An aid to transition? The perceived utility of online resources for on‐campus first year management students

2013 ◽  
Vol 55 (4/5) ◽  
pp. 414-428 ◽  
Author(s):  
Margaret Lindorff ◽  
Tui McKeown
Keyword(s):  
Online Resources ◽  
First Year ◽  
Perceived Utility ◽  
Management Students

Learners’ preferences for online resources, activities, and communication tools: A comparative study of Turkey and Kyrgyzstan

2020 ◽  
Vol 17 (2) ◽  
pp. 148-166 ◽  
Author(s):  
Gülgün Afacan Adanır ◽  
Gulshat Muhametjanova ◽  
Mehmet Ali Çelikbağ ◽  
Asan Omuraliev ◽  
Rita İsmailova
Keyword(s):  
Mixed Methods Research ◽  
Online Courses ◽  
Online Resources ◽  
First Year ◽  
Communication Tool ◽  
Communication Tools ◽  
Online Resource ◽  
E Learning ◽  
Social Media Tools ◽  
Study Participants

The progresses in technology lead to advances in e-learning as well as lead to increase in number of learners participating in e-learning courses. Richness of online resources, activities, and communication tools presented in online courses can be one of the factors that influence learners’ attendance to e-learning. In this regard, the initial purpose of this study was to identify online resource, activity and communication tool preferences of learners studying in two public universities: one located in Turkey and one located in Kyrgyzstan. At the second stage, comparison of Turkish and Kyrgyz learners’ preferences was carried out to explore differences in two countries. The participants are first-year undergraduate learners enrolled in first-year courses in the online environment. The total number of participants is 370, which involves 185 Turkish learners and 185 Kyrgyz learners. In the context of this study, participants’ submissions to the questionnaire were collected as quantitative data; while participants’ opinions toward online resources, activities, and communication tools were obtained as qualitative data. Thus, the study was designed as a mixed methods research that quantitative and qualitative methods were applied for the data analysis. The results demonstrated that Turkish learners perceive communication tools, online exams, and text-based course notes to be the most useful for e-learning, whereas perceive online group activities and wiki pages as not useful enough. On the other hand, Kyrgyz learners perceive interactive materials, online exams, and social media tools to be the most useful for e-learning, whereas perceive online chats and pages as not useful enough. The participants’ opinions cover important points for the improvement of current online materials. In addition, learners from Turkey and Kyrgyzstan showed both similarities and differences in terms of their preferences toward online resources, activities, and communication tools, which are explained through this paper.

Hospitality Management Students' Conceptions of Education

2007 ◽  
Vol 7 (3-4) ◽  
pp. 256-268 ◽  
Author(s):  
Wichard Zwaal ◽  
Hans Otting
Keyword(s):  
Teaching And Learning ◽  
Hospitality Management ◽  
Management Programme ◽  
First Year ◽  
First Year Students ◽  
Educational Innovations ◽  
Conceptions Of Assessment ◽  
Management Students ◽  
Senior Students ◽  
Development Of Students

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.

scholarly journals The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

2014 ◽  
Author(s):  
Nieky van Veggel ◽  
Jonathan Amory
Keyword(s):  
Academic Performance ◽  
Student Experiences ◽  
First Year ◽  
Science Students ◽  
Group Discussions ◽  
Animal Science ◽  
Mathematics Confidence ◽  
Management Students ◽  
The Impact ◽  
Insight Into

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics form an essential and integral part of any bioscience degree and are essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

scholarly journals The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

2014 ◽  
Author(s):  
Nieky van Veggel ◽  
Jonathan Amory
Keyword(s):  
Academic Performance ◽  
Student Experiences ◽  
First Year ◽  
Science Students ◽  
Group Discussions ◽  
Animal Science ◽  
Mathematics Confidence ◽  
Management Students ◽  
The Impact ◽  
Insight Into

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics form an essential and integral part of any bioscience degree and are essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

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