Transformational Learning in First-Year Australian Preservice Primary Teacher

2019 ◽  
Vol 17 (4) ◽  
pp. 299-317
Author(s):  
Geoffrey Lummis ◽  
Graeme Lock ◽  
Clare Freeman ◽  
Catherine Anne Ferguson
Keyword(s):  
Student Retention ◽  
Degree Completion ◽  
Transformational Learning ◽  
Online Survey ◽  
Phase 1 ◽  
Primary Teacher ◽  
First Year ◽  
Student Identity ◽  
Transformational Learning Theory ◽  
Semistructured Interviews

The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orientation and student identity, which indicated that they were experiencing the building of confidence and competence in new roles (Phase 7) and provisionally trying out new roles (Phase 8). Nevertheless, all respondents indicated being overwhelmed by the unexpectedly high academic study load, indicating a disorientating dilemma (Phase 1). These results are placed in the context of student retention and degree completion.

scholarly journals TRANSFORMATIONAL LEARNING THEORY: A PEDAGOGICAL FRAMEWORK TO ENCOURAGE SOCIAL PERSPECTIVE TAKING IN FIRST-YEAR STUDENTS IN POST-SECONDARY INSTITUTIONS

2021 ◽  
Vol 3 (1) ◽  
pp. 46-51
Author(s):  
Joel Murphy
Keyword(s):  
Student Affairs ◽  
Learning Theory ◽  
Transformational Learning ◽  
First Year ◽  
First Year Students ◽  
Pedagogical Strategies ◽  
Post Secondary ◽  
Transformational Learning Theory ◽  
Diverse Student ◽  
Post Secondary Institution

There has been an increased emphasis for professionals within the field of student affairs to focus on programming that will engage and help support increasingly diverse student populations on (Odağ, Wallin, & Kedzior, 2016). Bowman (2012) writes: “Many entering college students have had limited opportunities for meaningful interactions and friendships across difference, which further suggests the unique role of college in promoting diversity-related growth” (p.1). Missing within the literature are examples of pedagogical strategies for developing programs that can positively affect inclusivity on post-secondary institution (PSI) campuses. This paper identifies transformational learning theory as a specific pedagogical strategy to help student affairs professionals better support informal first-year programming. Developing innovative theory-guided programming is necessary to encourage learning and development (Baldwin et al., 2004).

scholarly journals Lifestyle Changes and Body Mass Index during COVID-19 Pandemic Lockdown: An Italian Online-Survey

Nutrients ◽  
2021 ◽  
Vol 13 (4) ◽  
pp. 1117
Author(s):  
Silvia Maffoni ◽  
Silvia Brazzo ◽  
Rachele De Giuseppe ◽  
Ginevra Biino ◽  
Ilaria Vietti ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Online Survey ◽  
Negative Impact ◽  
Phase 1 ◽  
Adult Population ◽  
Lifestyle Changes ◽  
Eating Behaviours ◽  
Public Health Services ◽  
Activity Frequency

Background. COVID-19 pandemic has imposed a period of contingency measures, including total or partial lockdowns all over the world leading to several changes in lifestyle/eating behaviours. This retrospective cohort study aimed at investigating Italian adult population lifestyle changes during COVID-19 pandemic “Phase 1” lockdown (8 March–4 May 2020) and discriminate between positive and negative changes and BMI (body mass index) variations (ΔBMI). Methods. A multiple-choice web-form survey was used to collect retrospective data regarding lifestyle/eating behaviours during “Phase 1” in the Italian adult population. According to changes in lifestyle/eating behaviours, the sample was divided into three classes of changes: “negative change”, “no change”, “positive change”. For each class, correlations with ΔBMI were investigated. Results. Data were collected from 1304 subjects (973F/331M). Mean ΔBMI differed significantly (p < 0.001) between classes, and was significantly related to water intake, alcohol consumption, physical activity, frequency of “craving or snacking between meals”, dessert/sweets consumption at lunch. Conclusions. During “Phase 1”, many people faced several negative changes in lifestyle/eating behaviours with potential negative impact on health. These findings highlight that pandemic exacerbates nutritional issues and most efforts need to be done to provide nutrition counselling and public health services to support general population needs.

scholarly journals Across the COVID-19 Waves; Assessing Temporal Fluctuations in Perceived Stress, Post-Traumatic Symptoms, Worry, Anxiety and Civic Moral Disengagement over One Year of Pandemic

2021 ◽  
Vol 18 (11) ◽  
pp. 5651
Author(s):  
Alessio Gori ◽  
Eleonora Topino
Keyword(s):  
Perceived Stress ◽  
State Anxiety ◽  
Moral Disengagement ◽  
Online Survey ◽  
Well Being ◽  
First Year ◽  
Effective Interventions ◽  
Post Traumatic ◽  
One Year ◽  
Traumatic Symptoms

This study aimed at investigating the psychological effect of the COVID-19 pandemic in Italy by analysing the trends of perceived stress, post-traumatic symptoms, state anxiety, worry, and civic moral disengagement in four different moments from March 2020 to March 2021. The study involved a total of 1827 Italian participants (30% men and 70% women; Mage = 34.72; SD = 12.40) divided into four groups to which an online survey was administered. The first group completed the survey in March 2020, the second one in August 2020, the third one in November 2020, and the fourth one in March 2021. Results highlighted significant decreases in post-traumatic symptoms and a significant increase in civic moral disengagement over the first year of the COVID-19 pandemic. The levels of perceived stress, worry, and state anxiety remained constant. The correlations between the variables at different times were also explored, as well as gender differences over the year. The COVID-19 emergency has had significant effects on the mental state of the population, with important repercussions for individual and collective well-being during but probably also after the pandemic. This study offers a clear snapshot of the psychological outcomes over one COVID-19 pandemic year, providing important information that may contribute to tailor more effective interventions for mental health.

scholarly journals Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

2018 ◽  
Vol 5 ◽  
pp. 238212051876513 ◽  
Author(s):  
Lise McCoy ◽  
Robin K Pettit ◽  
Charlyn Kellar ◽  
Christine Morgan
Keyword(s):  
Active Learning ◽  
Medical School ◽  
School Curriculum ◽  
First Year ◽  
Group Instruction ◽  
Large Group ◽  
Curriculum Review ◽  
Learning Techniques ◽  
Learning Centered ◽  
Semistructured Interviews

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

10. Irish Students Turning First-Year Transition Obstacles into Successful Progression

2020 ◽  
pp. 225-244
Author(s):  
Vera Sheridan
Keyword(s):  
Student Retention ◽  
First Year ◽  
Comprehensive Overview

Vera Sheridan provides a comprehensive overview of the literature on student retention and progression before discussing the narrative accounts of four Irish students who successfully continued their studies after failing in the first year, seeking to understand how this was achieved.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

scholarly journals Group versus individual antenatal and first year postpartum care: Study protocol for a multi-country cluster randomized controlled trial in Kenya and Nigeria

2019 ◽  
Vol 2 ◽  
pp. 56 ◽  
Author(s):  
Mark M. Kabue ◽  
Lindsay Grenier ◽  
Stephanie Suhowatsky ◽  
Jaiyeola Oyetunji ◽  
Emmanuel Ugwa ◽  
...  
Keyword(s):  
Health Care ◽  
Randomized Controlled Trial ◽  
Data Collection ◽  
Pregnant Women ◽  
Controlled Trial ◽  
Phase 1 ◽  
First Year ◽  
Phase 2 ◽  
Randomized Controlled ◽  
Cluster Randomized

Background: Antenatal care (ANC) in many low- and middle-income countries is under-utilized and of sub-optimal quality. Group ANC (G-ANC) is an intervention designed to improve the experience and provision of ANC for groups of women (cohorts) at similar stages of pregnancy. Methods: A two-arm, two-phase, cluster randomized controlled trial (cRCT) (non-blinded) is being conducted in Kenya and Nigeria. Public health facilities were matched and randomized to either standard individual ANC (control) or G-ANC (intervention) prior to enrollment. Participants include pregnant women attending first ANC at gestational age <24 weeks, health care providers, and sub-national health managers. Enrollment ended in June 2017 for both countries. In the intervention arm, pregnant women are assigned to cohorts at first ANC visit and receive subsequent care together during five meetings facilitated by a health care provider (Phase 1). After birth, the same cohorts meet four times over 12 months with their babies (Phase 2). Data collection was performed through surveys, clinical data extraction, focus group discussions, and in-depth interviews. Phase 1 data collection ended in January 2018 and Phase 2 concludes in November 2018. Intention-to-treat analysis will be used to evaluate primary outcomes for Phases 1 and 2: health facility delivery and use of a modern method of family planning at 12 months postpartum, respectively. Data analysis and reporting of results will be consistent with norms for cRCTs. General estimating equation models that account for clustering will be employed for primary outcome analyzes. Results: Overall 1,075 and 1,013 pregnant women were enrolled in Nigeria and Kenya, respectively. Final study results will be available in February 2019. Conclusions: This is the first cRCT on G-ANC in Africa. It is among the first to examine the effects of continuing group care through the first year postpartum. Registration: Pan African Clinical Trials Registry PACTR201706002254227 May 02, 2017

scholarly journals Predictive Analysis of Higher Education Graduation and Retention in Saudi Arabia u sing Multinomial Logistic Regression

2021 ◽  
Vol 3 (6) ◽  
pp. 1-8
Author(s):  
Ahmed Bagabir ◽  
◽  
Mohammad Zaino ◽  
Ahmed Abutaleb ◽  
Ahmed Fagehi ◽  
...  
Keyword(s):  
Higher Education ◽  
Logistic Regression ◽  
Undergraduate Students ◽  
Degree Completion ◽  
Multinomial Logistic Regression ◽  
At Risk Students ◽  
Retention Rates ◽  
First Year ◽  
Important Indicator ◽  
Admissions Policy

It is suggested that this study contributes by establishing a robust methodology for analyzing the longitudinal outcomes of higher education. The current research uses multinomial logistic regression. To the knowledge of the authors, this is the first logistic regression analysis performed at Saudi higher education institutions. The study can help decision-makers take action to improve the academic performance of at-risk students. The analyses are based on enrollment and completion data of 5,203 undergraduate students in the colleges of engineering and medicine. The observation period was extended for ten academic years from 2010 to 2020. Four outcomes were identified for students: (i) degree completion on time, (ii) degree completion with delay, (iii) dropout, and (iv) still enrolled in programs. The objectives are twofold: (i) to study the present situation by measuring graduation and retention rates with benchmarking, and (ii) to determine the effect of twelve continuous and dummy predictors (covariates) on outcomes. The present results show that the pre-admission covariates slightly affect performance in higher education programs. The results indicate that the most important indicator of graduation is the student's achievement in the first year of the program. Finally, it is highly suggested that initiatives be taken to increase graduation and retention rates and to review the admissions policy currently in place.

scholarly journals COVID-19 Pandemic: Assessment of Stress and Perception of E-Learning amongst First Year Undergraduate Medical Students

2021 ◽  
Author(s):  
Shikha Gautam ◽  
Salamah Parveen Imteyaz ◽  
Mohammed Iqbal Alam
Keyword(s):  
Medical Students ◽  
Disease Transmission ◽  
Online Teaching ◽  
Online Survey ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Internet Connectivity ◽  
Online Mode ◽  
E Learning

Introduction: The coronavirus pandemic has involved nearly all the countries of the world. The lockdowns and closure of educational institutes to reduce the risk of disease transmission has brought a change in the medium of teaching as most educational institutes have moved to the online mode. There is a widespread increase in stress as the number of cases and mortality associated with Coronavirus 2019 disease (COVID-19) continue each day. Aim: To assess the stress status of first year undergraduate medical students in reference to the coronavirus pandemic and the perception of first year undergraduate medical students in reference to the E-learning being carried out during the coronavirus pandemic. Materials and Methods: This was a cross-sectional web-based online survey that was conducted using a questionnaire in August 2020 at Hamdard Institute of Medical Sciences and Research, New Delhi, India. The questionnaire was prepared and reviewed by the involved faculty members of the project and it was approved by a faculty from Department of Psychiatry. Reliability of questionnaire was measured using Cronbach’s alpha (0.89). A questionnaire with 20 questions was administered via Google forms to all 100 students of first year MBBS course. Some of the questions in the questionnaire were framed to assess the stress status of the students; some were designed to study students’ perception of E-learning. Data was represented as the percentage distribution of response for each question. Results: Ninety five responses were received, after accounting for exclusion factors; data was compiled for 91 respondents. Out of the 91 participants in the study, 48.4% were males (n=44) and 51.6% were females (n=47). Most of the students in this study (84.6%) felt that online teaching had helped in learning Physiology theory; around 43% students found online practical teaching useful. Around 39% students have reported internet connectivity issues all the time while 59% faced problem sometimes. Total 51.6% of students had difficulty in accessibility to devices. Due to coronavirus pandemic, 37.4% of students have reported to be under stress. Around 33% reported feeling unsafe all the time while 39.5% felt unsafe some of the times. Conclusion: Students found online teaching more helpful in learning Physiology theory than practical. Majority of class reported internet connectivity issues. All the responders agreed that this pandemic affected their regular life. Most of the students felt that online classes have helped them to remain positive and motivated towards study.

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