Worrying about what others think: A social-comparison concern intervention in small learning groups

2014 ◽  
Vol 15 (3) ◽  
pp. 249-262 ◽  
Author(s):  
Marina Micari ◽  
Pilar Pazos
Keyword(s):  
Academic Success ◽  
Social Comparison ◽  
Small Group ◽  
Study Skills ◽  
Small Group Learning ◽  
Learning Groups ◽  
Theories Of Intelligence ◽  
University Level ◽  
The University ◽  
The Impact

Small-group learning has become commonplace in education at all levels. While it has been shown to have many benefits, previous research has demonstrated that it may not always work to the advantage of every student. One potential problem is that less-prepared students may feel anxious about participating, for fear of looking “dumb” in front of their peers. This study examines the impact of an intervention to reduce that sort of anxiety—termed social-comparison concern—in small learning groups at the university level. Over the course of an academic quarter (10 weeks), 144 students in 33 small learning groups participated in the study. Approximately one-third received an intervention designed to reduce social-comparison concern by modifying theories of intelligence and attributions for failure. One-third received a study-skills intervention, and the remaining third received no extra resources. The findings suggest that the intervention was successful and that instructors may want to infuse small-group work with discussion of the malleable nature of intelligence and of the reasons for academic success and failure.

Implementing languages policy at the university level

1995 ◽  
Vol 18 (2) ◽  
pp. 160-174 ◽  
Author(s):  
Marta Rado ◽  
Lois Foster
Keyword(s):  
National Policy ◽  
Main Concern ◽  
University Level ◽  
The University ◽  
The Impact

Abstract This paper is a sequel to the project which was reported in the article entitled ‘Through the glass darkly? The National Policy on Languages as seen by Tertiary Language Staff (Rado and Foster 1990). In that article, the main concern was with the impact the National Policy may have had on the design of tertiary LOTE courses. This article looks at further developments in selected tertiary LOTE contexts up to July 1994. These developments have been highlighted as of interest for planning future courses.

The use/non-use of ne in the spoken French of university-level learners of French as a second language in the Canadian context

2010 ◽  
Vol 20 (3) ◽  
pp. 289-311 ◽  
Author(s):  
KATHERINE REHNER
Keyword(s):  
High School ◽  
Second Language ◽  
Undergraduate Studies ◽  
Canadian Context ◽  
University Level ◽  
The University ◽  
The Impact

ABSTRACTThis paper presents the results of a sociolinguistic analysis of ne use/non-use in the spoken French of learners of French as a second language enrolled in their first or fourth year of undergraduate studies in a bilingual university in Ontario, Canada. Specifically, it examines the impact of various linguistic and extra-linguistic factors on the students’ use of the variants and compares the patterns found to previous research on ne use/non-use among Ontario high school FSL learners and on other sociolinguistic variables in the speech of the same university FSL learners under study here. The paper concludes that while many of the same influences are at work in the speech of both the university and high school learners, the precise influences appear to be modified with continued study and that many of these patterns are similar across variables within the university FSL learners’ speech.

scholarly journals Entrepreneurial Pathways in Art

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Kaisu Tuominiemi ◽  
Scott Benzenberg
Keyword(s):  
Art World ◽  
Art Students ◽  
Art Programs ◽  
Post Secondary ◽  
Arts Programs ◽  
University Level ◽  
Studio Practices ◽  
And Performance ◽  
The University ◽  
The Impact

Art programs at the university level are often designed in a studio-based model where the curriculum objective is “high-levels of disciplinary expertise” (Hong, Essig, & Bridgstock, 2012). These programs graduate artists who, while highly proficient in creation and performance, must navigate a career market which is limited and highly competitive.  This studio model is shifting. Many arts programs at the university level are now beginning to incorporate courses which help artists as they navigate the business of the art world, but these types of interventions still neglect opportunities to fully harness artistic skillsets of art students. Arts Entrepreneurship is an emerging discipline in post-secondary education. This discipline aims address the needs of the artist while also recognizing the unique habits of mind the artist might bring into enterprise. The scope of this discipline extends beyond studio practices by considering and measuring the impact of an artists’ work. “The unique mission of arts programs and therefore a unique of arts entrepreneurship education and a defining aspect of its signature pedagogy is the practice of making art work in and for the real world” (Hong, Essig, & Bridgstock, 2012). In this discipline, artists extend the scope of their “work” beyond creation and towards practices which can future sustain an artistic venture. Arts Entrepreneurship therefore seeks to graduate artists who are able to consider and measure the scope of external impacts. The proposal here seeks to address the need of graduates in art education to pursue meaningful employment while also generating new potentials the artist’s role in wider society.

scholarly journals OBSTACLES MODELLING REALITY: TWO EXPLORATORY STUDIES ON PHYSICS DEFINED AND UNDEFINED PROBLEMS

2014 ◽  
Vol 13 (6) ◽  
pp. 883-895
Author(s):  
María Elena Truyol ◽  
Vicente Sanjosé ◽  
Zulma Gangoso
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Key Words ◽  
External Validity ◽  
Cognitive Model ◽  
Academic Problems ◽  
Educational Materials ◽  
Experimental Problem ◽  
University Level ◽  
The University

One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed ‘Physics Problem Understanding Model’, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity. Key words: cognitive model, modelling skills, problem solving, problem statements, university level.

scholarly journals Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

2000 ◽  
Vol 17 (2) ◽  
pp. 185-193 ◽  
Author(s):  
Chija Skala ◽  
Timothy F. Slater ◽  
Jeffrey P. Adams
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Learning Activities ◽  
Cooperative Groups ◽  
Learning Groups ◽  
Team Members ◽  
Course Content ◽  
Large Lecture ◽  
Group Interviews ◽  
The Impact

AbstractLarge-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

scholarly journals Imagining tomorrow's university: open science and its impact

F1000Research ◽  
2017 ◽  
Vol 6 ◽  
pp. 405
Author(s):  
Adina Howe ◽  
Michael Howe ◽  
Amy L. Kaleita ◽  
D. Raj Raman
Keyword(s):  
Scientific Inquiry ◽  
Open Science ◽  
Holistic View ◽  
Multilevel Approach ◽  
The Future ◽  
University Level ◽  
The University ◽  
The Impact

As part of a recent workshop entitled "Imagining Tomorrow's University”, we were asked to visualize the future of universities as research becomes increasingly data- and computation-driven, and identify a set of principles characterizing pertinent opportunities and obstacles presented by this shift. In order to establish a holistic view, we take a multilevel approach and examine the impact of open science on individual scholars as well as on the university as a whole. At the university level, open science presents a double-edged sword: when well executed, open science can accelerate the rate of scientific inquiry across the institution and beyond; however, haphazard or half-hearted efforts are likely to squander valuable resources, diminish university productivity and prestige, and potentially do more harm than good. We present our perspective on the role of open science at the university.

scholarly journals Differences in “Study Skills” Among a Sample of SQU Students in Light of Some Variables

2014 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Hilal Zahir Al-Nabhani ◽  
Ahmed Mohamed Shabeeb
Keyword(s):  
Academic Achievement ◽  
Study Skills ◽  
Academic Persistence ◽  
Measurement Tool ◽  
Factorial Validity ◽  
Relevant Research ◽  
Specialty Area ◽  
Research Findings ◽  
University Level ◽  
The University

The importance of “study skills” has been increasingly emphasized by several researchers particularly at the university level where the student is independent and bears the responsibility of his/her own learning. Relevant research findings have indicated that positive changes in academic achievement are attributable to the various study skills possessed by the learners as relevant to the learning process. This study aims to investigate differences in “study skills” among a sample of SQU students in light of some variables. The measurement tool for the present research is a study skills measure that has been prepared and validated through factorial validity, and its reliability established through the Alpha Chronbach’s equation. Results show that there are no significant differences attributable to gender or the specialty area in the dimensions of the study skills investigated (study competencies, concentration during study, academic persistence, and readiness for exams). Further, the results also show no significant differences between the students of low and high GPA in the dimension of academic persistence. However, the results reveal significant differences between the students of low and high GPA in the dimensions of study competencies, concentration during study, and readiness for exams. These significant differences were in favor of the students of high GPA. 

scholarly journals The Impact of Covid-19 on Online Learning Activities at The University of The Helvetia Medan Health Institute

2020 ◽  
Vol 1 (2) ◽  
pp. 27-34
Author(s):  
Indra Ginting ◽  
Asriwati Asriwati ◽  
Ismail Effendy ◽  
Tiwanto Dakhi
Keyword(s):  
Online Learning ◽  
Health Data ◽  
Learning Activities ◽  
Internet Connection ◽  
Online Mode ◽  
E Learning ◽  
Qualitative Descriptive ◽  
University Level ◽  
The University ◽  
The Impact

COVID-19 is a disease outbreak that originated in China that is spreading rapidly throughout the world. COVID-19 spread in Indonesia in mid-March 2020. The spread of this virus caused losses to many countries, especially in the economic sector. In the field of education, COVID-19 also drastically changes the learning model; All learning activities are carried out online, starting from elementary school to university level. This research is a qualitative descriptive study that describes online learning activities at the Helvetia Institute of Health after it has been determined that all learning activities are carried out at home using online mode. The subjects consisted of 4 students and 3 lecturers at the Helvetia Institute of Health. Data collection using interviews. Based on the results of interviews, online learning activities at the Helvetia Institute of Health have been effective by using the Zoom, Google Classroom, Schoology, Webex, E-Learning, WhatsApp, and Cloux applications. Obstacles in the implementation of online learning are the problem of internet connection and inadequate economy.

Balancing Theoretical and Practical Goals in the Delivery of a University-Level Data Communications Program

2011 ◽  
pp. 290-301
Author(s):  
Jairo Gutierrez ◽  
Koro Tawa
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Data Communications ◽  
Advantages And Disadvantages ◽  
Level Data ◽  
Hands On ◽  
On Line ◽  
University Level ◽  
The University ◽  
The Impact

This case examines the experience of introducing the Cisco Networking Academy Program as part of two data communications courses taught in the School of Business and Economics at the University of Auckland. This case discusses the advantages and disadvantages encountered in the administration and delivery of the combined (traditional content plus the Cisco-based content) material. The case also analyses the impact of the program on the learning outcomes and objectives of the existing courses. The feedback presented was obtained informally through conversations with students and formally by using end-of-semester surveys and by reviewing students assignments and tests. The case describes how the program combined traditional sage on the stage lectures plus hands-on lab experiments as part of the educational experience. The availability of on-line curricula and testing is also considered as an important element in the learning process.

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