scholarly journals On being examined: do students and faculty agree?

2015 ◽  
Vol 39 (4) ◽  
pp. 320-326 ◽  
Author(s):  
Andrew Perrella ◽  
Joshua Koenig ◽  
Henry Kwon ◽  
Stash Nastos ◽  
P. K. Rangachari
Keyword(s):  
Conceptual Understanding ◽  
Correct Answer ◽  
Transfer Of Learning ◽  
Learning Experience ◽  
Health Sciences ◽  
Faculty Members ◽  
Point Scale ◽  
New Information ◽  
Good Learning ◽  
Level Of Agreement

Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students ( n = 526) and faculty members ( n = 33) in a 4-yr undergraduate health sciences program. A series of statements gauged the level of agreement on a 10-point scale. Students and faculty members agreed on the value of assessing student learning with a variety of methods, finding new information to solve problems, assessing conceptual understanding and logical reasoning, having assessments with no single correct answer, and having comments on exams. Clear differences emerged between students and faculty members on specific matters: rubrics, student choice of exam format, assessing creativity, and transfer of learning to novel situations. A followup questionnaire allowed participants to clarify their interpretation of select statements, with responses from 71 students and 17 faculty members. All parties strongly agreed that exams should provide a good learning experience that would help them prepare for the future (students: 8.64 ± 1.71 and faculty members: 8.03 ± 2.34).

Children change their answers in response to neutral follow-up questions by a knowledgeable asker

2019 ◽  
Author(s):  
Elizabeth Bonawitz ◽  
Patrick Shafto ◽  
Yue Yu ◽  
Sophie Elizabeth Colby Bridgers ◽  
Aaron Gonzalez
Keyword(s):  
Social Learning ◽  
Belief Revision ◽  
Correct Answer ◽  
New Information ◽  
Common Practices ◽  
Parent Child

Burgeoning evidence suggests that when children observe data, they use knowledge of the demonstrator’s intent to augment learning. We propose that the effects of social learning may go beyond cases where children observe data, to cases where they receive no new information at all. We present a model of how simply asking a question a second time may lead to belief revision, when the questioner is expected to know the correct answer. We provide an analysis of the CHILDES corpus to show that these neutral follow-up questions are used in parent-child conversations. We then present three experiments investigating 4- and 5-year-old children’s reactions to neutral follow-up questions posed by ignorant or knowledgeable questioners. Children were more likely to change their answers in response to a neutral follow-up question from a knowledgeable questioner than an ignorant one. We discuss the implications of these results in the context of common practices in legal, educational, and experimental psychological settings.

An Investigation of Faculty Members' Engagement in Saudi Arabia

2018 ◽  
Vol 3 (2) ◽  
pp. 114-136
Author(s):  
Eman I AHMED
Keyword(s):  
Employee Engagement ◽  
Faculty Perceptions ◽  
Cognitive Engagement ◽  
Faculty Members ◽  
University Administrators ◽  
Point Scale ◽  
Policy Makers ◽  
Efficiency And Effectiveness ◽  
The University ◽  
The Relationship

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members

scholarly journals Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements

2021 ◽  
Vol 18 (9) ◽  
pp. 4427
Author(s):  
Álvaro Borrallo-Riego ◽  
Eleonora Magni ◽  
Juan Antonio Jiménez-Álvarez ◽  
Vicente Fernández-Rodríguez ◽  
María Dolores Guerra-Martín
Keyword(s):  
Professional Training ◽  
Learning Experience ◽  
Health Sciences ◽  
Data Matrix ◽  
Quantitative Methodology ◽  
Clinical Placements ◽  
Validated Questionnaire ◽  
Significant Difference ◽  
Health Sciences Students

The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.

scholarly journals Success factors in the realization of large ice projects in education

2021 ◽  
Vol 36 (1) ◽  
pp. 4-12
Author(s):  
Arno Pronk ◽  
Peng Luo ◽  
Qingpeng Li ◽  
Fred Sanders ◽  
Marjolein overtoom ◽  
...  
Keyword(s):  
Success Factors ◽  
Learning Experience ◽  
Learning By Doing ◽  
University Of Alberta ◽  
The North ◽  
3D Printed ◽  
Good Learning ◽  
The University ◽  
Ice Shell ◽  
Motivation And Learning

There has been a long tradition in making ice structures, but the development of technical improvements for making ice buildings is a new field with just a handful of researchers. Most of the projects were realized by professors in cooperation with their students as part of their education in architecture and civil engineering. The following professors have realized ice projects in this setting: Heinz Isler realized some experiments since the 1950s; Tsutomu Kokawa created in the past three decades several ice domes in the north of Japan with a span up to 25 m; Lancelot Coar realized a number of fabric formed ice shell structures including fiberglass bars and hanging fabric as a mold for an ice shell in 2011 and in 2015 he produced an fabric-formed ice origami structure in cooperation with MIT (Caitlin Mueller) and VUB (Lars de Laet). Arno Pronk realized several ice projects such as the 2004 artificially cooled igloo, in 2014 and 2015 dome structures with an inflatable mold in Finland and in 2016–2019, an ice dome, several ice towers and a 3D printed gridshell of ice in Harbin (China) as a cooperation between the Universities of Eindhoven & Leuven (Pronk) and Harbin (Wu and Luo). In cooperation between the University of Alberta and Eindhoven two ice beams were realized during a workshop in 2020. In this paper we will present the motivation and learning experiences of students involved in learning-by-doing by realizing one large project in ice. The 2014–2016 projects were evaluated by Sanders and Overtoom; using questionnaires among the participants by mixed cultural teams under extreme conditions. By comparing the results in different situations and cultures we have found common rules for the success of those kinds of educational projects. In this paper we suggest that the synergy among students participating in one main project without a clear individual goal can be very large. The paper will present the success factors for projects to be perceived as a good learning experience.

scholarly journals ICARE Learning Model in Improving the Students Writing Ability

2020 ◽  
Vol 4 (2) ◽  
pp. 258
Author(s):  
Ammang Latifa ◽  
Rafi'ah Nur ◽  
Ahmad Rizal
Keyword(s):  
High School ◽  
Learning Experience ◽  
Sampling Technique ◽  
Essential Elements ◽  
Senior High School ◽  
Writing Ability ◽  
Writing Test ◽  
Post Test ◽  
Good Learning ◽  
Academic Year

This research explored the use of the ICARE Model to studying the writing ability at the Senior high school in Parepare. ICARE includes five essential elements of a good learning experience, can be applied to children, teenagers, and parents, namely Introduction, Connection, Application, Reflection, and Extension. This research involved a population from Senior high school in Parepare in the academic year 2015/2016. The students consist of two classes, an experimental class, and a control class. Each class consists of 36 students. This research utilized a cluster random sampling technique to select the sample. The instrument used in this research is the writing test. The data were analyzed by using t-test. The research reveals that there was a significant increase in students writing ability. This finding indicates that the mean score of the post-test of the experimental group is getting much better than the control class. It meant that using ICARE developed the students' ability in writing, and the writing component increased the highest is in the vocabulary aspect.

scholarly journals Written Corrective Feedback as Practiced by Instructors of Writing in English at Najran University

2019 ◽  
Vol 8 (3) ◽  
pp. 112
Author(s):  
Fatimah Mohammed M. Aseeri
Keyword(s):  
Correct Answer ◽  
Analytical Approach ◽  
English Language ◽  
Mother Tongue ◽  
Corrective Feedback ◽  
Faculty Members ◽  
Main Study ◽  
Written Corrective Feedback

The present study aimed to address the extent to which faulty members and students at the department of English language at Najran University practice using the ways of written corrective feedback. The questionnaire, as the main study instrument was used to collect data while the descriptive analytical approach was used to analyze these collected data. Findings revealed that the direct way of correction, i.e., the identification of student’s errors by underlining or circling and then telling them how to correct such errors without allowing them the chance to figure out what the corrections are, was the most practiced way of written corrective feedback. Using Arabic, as it was students’ mother tongue, to show them their errors and then explain to them how to correct these errors was the second practiced way. Indirect correction like for example correcting student’s errors through writing in the margin that there was an error without giving them the correct answer was the least used way, as indicated by faculty members. Nevertheless, correcting students’ errors by coding the exact error in the text without giving them the correct answer was the least used way from students’ viewpoint. Moreover, findings showed that both faculty members and students were in favor of the comprehensive not the selective way of correction.

Faculty Development in Instructional Technology in the Context of Learning Styles and Institutional Barriers

2010 ◽  
pp. 1-38
Author(s):  
Robson Marinho
Keyword(s):  
Instructional Technology ◽  
Learning Styles ◽  
Learning Experience ◽  
The United States ◽  
Faculty Members ◽  
Institutional Barriers ◽  
North Carolina State University ◽  
Personal Approach ◽  
Context Of Learning ◽  
Academic Rewards

This chapter describes the within-case analysis of ten faculty members who agreed to share their learning experience and struggles in learning instructional technology. The case focuses on the in-depth description of each participant stressing their unique personal approach and learning styles, describing the main steps experienced and resources utilized by the participants during the learning process. It also highlights one dominant learning characteristic of each participant, which is compared with the participant’s result in the Index of Learning Styles Questionnaire of North Carolina State University, with potential implications for academic administrators in promoting the use of instructional technology by faculty members of diverse profiles. The case also discusses the institutional barriers faced by faculty members while learning how to use instructional technology at a public university in the United States. Three institutional barriers were a major concern for the participants: Time, rewards, and cost. One hundred percent of the participants agreed that providing more time—along with financial and academic rewards—is critical to supporting the learning and implementation of instructional technology.

scholarly journals Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic

2020 ◽  
Vol 3 (4) ◽  
pp. 51
Author(s):  
Ratneswary Rasiah ◽  
Harpaljit Kaur ◽  
Vinitha Guptan
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Learning Experience ◽  
Management Skills ◽  
Learning And Teaching ◽  
Education Industry ◽  
Good Learning ◽  
Internet Connections ◽  
Higher Education Industry

The Covid-19 pandemic is one of the most disruptive, life-changing events that had brought the world to a perpetual standstill in 2020. Schools and institutions of higher education were impacted badly, resulting from the lockdowns and movement restrictions imposed by the governments of numerous countries. Students and faculty found themselves in virtual classrooms, with many caught unaware of what they needed to do, having to learn new things at lightning speed and feeling a sense of despair. While many online learners had frustrations and concerns regarding their online learning experience, there were those who had a good learning experience. The students’ observations and perceptions of the difficulties and opportunities they encountered in their online learning experience were assessed through grounded theory using textual thematic qualitative analysis of their reflective feedback. The findings reveal that most students had a good online learning experience and found that the academic continuity plans implemented by the universities were effective. The concerns that some students had with online learning were related to technological drawbacks such as poor internet connections, and personal concerns about academic ability and time management skills, among others. This study concludes by offering insights and recommendations to institutions, faculty, and students on how best to conduct online learning and teaching for all.

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