Hospitality Management Students' Conceptions of Education

The major issue addressed in this study is the alignment between the institutional conception of education and the students’ conceptions of education, decomposed into three parts: conceptions of knowledge, conceptions of teaching and learning, and conceptions of assessment. Subjects in this study were 324 students enrolled in a four-year hospitality management programme. Three instruments were administered to measure students’ conceptions of education. Results indicate that the three sets of conceptions seem to fit in the traditional-constructivist dichotomy with students showing a congruent pattern in the three sets of conceptions. Finally, first-year students hold more traditional conceptions of education than senior students. The implication for educational innovations is that serious attention should be paid to the development of students’ conceptions of education.

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PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

Jurnal Guru Dikmen dan Diksus ◽

10.47239/jgdd.v3i1.113 ◽

2020 ◽

Vol 3 (1) ◽

pp. 117-131

Author(s):

Dayang Suriani

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Peer Feedback ◽

First Grade ◽

First Year ◽

First Year Students ◽

Writing Ability ◽

Preliminary Study ◽

Academic Year ◽

Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

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Qualitative Development of Students’ Digital Skills by Integrating a Spreadsheet Software in First Year Introduction to Engineering and Seminar Course

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i18.24325 ◽

2021 ◽

Vol 16 (18) ◽

pp. 213

Author(s):

Aziatul Niza Binti Sadikin ◽

Azizul Azri Bin Mustaffa ◽

Hasrinah Binti Hasbullah ◽

Zaki Yamani Bin Zakaria ◽

Mohd Kamaruddin Bin Abd Hamid ◽

...

Keyword(s):

Problem Based Learning ◽

First Year ◽

Microsoft Excel ◽

First Year Students ◽

Learning Skill ◽

Hands On ◽

Digital Skills ◽

Data Source ◽

Spreadsheet Software ◽

Development Of Students

The Introduction to Engineering (ITE) and Industrial Seminar and Profession (ISP) courses conducted at School of Chemical and Energy Engineering, Universiti Teknologi Malaysia, are integrated courses which implement the Cooperative Problem-based Learning (CPBL) methods in the same semester. Based on this integrated courses, the main aim of this paper is to investigate the qualitative impact of spreadsheet hands-on seminar on the first year students' digital skill. At the beginning of the semester, students are given sustainability-based project to work on, which requires them to collect and to report the data in a series of presentations and written reports. In order to present those data, they need to use analysis tools such as a spreadsheet software. The students are introduced with some in-depth applications of the Microsoft Excel software through the seminar sessions in the ISP course. With the knowledge that the students gain, they are expected to implement it in the CPBL project. A qualitative approach has been adopted to implement the study. Student’s reflections were used as the data source to identify common attributes that they have managed to gain from seminar sessions. This study has found that all students had primarily learned about digital skills. They perceived hand-on activity during the seminar as a good platform to acquire knowledge on basic calculation and developed learning skill on Excel. Moreover, students recognized the skills they are learning will be useful in other courses and future careers.

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Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

10.22364/htqe.2021.73 ◽

2021 ◽

Author(s):

Līga Beļicka ◽

◽

Tatjana Bicjutko

Keyword(s):

Teaching And Learning ◽

Research Question ◽

Educational Process ◽

Asynchronous Learning ◽

First Year ◽

Self Directed Learning ◽

First Year Students ◽

Challenges And Opportunities ◽

Directed Learning ◽

Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

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Effective mathematics teaching in tertiary technological education: The case of ASPETE

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v7i1.4888 ◽

2020 ◽

Vol 7 (1) ◽

pp. 158-168

Author(s):

Katerina Kasimatis ◽

Andreas Moutsios-Rentzos ◽

Nikolaos Matzakos ◽

Varvara Rozou ◽

Dionisios Kouloumpis

Keyword(s):

Mathematics Teaching ◽

Teaching And Learning ◽

Teaching Effectiveness ◽

Learning System ◽

First Year ◽

Research Approach ◽

Technological Education ◽

First Year Students ◽

Teaching And Learning Mathematics ◽

Learning Mathematics

In this mixed methods study, we draw upon a systemic perspective to investigate the way that effective mathematics teaching is constructed in the ASPETE (School of Pedagogical and Technological Education) learning system. We focused on the perspectives of the first-year students (through questionnaires), of the lecturer who taught the course (through interviews), as well as of the research team (through observations). We considered both the pragmatic level (what they actually experienced) and the desired level (what they would prefer to experience). The results of the conducted analyses support the proposed research approach, revealing convergences and divergences in the mapped perspectives, which identify the mathematics teaching effectiveness of the subsystem of the mathematics class in ASPETE as an emergent, systemic phenomenon. The pedagogical implications are discussed, with respect to the planifications of teaching and learning mathematics in the ASPETE learning system.

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Motivation of Medical Students to Study Sciences

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v4i8.2983 ◽

2018 ◽

Vol 4 (8) ◽

pp. 103-108

Author(s):

Eva Kralova

Keyword(s):

Medical Students ◽

Science Teachers ◽

Teaching And Learning ◽

Medical Curriculum ◽

Natural Sciences ◽

First Year ◽

First Year Students ◽

First Semester ◽

Positive Attitudes ◽

Medical Diagnostic

Natural sciences and their applications (medical biophysics, medical chemistry and medical biology) represent an inevitable part of medical curriculum. They are often negatively evaluated and a lack of motivation to their study is observed. The attitudes of medical students towards natural sciences are influenced by their negative experiences from the previous study. Nevertheless, knowledge from the natural sciences represents the necessary basis for better understanding of the basic principles of the medical diagnostic and therapeutic methods. Therefore, the indispensable role of natural science teachers is to achieve positive attitudes and motivate students to study them. Our research project is focused on the identification and subsequent application of motivating approaches in natural sciences teaching. Pedagogical investigation using anonymous questionnaires was done with the aim to specify respondents’ (first year students of Comenius University in Bratislava, Faculty of Medicine) motivation and attitudes towards teaching and learning natural sciences before starting medicine study and after the first semester of medicine study. Keywords: University medical education, student’s motivation, natural sciences.

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Developing Animated Cartoons for Economic Teaching

Journal of University Teaching and Learning Practice ◽

10.53761/1.9.2.5 ◽

2012 ◽

Vol 9 (2) ◽

pp. 67-80

Author(s):

Yu Aimee Zhang ◽

Keyword(s):

International Students ◽

Teaching And Learning ◽

Qualitative Interviews ◽

Class Discussion ◽

Long Term Memory ◽

First Year ◽

First Year Students ◽

Positive Feedbacks ◽

Learning Efficiency ◽

Economic Studies

Purpose – A picture is worth a thousand words. Multimedia teaching materials have been widely adopted by teachers in Physics, Biotechnology, Psychology, Religion, Analytical Science, and Economics nowadays. To assist with engaging students in their economic study, increase learning efficiency and understanding, solve misconception problems, encourage in class discussion, and increase final performance for students (especially for international students and RA students), some animations and cartoons are developed to explain basic economic concepts for both macroeconomic and microeconomic concepts, issues and events. Methodology – Two surveys were first conducted to collect first year and international students’ requirement and suggestions. Cartoons and animations were then designed and developed to solve the major misconception and misunderstanding problems facing first year students or international students in their economic studies. Qualitative interviews were conducted to collect feedbacks for the cartoons developed for this project from economic lecturers, tutors, students and other teachers and students without economic backgrounds. Learning efficiencies from animations and text materials are also compared by the length of learning time in this paper. Findings – Surveys in this study support the view that different students have different preferred learning methods. However, practice case studies are the preferred learning method for both first year university students and international students. The animated cartoons developed in this research received strong positive feedbacks from peer colleagues in Economics, teachers from other faculties, tutors in Economics, first year students, international students and RA students with dyslexic problems. Utilisation of these resources can improve learning efficiency, help students in their understanding and long-term memory of the subject, engage students in their studies, and increase interest in undertaking economic studies amongst all other students. Value – The results of this study could be used in any Economics subject, as well as for self-study by Economics students and others. As part of the Teaching and Learning Project, these materials are capable of being further used in mobile applications to assist in engaging students in their learning.

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Value Components of the Self-Image of Students of a Deontological Profile of Training at University

Bulletin of Kemerovo State University ◽

10.21603/2078-8975-2020-22-2-387-396 ◽

2020 ◽

Vol 22 (2) ◽

pp. 387-396

Author(s):

Ye. V. Arshinova ◽

M. A. Bilan ◽

O. A. Braun ◽

E. V. Yanko

Keyword(s):

Educational Psychology ◽

Value Orientations ◽

The Self ◽

Ethical Principles ◽

First Year ◽

First Year Students ◽

Self Image ◽

Mass Consciousness ◽

The Individual ◽

Senior Students

According to post-non-classical psychology, the values of mass consciousness act as a guideline for the moral behavior of the individual. This is especially important for a specialist whose work depends on the formation of professional and ethical principles of their personality. Deontological principles develop during training. The substantial characteristics of one’s self-image also develop at university. They approach the values of mass consciousness, which are the universal regulator of any form of human activity. The research featured the development of students' value orientations and the methods aimed at educating future deontology specialist. Such methods are usually based on post-non-classical psychology. Currently, this is the most important scientific matter in educational psychology. The article focuses on the temporal characteristics of the development of value components of the self-image in students of the deontological profile. The authors identified the main value components that characterize the development of moral and ethical principles in students at all stages of training. The values proved to undergo several changes during the learning process. Utilitarian and hedonistic values were most pronounced in first-year students and maintained their first rank positions until graduation. According to M. S. Yanitskiy’s value types of personality, senior students demonstrated the intermediate type. The authors registered a certain discrepancy between students' ideas about professional values and the actual values they chose. This contradiction must be resolved during the training period.

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An Empirical Study of Business Student Engagement with Active Teaching Strategies: A Comparison of First Year and Senior Students

American Business Review ◽

10.37625/abr.24.1.67-89 ◽

2021 ◽

Vol 24 (1) ◽

pp. 67-89

Author(s):

Amir Arjomandi ◽

Juergen Heinz Seufert ◽

Martin O’Brien ◽

L. Celeste Rossetto

Keyword(s):

Student Engagement ◽

Teaching Strategies ◽

Student Outcomes ◽

Business Students ◽

First Year ◽

First Year Students ◽

Empirical Modelling ◽

Active Teaching ◽

Support Tools ◽

Senior Students

The quantitative evaluation of student engagement has been difficult to achieve. This study uses Kahu’s (2013) conceptual framework to investigate the effectiveness of active teaching strategies and how they influence Business students’ engagement in a blended learning environment. First, we quantify the influence of various in-class active teaching activities and out-of-class support tools upon student engagement. The link between engagement and student outcomes in terms of academic results and personal and professional skills development is then captured in our empirical modelling. Results are compared between first year and senior students to understand significant differences in their engagement and experience. Our findings suggest that first year students display a higher propensity to utilize in-class learning activities and out-of-class support tools. This in turn, establishes a strong link with their engagement patterns. However, there is a weaker link between first year student engagement and outcomes compared to senior students. Overall, this study reinforces the usefulness of Kahu’s framework to guide curricula developments that cater for learners’ different needs.

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Building Learning Communities in Residential Colleges

Journal of University Teaching and Learning Practice ◽

10.53761/1.6.2.5 ◽

2009 ◽

Vol 6 (2) ◽

pp. 54-68

Author(s):

Robyn L. Muldoon ◽

◽

Ian Macdonald ◽

Keyword(s):

New England ◽

Learning Communities ◽

Learning Strategies ◽

First Year ◽

First Year Students ◽

Low Socioeconomic ◽

Regional University ◽

Traditional Lectures ◽

The University ◽

Senior Students

This paper addresses the retention issues presented when large numbers of students from low socioeconomic backgrounds and associated disadvantaged educational histories live together on-campus. It reports research in progress on a new approach taken at the University of New England (UNE), Australia, aimed at encouraging the growth of learning communities in colleges through the training and subsequent support of senior students charged with helping first year students negotiate the transition to successful university study. It outlines the issues faced by both the first year students and the senior students, strategies implemented, outcomes to date and plans for further change. UNE is a regional university with 5,000 on-campus students, half of whom live in seven residential colleges. It appears that for these students, traditional lectures and workshops on learning strategies and techniques are not as effective as layered, personal ‘at the elbow’ learning support in a non-threatening, social environment.

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Methodology of first-year students’ foreign language written discourse competency development

Revista EntreLinguas ◽

10.29051/el.v7iesp.2.15149 ◽

2021 ◽

pp. e021023

Author(s):

Iryna Hoshtanar ◽

Olga Kostrubina ◽

Aelita Lebedieva ◽

Oksana Izmailov

Keyword(s):

Foreign Language ◽

Educational Process ◽

First Year ◽

State University ◽

Competency Development ◽

Written Discourse ◽

First Year Students ◽

Experimental Teaching ◽

The Subject ◽

Development Of Students

The article focuses on the issues of methodology of first-year students’ foreign language written discourse competency development. The aim of this paper is to present the results of experimental work on the development of first-year students’ foreign language written discourse competency and to specify the achievements in its implementation into the educational process at the Faculty of Foreign Philology of the Kherson State University. The subject of our research project is the methodology of the development of students’ written discourse competency as the basis for their written communication in a foreign language. The achievement of this goal was carried out in the course of solving a number of tasks. Thus, the notion of written discourse competency in a foreign language is considered and its structure and components are clarified. The methodology of university students’ foreign language written discourse competency development is presented in the form of a model which includes 5 components: target, concept, content, procedure and outcome. The results obtained in the course of the experimental teaching are given.

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