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Добірка наукової літератури з теми "Students"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 30 липня 2024

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Статті в журналах з теми "Students"

Haidegger, Tamas. "For the Students by the Students [Student's Corner." IEEE Robotics & Automation Magazine 17, no. 3 (September 2010): 10–12. http://dx.doi.org/10.1109/mra.2010.938494.

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Filatova, Olga A. "Cultural Attributes of Students to Make Student-Centered Approach Successful." International Journal of Languages, Literature and Linguistics 1, no. 1 (2015): 20–24. http://dx.doi.org/10.7763/ijlll.2015.v1.5.

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Wahyuni, Esa Nur. "Student Well-Being in the Perception of Madrasah Ibtidaiyah Students." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1628–41. http://dx.doi.org/10.37200/ijpr/v24i1/pr200263.

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Haidegger, Tamas. "To My Fellow Students [Student's Corner." IEEE Robotics & Automation Magazine 17, no. 4 (December 2010): 105. http://dx.doi.org/10.1109/mra.2010.939742.

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Blank, Amy, Abeje Mersha, and Tamas Haidegger. "Students at ICRA—Shanghai [Student's Corner]." IEEE Robotics & Automation Magazine 18, no. 3 (September 2011): 118–25. http://dx.doi.org/10.1109/mra.2011.942538.

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Rushforth, Bruno. "Teaching medical students: The student's perspective." Clinical Teacher 1, no. 2 (November 17, 2004): 46–48. http://dx.doi.org/10.1111/j.1743-498x.2004.00027.x.

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Baker, Maria. "Student's Say: Students at Convention? Absolutely!" ASHA Leader 18, no. 7 (July 2013): 64. http://dx.doi.org/10.1044/leader.ssay.18072013.64.

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Popov, Aleksey Vladimirovich. "The Architecture of the Residential Environment for Students: Interuniversity Student Campuses." Journal of Advanced Research in Dynamical and Control Systems 12, SP3 (February 28, 2020): 1255–62. http://dx.doi.org/10.5373/jardcs/v12sp3/20201374.

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Han, Bunyamin. "In-class teacher-student communication according to high school students’ perceptions." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 190–98. http://dx.doi.org/10.18844/prosoc.v2i11.1921.

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Voynova, Ruzhena. "Teacher-student relationship and its impact on students’ desire for knowledge." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 278–84. http://dx.doi.org/10.18844/prosoc.v4i1.2266.

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Дисертації з теми "Students"

Cannon, John William. "The rise of democratic student movements in Thailand and Burma." Thesis, [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13465442.

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De, Vos Catharina Elizabeth. "Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.

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Анотація:

MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings.
Thesis (MA)--PU vir CHO, 1988

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Meredith, Sandra K. "Accessing Disabled Student Services| Students' perspectives." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527731.

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The purpose of the study was to explore the perceptions of university students with disabilities and the factors that contribute to or deter them from accessing Disabled Student Services. The sample was based on availability and convenience and consisted of 36 students. A self-administered survey was used.

The results indicated that students tended to seek services to access accommodations and to learn more about services that can help them succeed. They tended to delay seeking services in order to have a fresh start in college and due to their fear of stigma. Individuals with mental health disabilities were less likely than other students to report self-determination and support and more likely to experience stigma.

Social workers can play a vital role in assisting students with disabilities in identifying their specific barriers and in assisting them to access programs and services in a postsecondary education setting.

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Cha, Kyung-Wook. "Education loans : an analysis of demand by source /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036811.

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Omar, Ali A. (Ali Abdullah). "Problems of International Students as Perceived by International Students and Faculty in a Public University." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332104/.

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This study focuses on the problems of international students as perceived by both international students and faculty in a public university. The major purposes of the study are to determine if there are significant differences in perceptions of the problems of international students between international students and faculty members, between groups of international students, and between groups of faculty members. A modification of an international student problem inventory instrument was used to collect data from 371 international students and 316 faculty members. Thirteen hypotheses were tested using frequency and percentages, analysis of variance, multivariate analysis of variance, and univariate analysis of variance, as required according to the data collected and the hypothesis being tested.

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Gruman, Diana H. "Individual growth curve analysis of the effects of student mobility on measures of elementary school adjustment /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7715.

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Alvarsson, Sandra, Cheong Ha, and Sabrina Thams. "Student’s Website Usage : -Today’s students, tomorrows consumer." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, EMM (Entreprenörskap, Marknadsföring, Management), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15020.

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Purpose The purpose of this thesis is, looking from a consumer’s perspective, to investigate the influences of students website selection Background Today’s students are a new generation of consumers. They have been brought up with digi-tal media and have different attitudes towards marketing than their parents. Most market management theories were created before the digital revolution. Students are tomorrow’s high income consumers. It is valuable for companies to understand how these consumers orientate themselves on the internet and how to best reach them. Method An exploratory/explanatory deductive study to map what websites students use, how the websites are found and why they are used was conducted. The empirical findings were col-lected through group interviews. Conclusion Students have a very habitual behavior on the internet. They use some of the internet’s largest brands. Each website offers a niche and specialized service, presented in a simple and interactive manner. Students choose one website for each specific service. As the in-ternet is large with a lot of information they have a cluster of chore websites visited on a regular basis. From that base, students use friends and search engines to navigate them-selves to the destinations of their choice. Advertisement offer more trust than enticement to actually visit the sites.

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Burant, Patricia A. "Students' perceptions of teachers' communication and it's effects on students' learning." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=951.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 108 p. Includes abstract. Includes bibliographical references (p. 84-95).

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Wang, Yiran. "Study on transformative learning of UK students in China and Chinese students in the UK." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31509.

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Анотація:

As international education continues to expand, countries providing such opportunities not only benefit but also face challenges. For traditional destinations, including the United States and the United Kingdom, the number of international students has been falling. At the same time emerging economies, such as China, are witnessing a rapid increase in the number of international students enrolled in their universities. China is, therefore, beginning to play an important role in the competitive global market for higher education. This thesis analyses and compares the experiences of international students in the UK and China using Transformative Learning theory. While there is an extensive literature on both international higher education and also Transformative Learning theory there are three important contributions that this thesis makes. First, this research applies the theory to two international student groups: UK students in Chinese universities and Chinese students in UK universities. Second, this study includes a focus on the intercultural learning of Chinese doctoral students in the UK filling a gap in current research. Finally, this investigation has extended the very limited number of current research projects on UK students in China. It is generally acknowledged that international students will experience various challenges when they are in a culturally different context. Little research has focused on how and why learners are transformed through exposure to their new environment and, also, why sometimes they are not. This study applies Transformative Learning theory to address two research questions: first, do UK international students in Chinese universities and Chinese international students in UK universities experience transformational learning in/during their overseas studies? Second, what factors foster or impede international students' experience of transformative learning? To answer the above questions semi-structured interviews were used to investigate international students' academic and social experiences. Based on the insights provided by Mezirow, Taylor, and previous studies on international students, I argue that international students' intercultural experience is a complex process. Transformation can occur in various ways and social and personal perspectives underpin the transformative learning of the students. Contributing factors include culture shock, educational conventions, the student's motivation, expectations, personality, gender and previous work experience. The results reflect the significance of differences in teaching styles in the UK and China and the impact this can have on the student teaching and learning process when they move to a new university.

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Alton, Kristian Leigh. "Exploring the Guilt-Proneness of Non-Traditional Students." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/885.

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Current political forces see education as a potential solution to the economic slide the United States is experiencing. This push toward higher education and resulting employment creates a conflict for women expected by society to serve as primary caregivers of children. Research suggests that working mothers experience feelings of guilt related to the conflict between parenting and employment roles that may come from failure to personify the intensive mothering ideology. Student parents potentially share this guilt but few studies exist that investigate this. The results of this study suggest that student parents do experience guilt and identify relationships between guilt, gender, and relationship status. The nature of these relationships is unclear at this time, highlighting the need for further research

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Книги з теми "Students"

Juan, Fernandez Garcia Jorge, Clayton Jess E, and Hobley Christopher, eds. The student's guide to European integration: For students, by students. Cambridge, UK: Polity, 2004.

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Chang, Peter. Hanyu for beginning students: Student's book. South Melbourne: Pearson Education Australia, 2001.

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Alyce, Mackerras, and Yu Hsiu-ching, eds. Hanyu for beginning students: Student's book. South Melbourne: Pearson Education Australia, 2001.

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Kleese, Edward J. Student activities for students at risk. Reston, VA: National Association of Secondary School Principals, Division of Student Activites, 1994.

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Pratt, Jeff. Are you developing students or your student ministry?: The known strategy for students. Nashville, Tenn: LifeWay Press, 2010.

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Lial, Margaret L. Algebra for college students: Student's solution manual. [Place of publication not identified]: Addison-Wesley, 1999.

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1939-, Pyle K. Richard, ed. Guiding the development of foreign students. San Francisco: Jossey-Bass Inc., 1986.

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Educational Resources Information Center (U.S.), ed. Student-generated curriculum: Lessons from our students. [Athens, GA]: National Reading Research Center, 1996.

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California. Legislature. Assembly. Committee on Higher Education. Hearing on international students and student visas. Sacramento, Calif: The Committee, 2001.

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Educational Resources Information Center (U.S.), ed. Student-generated curriculum: Lessons from our students. [Athens, GA]: National Reading Research Center, 1996.

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Частини книг з теми "Students"

Thelin, John R. "Students and Student Life." In American Higher Education, 92–114. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003319641-5.

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Finn, Kirsty, Nicola Ingram, and Kim Allen. "Student millennials/Millennial students." In Reimagining the Higher Education Student, 187–204. First Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367854171-12.

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Graf, Klaus-D., and Kiyoshi Yokochi. "Students teach students." In Information and Communication Technologies in Education, 149–58. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35403-3_12.

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Du, Ruiqing. "Students." In Chinese Higher Education, 75–92. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21997-1_5.

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Checkland, Olive. "Students." In Britain’s Encounter with Meiji Japan, 1868–1912, 134–47. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-10609-7_9.

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van der Kruit, Pieter C. "Students." In Jacobus Cornelius Kapteyn, 429–51. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10876-6_12.

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Skovsmose, Ole. "Students." In Foregrounds, 17–34. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-653-0_3.

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Phillips, John S. "Students." In Tax Treaty Networks 1991, 639–74. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315075631-21.

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Blau, Peter M. "Students." In The Organization of Academic Work, 131–57. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429339196-6.

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Martin, Jane. "Students." In Gender and Education in England since 1770, 189–214. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79746-1_8.

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Тези доповідей конференцій з теми "Students"

S. S, Pooja. "Students Performance Prediction and Classification Using Ridge Regression Algorithm." In The International Conference on scientific innovations in Science, Technology, and Management. International Journal of Advanced Trends in Engineering and Management, 2023. http://dx.doi.org/10.59544/wkay2529/ngcesi23p112.

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Education system is very old and due to a large population of students, there are some serious issues in analyzing and predicting students’ performance. Every institution has its own set of standards for evaluating student success. In existing system there is no proper procedure for monitoring and analyzing a student’s performance and progress. Here the focus is given to additional external factors like students status, parent occupation etc.. That will be more effective in visualizing and analyzing student’s performance. This project proposed Ridge regression Algorithm is used.

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Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, Michael Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

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This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.

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Gheorghisor, Ion florin. "ENHANCING E-LEARNING THROUGH USING STUDENTS' VIRTUAL CLONES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-021.

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Accounting for learned experiences, traditional e-learning keeps track of any progress someone makes, just by building "a knowledge log" against given tests. It is a static perspective, post-event generated, also assuming a post-factum procedure for someone's knowledge ranking. Since we strongly believe that learning is a subject-specific process, knowledge transfer being qualified by the actual learner's background, our proposed approach is copiously relying on generating a virtual "mental" clone for each student [2]. In case, by comparing the actual student tests' results with his/her clone's ones, significant differences are detected, student's learning procedure should be improved. In addition, new concepts could be easily embedded within the virtual clone, allowing an a priori binding of future lessons to the actual student. Thus, the ultimate goals of the enhanced e-learning (ee-learning) paradigm, based on individual assessment of the student-clone pair's learning progress, will be the development of (1) student-dedicated learning method(s) and (2) student-tailored knowledge transfer. In our view, understanding is, above all, a continuous interpretation over the evolutionary logical forms (i.e. dynamic notions) students should learn. Students' apprehended logical forms, resulted from a combined perception - thinking approach, are solidified into concepts . However, not all students are congenial to all notions. In fact, any notion is a subjective-rationale form (it is subjective since it is dependent on the cognizant subject, and it is rationale since it cannot be grasped by senses); thus, a learned notion is the generalized (abstract) logical form representing (a) the essence (all abstract attributes) and (b) the quiddity (proximate genus, specific differences and proper) of the apprehended notion. Our goal is to mimic the cognitive adequacy specific for the student's learned notions to the acquired notions by the student's clone. Specifically, for each student, a virtual clone is to be generated, while this clone should acquire the supposedly learned notions by the student. Thus a virtual cognitive space, a repository of each clone's acquired notions, is built with the intended purpose to become a testing and experimenting territory for: (i) new and specific knowledge to be transfer to the student, (ii) new and specific learning methods to be applied to the student, and (iii) predicting student's mental evolution. In addition, since the cognition [3] is carried out only through concepts (i.e. by conceptualizing the facts) and since this (the cognition) is a multi-stage process, the introduction of some productive logical forms, associated to the clone's conceptualization process, becomes necessary.

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Guo, Wanwu. "Guiding Students Learning Project Team Management from Their Own Practice." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2841.

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Project development is scheduled in the final year study of undergraduate students in computer science, software engineering, information technology, and other relevant programs. This final project provides students an opportunity to integrate all the skills and knowledge learnt from their previous studies into real practice. Experience in supervising student projects shows that student’s ability in working collaboratively in a teamwork environment is the most influential factor on the quality of a student project. However, managing a student project team is significantly different from managing a real project in a workplace. This paper reports the practice of guiding students handling internal collaboration in a team environment during IT project development. Firstly, a practical guideline in dealing with human incompatibility in a project team is introduced to students in the beginning of their project development. During the course, when an event occurs, except in some extreme circumstances, the supervisor only gives students advice on all the possible solutions and their corresponding consequences according to the nature of the event. It is the students in the project team who make the final decision on which action they should take on resolving the problem encountered. This gives students more responsibility in managing their own project team, from which students will learn much more in handling human-related issues effectively than from textbooks. The case studies presented in this paper show that this approach is useful.

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Lukkarinen, Anna Miriam, and Paula Koivukangas. "Getting in and getting out: Predicting the likelihood of graduation of master’s program students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5542.

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We assess the predictors of the likelihood that a student will graduate from the master’s program of a business university. We use data from three years of a master’s program, totaling 455 students. The methods used are bivariate tests and logistic regression analysis. We find that the likelihood of a student graduating from the master’s program is positively related to the student i) holding their previous degree from business, as opposed to another field, ii) moving from another country to take the master’s program, and iii) taking up a master’s program with a qualitative, rather than quantitative, orientation. Interestingly, we find no evidence to suggest that whether a student’s previous degree is from a research university or from a practically oriented polytechnic would be related to the student’s odds of graduating. The results are relevant for master’s program teachers who can benefit from taking into account their students’ varying backgrounds, and for people responsible for planning the selection criteria and implementation of master’s programs. The results are also encouraging for polytechnic students who are contemplating taking further studies at a research university.

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Kéri, Anita. "Engaging students." In The Challenges of Analyzing Social and Economic Processes in the 21st Century. Szeged: Szegedi Tudományegyetem Gazdaságtudományi Kar, 2020. http://dx.doi.org/10.14232/casep21c.15.

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Consumer satisfaction has long been a question of great interest in a wide range of fields. Existing research recognizes the critical role played by student satisfaction in higher education. It has been noted that students have changing and variable needs. A considerable amount of literature has been published on the fact that higher education institutions have to react promptly and satisfy students’ needs in order to keep their students and rankings. As student satisfaction is highly dependent on teaching quality, it is essential for higher education institutions to implement new teaching methodologies. Therefore, the aim of this paper is to analyze the concept of a teaching methodology, namely co-creation, and to examine its applicability in the field of economics. With the methodology of co-creation, teachers are able to involve students into the creation of curriculum, which might enhance student involvement and increase student satisfaction.

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Mustea, Anca, and Cosmin Herman. "LEARNING ACTIVITIES TO ENGAGE STUDENTS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-090.

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When we consider e-learning or face to face courses, engaging students is essential for teaching efficacy. The key to e-learning success resides in offering students more than information. In on line courses, even though the content of the course is important, the student's engagement with the set content is more relevant. Moodle offers a variety of activities that promote or facilitate the student's engagement with the material. There are assignments that require reviewing the content of the course, collaborative activities that promote critical thinking and integrating different perspective on a topic, and also formative assessment activities that facilitate learning. The variety of resources that can be uploaded on a Moodle platform, might also address the variety of learning styles. When teaching online one should give students "clues" to find answers in the course content that relates to the topic of study. Engageing students in a "knowledge hunt" is like a game of puzzle, they have to find an item, after that they have to understand where should that piece be set. Encourage students to discuss a topic in a forum, encourage them to reply to other topics and rate other replys is always a good practice to achieve the communication and engagemnet in an online course. Fullfilling an assignment or submiting definitions to a glossary is an learnig (self learning) and teaching activity, the student has to search for new definitions and has to compose the asignment according to the requirements. Learning activities must be present in the course and must be clear explained to be understood by all participants.

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Coffman, Joel, Justin M. Hill, Shannon Beck, Adrian A. De Freitas, and Troy Weingart. "Good Students are Good Students Student Achievement with Visual versus Textual Programming." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962693.

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Sayamov, Yuri. "INTERNATIONAL STUDENTS' DAY AND STUDENT DIPLOMACY." In Сборник статей Международной научной ассамблеи "ГЛОБАЛЬНЫЕ ВЫЗОВЫ МЕЖДУНАРОДНОГО СОТРУДНИЧЕСТВА". ISOASPSH of N.D. Kondratieff, 2022. http://dx.doi.org/10.46865/978-5-901640-38-8-2022-163-174.

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Lucey, Siobhán, Brendan McElroy, and Lauren McInally. "Teaching in the 21st century – Engaging students in active learning using student response systems." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.05.

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The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students participating in the classroom using SRS including increased student involvement, attendance, learning and engagement (Heaslip et al., 2014; Van Daele et al., 2017). This research seeks to examine the effects of a SRS on student participation and engagement in large undergraduate economics modules at both an Irish and UK university during the academic year of 2018/19. We compare a control period (no SRS in place) with a trial period (SRS in place). The results show that the use of the SRS significantly increased student’s interaction with the lecturer and their ability to perform self-assessment in absolute terms and relative to their peers.

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McCracken, Arienne, Sara Jablon, Amy Dorie, and Ashley Garrin. Integrating distance students into a graduate student organization. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-63.

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Christian, Alvin, Matthew Ronfeldt, and Basit Zafar. College Students and Career Aspirations: Nudging Student Interest in Teaching. Cambridge, MA: National Bureau of Economic Research, July 2024. http://dx.doi.org/10.3386/w32641.

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Sparks, J. College Faculty and Student Affairs Staff Interactions with Parents of Students. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-06.

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On college campuses today, student services staff (administrators and support staff) and faculty members are not only interacting with students but also with their parents. College employee interactions with prospective students and their parents may be common during information sessions and open houses. However, outside of the recruitment season, less is known about the experiences of student affairs staff and faculty who interact with parents. Through semi-structured interviews, this study examined employees’ interactions with parents of students at four colleges of applied arts and technology in Ontario, Canada. Of the interviewees, nine faculty members and 11 student affairs staff (non-academic employees) described interacting with parents. The analysis of the interviews revealed several themes. These included college employees’ interactions with parents regarding students’ program choice and educational decision making, academic challenges, and support services. Professional practices that serve parents (and other supporters) could contribute to institutional goals, including post-secondary student persistence. This study’s research findings may inform student affairs practice and inspire new ways to support students’ college journeys in cooperation with parents and family members.

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Levitt, Steven, and Ming-Jen Lin. Catching Cheating Students. Cambridge, MA: National Bureau of Economic Research, October 2015. http://dx.doi.org/10.3386/w21628.

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Borjas, George. Do Foreign Students Crowd Out Native Students from Graduate Programs? Cambridge, MA: National Bureau of Economic Research, March 2004. http://dx.doi.org/10.3386/w10349.

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Vescio, Talia, Courtney Walshe, and Rachel Blance-Palmer. A Wellbeing Specialist Case Management Service Providing Support to Students in a University Setting. Journal of the Australian and New Zealand Student Services Association, April 2023. http://dx.doi.org/10.30688/janzssa.2023-1-04.

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Development of the Student Wellbeing Connect (SWBC) service was a response to increased student support needs in the initial stages of the COVID-19 pandemic in 2020. Due to the government-imposed restrictions during the COVID-19 pandemic, students often faced complex psychosocial and wellbeing issues (Dodd et al., 2021). Two years on from its inception, the case management service has become a core component of La Trobe University’s Student Health, Wellbeing and Inclusion services responding to the complex and compounding factors that can impact the wellbeing and success of university students. Varying psychosocial needs can underly a student’s presentation to a counselling service; thus, the case management service complements the counsellor’s role by providing practical-based interventions. The focus of the service on practical issues has provided an alternative support model for students who do not identify as primarily requiring mental health or counselling support. This has opened service provision to a broader cohort of students. Using a multi-disciplinary, strength-based, and person-centred case management approach, students work collaboratively with Wellbeing Coordinators to identify internal and external supports to address their needs through psychosocial assessments and implementation of goal-focused planning. SWBC acts as a safety net within the university setting if/when psychosocial difficulties are impacting the student’s experience, academic performance, and wellbeing. This paper will outline the operational and service provision framework for providing case management to tertiary students.

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Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.

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Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.

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Kamara, Sheku. Public transit and student choice : a survey with Portland State University students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2962.

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Brady, Patrick, Natoshia M. Askelson, Lejla Avdic, Essence Baymon, Yeaseul Kim, and Grace Ryan. Healthy Schools Healthy Students. Owa City, IA: University of Iowa, Public Policy Center, September 2019. http://dx.doi.org/10.17077/rep.001116.

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Forsythe, Frank P. Monitoring Students Using WinEcon. Bristol, UK: The Economics Network, September 2001. http://dx.doi.org/10.53593/n205a.

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