Influence of Campus Recreation Employment on Student Learning

2013 ◽  
Vol 37 (2) ◽  
pp. 136-146 ◽  
Author(s):  
Stacey L. Hall
Keyword(s):  
Learning Outcomes ◽  
Multiple Regression ◽  
Communication Skills ◽  
Campus Recreation ◽  
Full Time ◽  
Recreational Sports ◽  
Collaboration Skills ◽  
Student Employees ◽  
The Impact ◽  
One Way Anova

This study examined the influence of part-time employment at a campus recreational sports department on full-time college students' learning. The student employees indicated they attributed their experience working in a campus recreational sports department to their perceived gains in critical thinking, integrative learning, appreciation of diverse perspectives, collaboration skills, and communication skills. Students working at a campus recreational sports department were invited to complete an online survey, which was developed for this project. The questionnaire, containing rating scales and open-ended questions, captured the perceptions of change by the student employees regarding their learning. A concurrent triangulation mixed-method design was used to analyze the data. The quantitative data were analyzed using multiple regression for each of the learning outcomes and one-way ANOVA analyses were conducted to identify differences between the positions. The qualitative data were analyzed using open coding to identify themes. The data were triangulated with job recruitment materials. The student employees indicated they attributed their perceived gains in learning to their experience working in a campus recreational sports department. The multiple regression analysis resulted in two significant predictors, which included collaboration skills and communication skills. While the one-way ANOVA analyses was not able to be conducted between the positions held by the students, the results showed students attribute their experience working in a campus recreational sports department to their perceived learning in specific areas. These results demonstrate the need for more in-depth study of each of the learning outcomes to gain more thorough understanding of the impact of students who work in a campus recreation department.

scholarly journals Introduction, Connection, Application, Reflection, and Extension (ICARE) Learning Model: The Impact on Students’ Collaboration and Communication Skills

2020 ◽  
Vol 9 (1) ◽  
pp. 109-119
Author(s):  
Parsaoran Siahaan ◽  
Ermawati Dewi ◽  
Endi Suhendi
Keyword(s):  
High School ◽  
High School Students ◽  
Communication Skills ◽  
Oral Communication ◽  
Learning Model ◽  
Average Score ◽  
School Students ◽  
Physics Learning ◽  
Collaboration Skills ◽  
The Impact

The 21st-Century skills are skills that must be possessed by students to compete in the era of globalization. The provisioning of these skills to students can go through the physics learning process at school. Introduction, Connection, Application, Reflection, and Extension (ICARE) learning model is one of the learning models that can be applied in Physics learning in high school to train students' skills in critical thinking, creative thinking, communication, and collaboration. The purpose of this study was to determine the improvement of communication and collaboration skills of students after applying the ICARE learning model. The research method used was quasi-experimental with a single-group interrupted time series design. The sample were high school students in one of the Karawang districts, consisting of 12 male students and 15 female students. During the learning activities, students will be given a worksheet with several different questions each meeting tailored to the material being studied, and the answer will be used as a source for analyzing their written communication skills. These questions lead students to be able to communicate the results of their experiments following scientific principles. Experimental activities conducted by students will be analyzed to measure their collaborative skills, and students' presentations will be used to measure their oral communication skills. The improvement of those three aspects was analyzed at each meeting. The results showed that the implementation of learning using the ICARE approach was able to improve the ability of students to collaborate with an average score of 7.87 at the first meeting to 15.93 at the second meeting. While the communication, especially report-writing skills of students, increased from the average of1.53 at the first meeting to 3.6 at the second meeting. The aspect of making presentation material increased from 1.67 to 3.17, and the aspect of oral presentation increased from 1.53 to 3.53 at the second meeting. Based on the results obtained, it can be concluded that students' communication and collaboration skills improve after the ICARE learning model implemented

The College Recreational Sports Learning Environment

2008 ◽  
Vol 32 (1) ◽  
pp. 52-61 ◽  
Author(s):  
Danell J. Haines ◽  
Tyler Fortman
Keyword(s):  
Social Interactions ◽  
Student Learning ◽  
Learning Outcomes ◽  
Financial Support ◽  
Significance Testing ◽  
Recreational Sports ◽  
Sport Club ◽  
Recreational Sport ◽  
Before And After ◽  
The Impact

To show the need for continued financial support, align with universities' missions of student learning, and improve the lives of participants, college recreational sport (CRS) professionals must demonstrate that CRS programs, facilities, and services cause growth in student learning. This study measured sport club out-of-classroom learning in an effort to begin measuring the impact of all CRS areas on student learning. It was hypothesized that sport club participants make gains in life skills, diversity, social interactions, communication, character, leadership, and self-beliefs as a result of their participation. A proxy-pretest posttest design administered to sport club participants measured this hypothesis. Significance testing showed significant differences between participants' ratings of their skills and abilities before and after participation. The implications of these findings for the justification and expansion of CRS funding, the future measurement of learning outcomes in CRS, and the alignment of CRS with the missions of higher education are discussed.

Improve Collaboration Skills Using Cyber-Enabled Learning Environment

2015 ◽  
pp. 1419-1435
Author(s):  
Yujian Fu
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Communication Skills ◽  
Effective Learning ◽  
Object Oriented Design ◽  
Stem Programs ◽  
Collaboration Skills ◽  
Grouping Students ◽  
Collaboration And Communication

Collaborative learning methods have been widely applied in online learning environments to increase the effectiveness of the STEM programs. However, simply grouping students and assigning them projects and homework does not guarantee that they will get effective learning outcomes and improve their collaboration skills. This chapter shows that students can improve their learning outcomes and non-technical skills (e.g. collaboration and communication skills) through the cyber-enabled learning environment. The data was collected mainly from software engineering and object-oriented design classes of both graduates and undergraduates. The authors apply a blended version of education techniques by taking advantage of online environment and classroom teaching. Based on the study, the authors show that students can improve their collaboration and communication skills as well as other learning outcomes through the blended version of learning environment.

Developing Learning Outcomes for a Collaborative Event: Highlighting a Recreational Soccer Tournament Designed to Connect International and Domestic Students

2016 ◽  
Vol 40 (1) ◽  
pp. 82-91 ◽  
Author(s):  
Armand Buzzelli
Keyword(s):  
Learning Outcomes ◽  
Learning Opportunities ◽  
Campus Recreation ◽  
Recreational Sports ◽  
Health And Wellness ◽  
Domestic Students ◽  
Global Engagement ◽  
Collaborative Program ◽  
Learning Domains ◽  
Different Types

The purpose of this study was to exhibit best practices in a collaborative program between a campus recreation department and center for global engagement while demonstrating appropriate learning outcomes. The learning domains that were assessed in this program were intrapersonal development, interpersonal competence, humanitarianism and civic engagement, and practical competence. The program reviewed was a philanthropic recreational soccer tournament designed to specifically offer international and domestic students an opportunity to play recreational sports together while providing learning opportunities for all participants. Participants placed a higher value on participating in a charitable event and participating for health and wellness over seeking involvement with different types of people. Descriptive statistics were analyzed using SPSS and mean scores and standard deviations were reported from the respondent data gathered.

scholarly journals An Analysis of Biology Oral Communication Skills and Cognitive Learning Outcomes: The Impact of Practicum-Based Two-Stay Two-Stray Learning Model

2020 ◽  
Vol 11 (2) ◽  
pp. 111-120
Author(s):  
Egy Razka Likita ◽  
Dina Maulina ◽  
Darlen Sikumbang
Keyword(s):  
Learning Outcomes ◽  
Communication Skills ◽  
Cognitive Learning ◽  
Oral Communication ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
The Impact ◽  
Cognitive Learning Outcomes

Oral communication skills and cognitive learning outcomes are indicators of learning achievement. This research aimed to analyze students' oral communication skills and cognitive learning outcomes through the implementation of practicum-based TSTS. This research employed the quasi-experimental method with a pretest-posttest control group design. The samples were determined using the purposive sampling technique. The results showed that the practicum-based TSTS learning model contributed to students' oral communication skills with excellent categories. Teaching and learning activities using the practicum-based TSTS affected students' cognitive learning outcomes (Sig. 0.838 0.05). Thus, this research showed that the implementation of the practicum-based TSTS learning model on the Plantae topic can train students’ oral communication skills and affect their cognitive learning outcomes.

scholarly journals Impact of working conditions on faculty teaching:

2021 ◽  
Vol 21 (3) ◽  
Author(s):  
Kathryn Berlin ◽  
DoMonique Brock
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Working Conditions ◽  
Small Sample Size ◽  
Student Learning Outcomes ◽  
Small Sample ◽  
Full Time ◽  
Faculty Teaching ◽  
The Impact ◽  
Time Faculty

The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce “disconnects” and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.

scholarly journals COMPARISON OF THE FIRST YEAR LEARNING OUTCOMES OF DUAL AND NONDUAL STUDENTS IN THE LIGHT OF THE INPUT COMPETENCE SURVEY

2021 ◽  
Author(s):  
Róbert Pap-Szigeti ◽  
◽  
Erika Török ◽  
Keyword(s):  
Learning Outcomes ◽  
First Year ◽  
Full Time ◽  
Strong Selection ◽  
Training Systems ◽  
Study Results ◽  
German Model ◽  
The Impact ◽  
Better Than

The number of students taking part in, and the courses involved in dual education have multiplied since the dual education was introduced. At our university, in the last seven years, some hundreds of students have participated in the training based on the German model, implemented in cooperation with partner companies. Based on our assumptions at the beginning of the dual training and the experiences accumulated during the training we assume that in general, more motivated students, the ones who are eager to learn and meet the requirements chose this form of education. The double filter (university and company) makes it possible to choose the best students. The strong selection and the stricter education criteria set by the form of the training (the required progress according to the sample curriculum) results in the students’ achievements which are significantly better than the non-dual students’ results. Thanks to the input surveys regarding the dual and non-dual students which have been conducted since 2010 in our institutions, it is possible to measure the competence of dual and non-dual students at the beginning of the training, and we can also get information about the differences between the two groups and compare the achievements of dual students with the non-dual students. This examination gives a chance to examine how successful the training was for the dual students. The sample of our research consisted of the first year BSc full time students (n = 1,341). We applied the sample adjustment according to the points of the entrance tests when we analysed the achievements of the different training systems. In our presentation, we demonstrate the main areas of the competence survey, the results reached in those areas, the differences between the achievements in those areas, the impact of the input results on the success of learning (the impact of the differences on the results of the first year) in case of dual and non-dual students. We highlight those areas which significantly influence the study results regardless of training forms.

Improve Collaboration Skills Using Cyber-Enabled Learning Environment

2014 ◽  
pp. 443-459
Author(s):  
Yujian Fu
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Communication Skills ◽  
Effective Learning ◽  
Object Oriented Design ◽  
Stem Programs ◽  
Collaboration Skills ◽  
Grouping Students ◽  
Collaboration And Communication

Collaborative learning methods have been widely applied in online learning environments to increase the effectiveness of the STEM programs. However, simply grouping students and assigning them projects and homework does not guarantee that they will get effective learning outcomes and improve their collaboration skills. This chapter shows that students can improve their learning outcomes and non-technical skills (e.g. collaboration and communication skills) through the cyber-enabled learning environment. The data was collected mainly from software engineering and object-oriented design classes of both graduates and undergraduates. The authors apply a blended version of education techniques by taking advantage of online environment and classroom teaching. Based on the study, the authors show that students can improve their collaboration and communication skills as well as other learning outcomes through the blended version of learning environment.

Best Practices in Student Development for Campus Recreation Professionals

2011 ◽  
Vol 35 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Lauren Toperzer ◽  
Denise M. Anderson ◽  
Robert J. Barcelona
Keyword(s):  
Best Practices ◽  
Student Development ◽  
Vital Role ◽  
Campus Recreation ◽  
Recreational Sports ◽  
Vice Presidents ◽  
Web Based ◽  
Student Employees ◽  
Recreation Programs ◽  
Recreation Professionals

Student employees play a vital role in the leadership and delivery of campus recreation programs. Therefore, campus recreation professionals have a unique opportunity to contribute to their development. The purpose of this study was to identify best practices for effective student development in campus recreation programs affiliated with the National Intramural Recreational Sports Association (NIRSA). Data were collected using the Delphi technique via a web-based survey. A panel of experts including five of the 2009 Regional Vice Presidents of the NIRSA organization, as well as five campus recreation professionals from each region chosen by the Regional Vice Presidents was asked to participate. Panel members advocated five general best practices and 21 specific best practices. The five general best practices were leadership opportunities, performance assessment, training and orientation, personal relationships, and professional development. The results provide a framework that campus recreation professionals can use to enhance student development of their employees.

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