scholarly journals METHODOLOGY OF GROUP WORK ORGANISATION FOR STUDENT LEARNING PERFORMANCE IMPROVEMENT

2017 ◽  
Vol 2 ◽  
pp. 133 ◽  
Author(s):  
Nataly Prokofyeva ◽  
Marina Uhanova
Keyword(s):  
Student Learning ◽  
Group Work ◽  
Learning Performance ◽  
Basic Knowledge ◽  
First Year ◽  
Work Organisation ◽  
Student Group ◽  
First Year Students ◽  
Java Programming ◽  
Learning Programming

The article describes the methodology of learning programming for students of various engineering disciplines. The course "Algorithmization and Programming of Solutions" is taught to all first-year students of the Faculty of Computer Science and Information Technology in Riga Technical University and provides the basic knowledge of the principles of computational process algorithmization and software creation technology using Java programming language. There are 8 laboratory assignments in the course, where students have to develop a software programme and 2 group work assignments, where the student has to develop some algorithms to solve a given problem, write a programme, evaluate the speed of developed algorithms and prepare a presentation on the results of their research. The article describes the main principles of efficient student group work organisation that lets to increase their interest and motivate them to participate in the course in a responsible way. This paper is focused on research on how group work influences student learning performance.

scholarly journals Using Decision Trees and Random Forest Algorithms to Predict and Determine Factors Contributing to First-Year University Students’ Learning Performance

Algorithms ◽  
2021 ◽  
Vol 14 (11) ◽  
pp. 318
Author(s):  
Thao-Trang Huynh-Cam ◽  
Long-Sheng Chen ◽  
Huynh Le
Keyword(s):  
Random Forest ◽  
Performance Prediction ◽  
Prediction Models ◽  
Family Background ◽  
Educational Practice ◽  
Poor Performance ◽  
Learning Performance ◽  
First Year ◽  
First Year Students ◽  
Early Performance

First-year students’ learning performance has received much attention in educational practice and theory. Previous works used some variables, which should be obtained during the course or in the progress of the semester through questionnaire surveys and interviews, to build prediction models. These models cannot provide enough timely support for the poor performance students, caused by economic factors. Therefore, other variables are needed that allow us to reach prediction results earlier. This study attempts to use family background variables that can be obtained prior to the start of the semester to build learning performance prediction models of freshmen using random forest (RF), C5.0, CART, and multilayer perceptron (MLP) algorithms. The real sample of 2407 freshmen who enrolled in 12 departments of a Taiwan vocational university will be employed. The experimental results showed that CART outperforms C5.0, RF, and MLP algorithms. The most important features were mother’s occupations, department, father’s occupations, main source of living expenses, and admission status. The extracted knowledge rules are expected to be indicators for students’ early performance prediction so that strategic intervention can be planned before students begin the semester.

FEEDBACK METHOD IN LECTURER-STUDENT INTERACTION

2019 ◽  
Vol 1 ◽  
pp. 442
Author(s):  
Natalya Prokofyeva ◽  
Oksana Zavjalova ◽  
Viktorija Boltunova
Keyword(s):  
Computer Science ◽  
Student Performance ◽  
High Efficiency ◽  
Direct Interaction ◽  
Basic Knowledge ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Feedback Method ◽  
Student Relationship

The learning process at any stage involves direct interaction between the lecturer and students. The article discusses the lecturer-student relationship as one of the factors that influences the teaching process and improvement of learning materials on the example of the study course “Computer Science”. The study aims at using the results of the survey, as well as student tests as a feedback method to improve the quality of the presentation of new material to first-year students considering the basic knowledge of obtained secondary education. The article discusses two methods of feedback: survey and testing. Survey is considered a method with high efficiency of obtaining information, a possibility of organising mass surveys, an ability to accurately process student survey results. Testing is viewed as a method to identify the level of knowledge and skills, as well as the abilities and other qualities of the educator to meet certain standards by analysing the ways, in which a student performs a number of special tasks. Both methods perfectly complement each other and provide an opportunity to more objectively analyse the learning situation. The article presents the results of the study on the example of the study course “Computer Science” for three academic years, describes changes in the structure of the course, as well as changes in the conduction of practical classes within the course, which improved student performance.

scholarly journals Assessment of students' psychoemotional state in the process of teaching higher mathematics using colour matrix

2021 ◽  
Vol 26 (4) ◽  
pp. 196-202
Author(s):  
Ol’ga R. Vorontsova ◽  
Tat’yana A. Chebun’kina
Keyword(s):  
Differential Equations ◽  
First Year ◽  
Emotional States ◽  
Student Group ◽  
Integral Calculus ◽  
First Year Students ◽  
Learning Modules ◽  
Painting Technique ◽  
Study Materials ◽  
Psychoemotional State

The article deals with the psychoemotional state of students when studying the modules "Integral calculus" and "Differential equations" in the course of higher mathematics. The factors that affect the degree of assimilation of educational material by first-year students are described, and the causes of emotional (psychological) stress are noted. The study is confirmed by an empirical description, which was conducted using the "colour painting" technique, first used to assess the psychoemotional state of first-year students when studying sections of the higher mathematics course. The proposed method makes it possible to "see" the mood of students on each topic of the module, to track the dynamics of emotional states in the team on the topics of each module and the overall picture of the mood of each individual in the student group. Colour matrix allows recording the emotional response to events (for the authors of the article, these are modules of the course) and finding out how it was perceived by students, who of them is experiencing difficulties. The study of the psychoemotional state of respondents was conducted by means of a questionnaire, where the authors were interested in how the study materials on the topic "Integral calculus" and "Differential equations"affect the students' health/mood. Based on the analysis, the most difficult topics for learning modules were identified, and recommendations were given on their possible forms and methods of teaching.

scholarly journals Teaching About Partnerships Between Patients and the Team: Exploring Student Perceptions

2020 ◽  
Vol 7 (6) ◽  
pp. 1589-1594
Author(s):  
Sylvia Langlois ◽  
Kamna Mehra
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Care Process ◽  
First Year ◽  
First Year Students ◽  
Reader's Theater ◽  
Interprofessional Care ◽  
Patient Partnership ◽  
Inductive Thematic Analysis

Health profession educators are responding to shifting approaches where patients are increasingly recognized as partners in an interprofessional care process. To foster competencies related to partnerships between patients and the team, educators have advanced the role of patient partners; however, an appreciation of resulting student learning is in its early stages. First-year students from 9 programs interacted with patient partners and participated in a Reader’s Theater that explored partnerships with patients in an interprofessional team. Students completed reflective assignments; an inductive thematic analysis explored student learning. The following 4 overarching themes were recognized: developing insights through patient perspective, promoting partnerships with patients, recognizing attitudes that promote therapeutic relationships, and advocating for the patient to be a team member. Accompanying subthemes provide enhancement of each of the identified themes. Students discussed the effect of poor collaboration, identified attitudes that promote collaboration, and expressed the value of advocacy for patient partnership. An enriched appreciation of student learning will guide educator engagement of patient partners in both health professional and interprofessional curricula.

scholarly journals Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

2020 ◽  
pp. 27-42
Author(s):  
Kai-Yi Chin ◽  
Ya-Chuan Kao ◽  
Ching-Sheng Wang
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Student Learning ◽  
Authentic Learning ◽  
Experimental Results ◽  
Learning Activities ◽  
Learning Performance ◽  
First Year ◽  
Learning Interest ◽  
First Year Student

In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.

scholarly journals You have one hour: developing a standardized library orientation and evaluating student learning

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Elizabeth Brown
Keyword(s):  
Systematic Review ◽  
Instructional Technology ◽  
Student Learning ◽  
Curriculum Design ◽  
Academic Libraries ◽  
Large Scale ◽  
Main Issue ◽  
First Year ◽  
First Year Students

Library orientations continue to excite, or plague, instruction librarians everywhere. Reaching first year students early can preempt academic heartache and research woes, yet the question of “what students really need” continues to evolve. This article presents a case study of a large-scale implementation of library orientations. The main issue addressed in this article involves a systematic review of students’ post-instruction responses and assessment of their learning. Related elements mentioned in this article include: interdepartmental participation; curriculum design; and instructional technology. While this implementation may not be appropriate for all academic libraries, its components may offer ideas for augmenting existing programs or building new ones.

scholarly journals INFLUENCES OF PERSONALITY ON STUDENTS’ SPEAKING PERFORMANCE

2021 ◽  
Vol 37 (1) ◽  
pp. 66
Author(s):  
Truong Thi Phuong
Keyword(s):  
Group Work ◽  
English Language ◽  
Research Paper ◽  
First Year ◽  
International Studies ◽  
Negative Effects ◽  
First Year Students ◽  
Data Collection Process ◽  
National University ◽  
Pair Work

The great demand for pair work and group work in speaking lessons at University of Languages and International Studies, Vietnam National University, Hanoi (ULIS, VNU) and the weaknesses of first-year students in those activities have been a source of inspiration to this research paper. The research paper focuses on both influences of personality on students’ performance and possible recommendations to overcome the problems. To achieve these purposes, 52 first-year students and 2 experienced speaking teachers at Division 1, Faculty of English Language Teacher Education, ULIS, VNU have taken part in the data collection process including questionnaires, interviews and classroom observations. Afterwards, the data analysis detected that unstable-extroverted was the common trend of students’ personality. Besides, some positive and negative influences of personality types on students’ performance in pair work and group work speaking activities were found out. Based on those influences, recommendations of dividing groups and pairs as well as dividing roles and tasks for students in pair work and group work were raised to reduce the negative effects and increase positive ones.

scholarly journals Lessons learnt – The role of peer-to-peer lecture films in a first year material science laboratory course

2020 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Material Science ◽  
Peer To Peer ◽  
Basic Knowledge ◽  
Initial Increase ◽  
First Year ◽  
Materials Testing ◽  
Laboratory Equipment ◽  
First Year Students ◽  
Online Lectures ◽  
Part Time

At HTW Berlin material science is taught to first year students in combination with laboratory exercises on materials testing. Still, basic knowledge upon theory is necessary to work practically during lab sessions. Therefore homework reading is assigned and additionally lecture films guide students through the laboratory routine prior to class. Initially inspired by students these lecture films were conducted during a one term student semester project according to the peer-to-peer approach supervised by lecturers and film experts. Since establishing the lecture films in summer semester 2015 time consuming explanations were redundant and the students were prepared better gaining more knowledge during practical work than those who did not have access to the films. After watching the introductory films download activities increased and online lectures were prepared carefully. However, the initial increase in final test results is not valid taken into account all grades from 2015 up to now. Still, even if the academic output is not better with our without the implementation of lecture films, the better handling of laboratory equipment and the more smoothly running lab courses account for at least a part time success.

Adopting Learning Analytics in a First-Year Veterinarian Professional Program: What We Could Know in Advance about Student Learning Progress

2021 ◽  
Vol 48 (6) ◽  
pp. 720-728
Author(s):  
Wenting Weng ◽  
Nicola L. Ritter ◽  
Karen Cornell ◽  
Molly Gonzales
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Student Learning ◽  
Learning Analytics ◽  
Prediction Models ◽  
Early Stage ◽  
At Risk Students ◽  
Learning Performance ◽  
First Year ◽  
Actual Performance

Over the past decade, the field of education has seen stark changes in the way that data are collected and leveraged to support high-stakes decision-making. Utilizing big data as a meaningful lens to inform teaching and learning can increase academic success. Data-driven research has been conducted to understand student learning performance, such as predicting at-risk students at an early stage and recommending tailored interventions to support services. However, few studies in veterinary education have adopted Learning Analytics. This article examines the adoption of Learning Analytics by using the retrospective data from the first-year professional Doctor of Veterinary Medicine program. The article gives detailed examples of predicting six courses from week 0 (i.e., before the classes started) to week 14 in the semester of Spring 2018. The weekly models for each course showed the change of prediction results as well as the comparison between the prediction results and students’ actual performance. From the prediction models, at-risk students were successfully identified at the early stage, which would help inform instructors to pay more attention to them at this point.

scholarly journals Group work and the change of obstacles over time: The influence of learning style and group composition

2017 ◽  
Vol 18 (2) ◽  
pp. 99-113 ◽  
Author(s):  
Danny Soetanto ◽  
Matthew MacDonald
Keyword(s):  
Learning Style ◽  
Group Work ◽  
First Year ◽  
First Year Students ◽  
Work Activity ◽  
Work Activities ◽  
Diverse Learning ◽  
The Difference ◽  
The Impact ◽  
Over Time

It is through working in groups that students develop cooperative learning skills and experience. However, group work activity often leads students into a difficult experience, especially for first-year students who are not familiar with group work activities at university. This study explores obstacles faced by first-year students during their group work activities. It investigates whether a group of students with a similar learning style (homogeneous group) experience different obstacles compared to a group of students with a diverse learning style (heterogeneous group). In addition, to identify the difference, if any, between a group formed by a tutor and one where the students form the group themselves, tutor and self-allocated group allocations are explored. This study focuses on obstacles experienced by these students during group work activities. Using a sample of more than 200 students over a period of 3 years, the types and the changes of obstacles in different stages of group life are explored. The findings show that students experience obstacles which can be classified into personal and social, leadership and management, and task-related obstacles. Those obstacles were not static but increased over time. The study also investigates the impact of different methods of forming groups and whether this impacted on obstacles experienced. Overall, different interventions prompted different patterns of obstacle development.

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