18

Fu, Qiang. "Based Multimedia Technology in University Teaching Dance Classes and Research." Applied Mechanics and Materials 415 (September 2013): 367–70. http://dx.doi.org/10.4028/www.scientific.net/amm.415.367.

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With the digital age with the rapid development of information technology, marketing, networking, multimedia devices into people's lives, colleges and universities have also appeared in the popularity of multimedia equipment and technology and universal application. Professional teaching dance for universities, from the multimedia technology in university teaching dance development status of the actual situation, respectively, from the college dance theoretical courses, practical courses dance, dance integrated curriculum, explains the meaning and role of multimedia technology in university dance the importance of teaching.

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19

Zhang, Lili, and Sukwoo Kim. "Critical Thinking Cultivation in Chinese College English Classes." English Language Teaching 11, no. 8 (July 28, 2018): 159. http://dx.doi.org/10.5539/elt.v11n8p159.

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Through literature study of researches on critical thinking, this paper gives an analysis of the present situation and existing problems of critical thinking cultivation in Chinese college English classes, probes into the rationale for critical thinking cultivation and discusses how to cultivate students’ critical thinking in Chinese college English class context through constructing constructive learning environment, designing flexible instructional strategies, and adopting formative, seamless assessment.

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20

Collins, Michael A. J. "Using Electronic Bulletin Boards with College Biology Classes." American Biology Teacher 57, no. 3 (March 1, 1995): 188–89. http://dx.doi.org/10.2307/4449960.

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21

Ha, Myung-Jeong. "Understanding College Students’ Needs towards English-Medium Classes." Asia-pacific Journal of Psychology and Counseling 2, no. 2 (October 31, 2018): 117–22. http://dx.doi.org/10.21742/apjpc.2018.2.2.20.

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22

Choi, Hyunjun, BunHee Park, and Nooree Kim. "Effectiveness of College Classes Using Realistic Learning Materials." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 1 (January 1, 2020): 957–76. http://dx.doi.org/10.22251/jlcci.2020.20.1.957.

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23

Rounds, Jeanine C., and Dan Andersen. "Placement in Remedial College Classes: Required vs. Recommended." Community College Review 13, no. 1 (July 1985): 20–27. http://dx.doi.org/10.1177/009155218501300105.

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24

McCutcheon, Lynn E., and Harold A. Beder. "CAUSES OF STUDENT ABSENTEEISM IN COMMUNITY COLLEGE CLASSES." Community Junior College Research Quarterly of Research and Practice 11, no. 4 (January 1987): 283–93. http://dx.doi.org/10.1080/0361697870110407.

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25

Levy, Joshua, and Garry Auld. "Cooking Classes Outperform Cooking Demonstrations for College Sophomores." Journal of Nutrition Education and Behavior 36, no. 4 (July 2004): 197–203. http://dx.doi.org/10.1016/s1499-4046(06)60234-0.

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26

Brown, Warren J. "Student multicultural awareness in online community college classes." Multicultural Education & Technology Journal 4, no. 2 (June 15, 2010): 99–112. http://dx.doi.org/10.1108/17504971011052313.

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27

MacKenzie, Ann Haley. "Preparing High School Students for College Science Classes." American Biology Teacher 71, no. 1 (January 1, 2009): 6–7. http://dx.doi.org/10.2307/27669354.

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28

Hanlon, Alison, Vivian Gath, and Finbar Mulligan. "Practical Animal-Handling Classes at University College Dublin." Journal of Veterinary Medical Education 34, no. 5 (December 2007): 561–65. http://dx.doi.org/10.3138/jvme.34.5.561.

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29

Kim, Nammee. "Strengthening the Self-feedback on College Writing Classes." Korean Association of General Education 17, no. 1 (February 28, 2023): 47–62. http://dx.doi.org/10.46392/kjge.2023.17.1.47.

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The purpose of this paper is to seek ways to strengthen self-feedback to develop the writing skills of university students. The goal of self-feedback is to have the ability to recognize and adjust a student’s thinking process to improve the quality of his or her writing. It is necessary to recognize previous thinking patterns through self-feedback, learn coordination strategies for qualitative improvement, and to impart to our students higher cognitive strategies that are transferable. To this end, self-feedback should be focused on elements belonging to the higher hierarchy among writing-related errors. It is necessary to construct a thinking system that leads to further improvements from what has already been completed, focusing on the relationship between higher hierarchical elements such as subject and structure. This process should be repeatedly and developmentally performed not only in the revision of the draft, but also for extended writings such as memos, diaries, mind maps, and PPTs.The actual classroom will be able to improve a learner's ability as an author in a true sense only when it provides an opportunity for them to examine their previous thoughts around the macroscopic structure and train them in the self-checking, self-assessment, and the self-design process with self-feedback.

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30

Bound, John, Michael F. Lovenheim, and Sarah Turner. "Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources." American Economic Journal: Applied Economics 2, no. 3 (July 1, 2010): 129–57. http://dx.doi.org/10.1257/app.2.3.129.

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Rising college enrollment over the last quarter century has not been met with a proportional increase in college completion. Comparing the high school classes of 1972 and 1992, we show declines in college completion rates have been most pronounced for men who first enroll in less selective public universities and community colleges. We decompose the decline into the components due to changes in preparedness of entering students and due to changes in collegiate characteristics, including type of institution and resources per student. While both factors play some role, the supply-side characteristics are most important in explaining changes in college completion. (JEL I23)

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31

Newland, Aubrey, Maria Newton, Andrea Stark, Leslie Podlog, and Morgan Hall. "College students’ perceptions of a caring climate in group physical activity classes." Biomedical Human Kinetics 9, no. 1 (February 23, 2017): 99–106. http://dx.doi.org/10.1515/bhk-2017-0015.

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Summary Study aim: Research suggests that physical activity rates decline sharply after high school. The pattern of activity or inactivity during college tends to persist into adulthood. A critical need exists for examination of strategies to engage college-age students in physical activity habits. One way to do this is through physical activity courses offered in colleges. This study examines the relationship between perceptions of a caring psychological climate and group connectedness, enjoyment, and attitudes toward classmates and the instructor in group physical activity courses. Material and methods: Participants were 174 students (107 males and 67 females; Mage = 21.71) enrolled in exercise, martial arts, and sports courses at a large university in the Mountain West. Results: Perceptions of a caring climate were significantly related to enhanced feelings of group connectedness, heightened enjoyment, and more positive attitudes toward classmates and instructor. Discussion: These findings suggest that a strategy to foster engagement in physical activity courses on campus is to train instructors to value, support, and welcome students.

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32

Fu, Dongmei. "The Reform Practice of Integrating “Entrepreneurship in Wenzhou" Into Three Classes’ to Improve Local Employment and Entrepreneurship Rate." International Journal of Education and Humanities 5, no. 2 (October 25, 2022): 138–41. http://dx.doi.org/10.54097/ijeh.v5i2.2125.

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At present, the high-quality development of Wenzhou economy needs high-skilled technical personnel. Our college relies on the regional pillar industries and characteristic industries to run majors for providing talent support for the local economic development. "510 plan" issued and implemented promotes cultivating outstanding graduates in our college. at the same time, our college integrates enterprises in wenzhou, wenzhou culture, stories of wenzhou, wenzhou spirit into the first, second and third class. And the care of our college, make students feel warm, love the city, enhance their sense of pride of the city , the sense of belonging, the acquisition.Relying on employment and entrepreneurship mechanism of the government and college for graduates, students take Wenzhou as their "home", work in Wenzhou, start up business in Wenzhou, and make contributions to the local economic development. We issued a questionnaire survey to the graduates of 2023. The teaching reform of integrating " entrepreneurship in Wenzhou " into three classrooms is indeed conducive to improve the local employment and entrepreneurship rate. The thesis combs the typical experience for other higher vocational colleges for reference.

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33

Gamoran, Adam, Andrew C. Porter, John Smithson, and Paula A. White. "Upgrading High School Mathematics Instruction: Improving Learning Opportunities for Low-Achieving, Low-Income Youth." Educational Evaluation and Policy Analysis 19, no. 4 (December 1997): 325–38. http://dx.doi.org/10.3102/01623737019004325.

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Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of “transition” math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth.

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34

Chen, Zeye, and Xin Xia. "The Top-Level Design Strategy of “Curriculum Civics” in the New Era of Universities Based on Machine Learning under the Perspective of Communication Science." Security and Communication Networks 2022 (June 2, 2022): 1–8. http://dx.doi.org/10.1155/2022/4879361.

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The application of this new teaching method in daily courses, as well as virtual practice teaching of ideological and political theory classes in colleges and universities, is conducive to improving the attractiveness, infectiousness, and effectiveness of ideological and political theory classes and breaking the new blueprint of ideological and political education teaching. This paper takes the research object of virtual practice teaching in college ideological and political theory classes, conducts a preliminary investigation of its research background, research purpose, and research significance, and develops a general understanding of virtual practice teaching’s application in ideological and political theory classes.

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35

Mathur, Charu, Melissa Stigler, Katherine Lust, and Melissa Laska. "A Latent Class Analysis of Weight-Related Health Behaviors Among 2- and 4-Year College Students and Associated Risk of Obesity." Health Education & Behavior 41, no. 6 (July 2, 2014): 663–72. http://dx.doi.org/10.1177/1090198114537062.

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Little is known about the complex patterning of weight-related health behaviors in 2- and 4-year college students. The objective of this study was to identify and describe unique classes of weight-related health behaviors among college students. Latent class analysis was used to identify homogenous, mutually exclusive classes of nine health behaviors that represent multiple theoretically/clinically relevant dimensions of obesity risk among 2- versus 4-year college students using cross-sectional statewide surveillance data ( N = 17,584). Additionally, differences in class membership on selected sociodemographic characteristics were examined using a model-based approach. Analysis was conducted separately for both college groups, and five and four classes were identified for 2- and 4-year college students, respectively. Four classes were similar across 2- and 4-year college groups and were characterized as “mostly healthy dietary habits, active”; “moderately high screen time, active”; “moderately healthy dietary habits, inactive”; and “moderately high screen time, inactive.” “Moderately healthy dietary habits, high screen time” was the additional class unique to 2-year college students. These classes differed on a number of sociodemographic characteristics, including the proportion in each class who were classified as obese. Implications for prevention scientists and future intervention programs are considered.

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Zhang, Li. "Strategic Analysis on the Construction of Class Culture in Colleges and Universities." Journal of Contemporary Educational Research 5, no. 10 (October 27, 2021): 6–11. http://dx.doi.org/10.26689/jcer.v5i10.2644.

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In schools, the basic unit is a class, and each class is composed of different groups of students. In order to strengthen college education and improve the quality of education, it is necessary to conduct a comprehensive analysis and research on classes. A variety of organizations of college students constitute classes. As the manifestation of these organizations, classes carry out ideological and political education for students. In order to promote students’ progress and development, an excellent class culture should be established. On that premise, it is necessary to strengthen ideological and political education for students, ensure more coordination between education and culture, as well as improve students’ cultural literacy, management system, and the safety of campus life. This study focuses on the strategy of building class culture in colleges and universities, hoping that relevant staffs may be able to use this as a reference.

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Fujimoto, Akira, Masatoshi Tokuda, Toru Mori, and Toshiyuki Sakuma. "Teaching Mathematics to Electrical Engineering Students by Electrical Engineering Staff in College of Technology in Japan." International Journal of Engineering Pedagogy (iJEP) 3, S4 (December 1, 2013): 22. http://dx.doi.org/10.3991/ijep.v3is4.3217.

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Electrical engineering staff (reorganized to Electrical and Computer engineering in 2004) has taught electrical engineering students for mathematics classes in Wakayama National College of Technology (WNCT) in Japan from 2007. Effects of the mathematics classes by the electrical engineering staff were evaluated by using the results of the mathematics placement tests. The results of the tests are compared with averages of other National Colleges of Technology in Japan and other divisions of WNCT. As a result, an ability of electrical engineering students for mathematics improved dramatically with increasing the ratio of mathematics classes by the electrical engineering staff. It should seem that these good results were achieved by eagerness and strong motivation of the staff with electrical specialty for improving the ability of their division's students. The reasons for the improvement are discussed and the unique class of mathematics for college of technology is also introduced.

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Hidayati, Frieda N. R., and Siswati Siswati. "Correlation Between Lecturer Professionalism and Self-Efficacy in College Students." International Research-Based Education Journal 1, no. 2 (March 15, 2018): 115. http://dx.doi.org/10.17977/um043v1i2p115-121.

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influence, the influence of school environment (including the characteristics of educators), the transitional situation at school, and self-appraisal skills. Lecturers play important roles for the college students in the process of teaching and learning. To increase the quality of the teaching-learning process in colleges, lecturers are required to enhance their professionalism. The research was aimed to assess the correlation between self-efficacy in college students and college student perception on lecturer professionalism. The research was conducted by college students, batch 2016/2017, Faculty of Psychology, Diponegoro University. There were 175 students distributed in four classes. All classes were selected as the research subjects. Data were obtained using two scales namely EDA (Efikasi Diri Akademik/Academic Self-efficacy) Scale and PTPD (Persepsi Terhadap Profesionalisme Dosen/Perception on Lecturer Professionalism) Scale and were then analyzed using simple regression statistics by means of SPSS Software. The result of the research shows the correlation between self-efficacy in college students and college student perception on lecturer professionalism with the value of r = 0.271 with p = 0.000 (p <.01). The research also indicates that lecturer professionalism contributes 7.3% to self-efficacy in college students. It leads to the conclusion that the dominating factor which influences self-efficacy in college students is not lecturer professionalism. Following factors like self-appraisal, peer influence, and family influence might have greater influence, yet further research is needed.Keywords: academic self-efficacy, lecturer professionalism, college students.

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Zheng, Puyang, and Guanghui Yang. "Investigation on Students' Learning Satisfaction of Online Courses in Colleges and Universities under the Epidemic Situation of COVID-19 and Analysis of Influencing Factors." Advances in Engineering Technology Research 4, no. 1 (March 18, 2023): 588. http://dx.doi.org/10.56028/aetr.4.1.588.2023.

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With the development of network technology and the enrichment of learning resources, the combination of teaching and technology subverts the traditional education mode and learning mode. Under COVID-19 epidemic, it is impossible to teach face-to-face and gather on a large scale. In order to avoid the spread of the epidemic to the campus, at the request of the State Council and the Ministry of Education, all kinds of schools across the country have postponed the opening of their classes and implemented the "suspension of classes without stopping learning". During COVID-19 epidemic, colleges and universities changed their teaching methods from traditional classroom teaching to online teaching. In the process of college students' participation in online learning, colleges and universities should take the initiative to pay attention to the effect of online teaching mode and analyze the influencing factors of college students' participation in online learning, so as to better carry out online teaching and complete teaching tasks and plans. Based on the teaching theory of distance education, this paper analyzes the students' learning satisfaction and influencing factors of online courses in colleges and universities, and provides ideas for improving and perfecting online teaching methods and enhancing the subject consciousness of college students.

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Jang, Keong Sook, and Young-Mi Jung. "Changes in the visual display terminal syndrome of college students in online classes during the COVID-19 pandemic." Journal of Korean Academic Society of Nursing Education 29, no. 1 (February 28, 2023): 60–71. http://dx.doi.org/10.5977/jkasne.2023.29.1.60.

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Purpose: The purpose of this study was to identify changes in the experience rate and level of symptoms of visual display terminal syndrome in college students attending online classes during the COVID-19 pandemic. Methods: Data were collected from February 22 to June 8, 2021 at three measurement points. A total of 117 college students were administered a visual display terminal syndrome survey just before online classes (T1), one month after the start of online classes (T2), and three months after the start of online classes (T3). The collected data were analyzed by frequency and percentage, paired t-test, McNemar test, and repeated measures analysis of variance using the IBM SPSS 25.0 program. Results: The intensity of college students’ visual display terminal syndrome during online classes increased at T2 and T3 compared to T1. The rate of experiencing back discomfort or pain increased abruptly at T2 compared to T1. The intensity of college students’ eye related symptoms and skin related symptoms increased at T2 and T3 compared to T1, while the intensity of college students’ psychological symptoms, general body discomfort, and musculoskeletal symptoms increased at T3 compared to T1. Conclusion: The results of this study suggest that self-care programs are needed to prevent visual display terminal syndrome in college students who are in long-term online classes.

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Lupu, Valentin. "A Preliminary Study of Empathy in Romanian College Students." International conference KNOWLEDGE-BASED ORGANIZATION 23, no. 2 (June 25, 2017): 312–17. http://dx.doi.org/10.1515/kbo-2017-0134.

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KeywordsThe Interpersonal Reactivity Index is a self-report instrument used for assessing empathy. The theoretical model of empathy for IRI assumes that empathy is multidimensional in nature containing affective aspects (Empathic Concern and Personal Distress) and cognitive aspects (Perspective Taking and Fantasy). The objective of this study was to compare the level of empathy in Romanian college students to the level of empathy in American college students and to compare empathy in college students based on gender and field of study. The IRI was administered to a sample of 216 Romanian college students. We were interested only on Empathic Concern and Perspective Taking scales. The results revealed that Empathic Concern in Romanian college students is lower than in American college students, women score higher than men on the two scales used and students studying at humanities colleges have a higher Perspective Taking than students studying at science colleges. Our suggestion as a result of this study is to introduce more classes in the curriculum at the elementary school level to teach children empathy using diverse methods.

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Rohmawati, Dewi, Ari Pantjarani, and Chairullah Naury. "Development of Lecture Schedule System in Politeknik Harapan Bangsa Surakarta." Radiant 4, no. 1 (May 5, 2023): 13–25. http://dx.doi.org/10.52187/rdt.v4i1.138.

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Politeknik Harapan Bangsa Surakarta (Polhas) is one of the colleges in Surakarta city. This college has lecturer and staff to help the students. The duties of this staff are to arrange the classes schedule and the duties of the lecturer is carrying out the learning require a schedule to be able and find out what courses are taught. This college are required to have a Lecture Schedule System in addition to avoid collisions between teaching hour and lecture room. Another reason is to regulate learning and run effectively and efficient. Polhas has an online lecture schedule system but there are several features that must be improved, added, and removed to the system. Finally, the college can reuse the system as much as possible. Based in the background study the researcher finds the formulation of the problem is How to develop a classes schedule for Polhas which originally already exist and can be used by the campus with the latest feature. The limitations of the problem made by the researcher in the form of room classes and hour, parties in needed (admin, lecture and student) and a system made by online. To develop the schedule lecturer is using the PHP programming language and SQL database.

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Bailey, April E., and Michael T. Marsh. "Transitioning Non-Traditional Students To An Undergraduate Business Program." American Journal of Business Education (AJBE) 3, no. 8 (August 1, 2010): 35–42. http://dx.doi.org/10.19030/ajbe.v3i8.468.

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This paper reports experiences of non-traditional students in a specially designed section of seminar course which was primarily designed for first-year traditional business students. The College of Business’s BSN101, Foundations of Business Administration (FBA), is designed to serves as a course to assist the students with transitioning into the business program. Typical traditional classes have enrollments of about 80 students. The special section for non-traditional students had seven students, 24 years of age or older, who were returning to undergraduate business school. This paper reports results of the implementation of the new program design in the FBA classes. Results are important not only to the College of Business, but also to the other Colleges as interest in first-year seminar courses and better serving the needs of non-traditional student increases. Currently, the University Retention Committee and the First-Year Seminar Sub-Committee are exploring the possibility of implementing a first-year seminar courses in the College of Arts and Sciences and the College of Education and Human Services to be recommended to the Provost. Data collected for the experimental section in the study reported here will support decision-making regarding new seminar courses.

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Fuller, Edgar, Jessica M. Deshler, Betsy Kuhn, and Douglas Squire. "Tracking the Success of Pre-College Algebra Workshop Students in Subsequent College Mathematics Classes." PRIMUS 24, no. 1 (December 7, 2013): 46–60. http://dx.doi.org/10.1080/10511970.2013.824529.

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Lee, Mijung. "Online college writing education and self-directed learning." Korean Association for Literacy 13, no. 4 (August 31, 2022): 191–215. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.06.

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Due to the coronavirus pandemic (COVID-19), the university implemented nonface-to-face classes to prevent class loss and maintain stability despite quarantine. In a situation where online classes are becoming routine, it is important to study the efficacy of classes. Self-directed learning process is essential for writing efficacy. Self-directed learning refers to an active learning process in which students take the initiative to acquire knowledge. This study is important as a proactive learning process must be premised for online classes. Writing classes involve a self-direction since it is required for the completion of a piece of writing. However, students feel the burden of communication, and the instructor feels the burden of a large number of people. This was found to be a phenomenon in which learning management was hindered and a sense of isolation deepened. Self-directed learning activities in online classes were established as a process of mutual cooperation through step-by-step learning goals and group meetings. This, in turn, strengthened deep knowledge of specific subject areas and the knowledge of social context. The survey also showed similar results. Students showed a sense of achievement in the process of mutual cooperation and problem solving. Self-directed learning is not an outcome that must be accomplished alone. Self-directed learning becomes possible when combined with problem-solving team work based on respect.

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Walsh, Vonda K., and H. Francis Bush. "Crib Work - An Evaluation Of A Problem-Based Learning Experiment: Preliminary Results." Contemporary Issues in Education Research (CIER) 6, no. 4 (September 29, 2013): 385. http://dx.doi.org/10.19030/cier.v6i4.8106.

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Problem-based learning has been proven to be successful in both medical colleges and physics classes, but not uniformly across all disciplines. A college course in probability and statistics was used as a setting to test the effectiveness of problem-based learning when applied to homework. This paper compares the performances of the students from two classes and attempts to draw inferences as to the overall benefits and effectiveness of changing the process by which the students earned their homework grade.

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Joo, Meeran. "An IPA Analysis for Level-based College English Classes." Korean Association of General Education 15, no. 2 (April 30, 2021): 11–23. http://dx.doi.org/10.46392/kjge.2021.15.2.11.

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Lee, Sam-Ho. "Tuition Level and Choice of College by Income Classes." Journal of Korean Economics Studies 37, no. 1 (March 31, 2019): 75–100. http://dx.doi.org/10.46665/jkes.2019.03.37.1.75.

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Im, Sanghoon, and Yeong-Mahn You. "A Critical Discourse Analysis on the ‘Quality College Classes’." Journal of Educational Technology 34, no. 4 (December 30, 2018): 1079–112. http://dx.doi.org/10.17232/kset.34.4.1079.

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전지현. "Identifying Korean College Learners’Communication Strategies in English-Mediated Classes." English Language Teaching 24, no. 3 (September 2012): 45–72. http://dx.doi.org/10.17936/pkelt.2012.24.3.003.

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