scholarly journals Students and Tutors’ Perceptions of the Use and Functioning of University Tutoring

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Nadia Soledad Peralta ◽  
María Antonella Klug
Keyword(s):  
Theoretical Orientation ◽  
Private University ◽  
First Year ◽  
Listening Skills ◽  
Structured Interviews ◽  
First Year Students ◽  
Perceptions Of Students ◽  
University Life ◽  
The University

This article aims to study the functioning and perceptions of students and tutors of the university tutoring system in a private university institute in the city of Rosario. An exploratory-descriptive study was used, wich included a case study design. The university tutoring functioning was analized from the tutors’ perspective (with semi-structured interviews) and the first-year students’ perceptions (with the application of a questionnaire). The results indicate that, for tutors, the listening skills, the need for training, and the teamwork capacity are important. With regard to the students, it was found that more than half do not know about the tutoring, and that those who know about it manifest to have received the information from teachers and peers. Some of them consider that this space relates to the theoretical orientation and manifest preference toward the academic tutoring function, while others consider that tutoring enables them to carry out a comprehensive vision of university life.

scholarly journals First-year Students’ Adjustment to University Life: A Case Study of Implementing College Buddy Program

2019 ◽  
Vol 9 (1) ◽  
pp. 116
Author(s):  
Maryam Alharthi
Keyword(s):  
Childhood Studies ◽  
Small Scale ◽  
First Year ◽  
Present Program ◽  
First Year Students ◽  
University Life ◽  
New Students ◽  
The University ◽  
First Year University

Transitioning from secondary to higher education is not a natural step for many first-year university students. Most female students who join Taibah University did not have the chance to visit the university and get to know the programs offered there before they applied. Therefore, the Childhood Studies Department within the College of Family Sciences has initiated the present program – My Uni-Buddy. The program was applied on a small scale to create connection between first-year students and their fellow students in the third year. The aim of the program is to support new students and help them adjust quickly to their new life. The study employs a qualitative approach in which interviews were carried out to collect the relevant data. The findings show that first-year students hughly benefited from the program in the academic and social aspects.

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

Forging Connections: An Investigation of New Students' Perspectives of Their Transition to the University

2009 ◽  
Vol 29 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Adele Baruch-Runyon ◽  
Zark VanZandt ◽  
S. Auguste Elliott
Keyword(s):  
Minority Students ◽  
Practice Theory ◽  
First Year ◽  
Research Practice ◽  
First Year Students ◽  
Competing Demands ◽  
Transitional Experience ◽  
University Life ◽  
New Students ◽  
The University

We studied first-year students through an integrated group workshop and longitudinal interviews that focused on students' transitional experience at the university as well as the strategies they developed to adjust to university life. Four themes emerged: the challenges of forming connections to other students with similar interests during the first few weeks on campus, the need to balance competing demands, varied experiences of connection with faculty and staff, and the need for translation of university life for minority students. To address the issues and concerns that emerged from our findings, we offer a number of advisory recommendations and programmatic initiatives. Relative Emphasis: research, practice, theory

scholarly journals Bridging the Digital Divide: Case Study of the Distribution of Tablets to First Years at the University of Johannesburg

10.28945/2162 ◽  
2015 ◽  
Author(s):  
Zenia Barnard ◽  
Derek Van der Merwe
Keyword(s):  
Developing Countries ◽  
Digital Divide ◽  
First Year ◽  
Economic Disadvantage ◽  
Technological Advancement ◽  
Negative Consequences ◽  
First Year Students ◽  
Small Measure ◽  
The University

The digital divide between those more and those less technologically skilled is a reality and has been for many years. This divide is especially prominent in developing countries such as South Africa and in societies that suffer from socio-economic disadvantage. There are many reasons for the continued presence of this divide and these are briefly described in this paper. The negative consequences that flow from this divide, is also briefly discussed. It is not only social and economic deprivation, though, that contribute to the divide. A project at the University of Johannesburg (UJ) to provide tablets to first year students is discussed in some detail. The challenges that arose from the implementation of this initiative make it apparent that factors such as psychology and managerial efficiencies also contribute in no small measure to a perpetuation of the divide. A multi-disciplinary approach to the eventual bridging of the divide is proposed. Such an approach takes account of the need to recognize and develop a host of solutions as necessary preconditions for sustainable technological advancement in developing countries.

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

scholarly journals Maria's story - the narrative of a mature international student

2015 ◽  
Author(s):  
Claire Hamshire ◽  
Kirsten Jack ◽  
Alicia Prowse ◽  
Christopher Wibberley
Keyword(s):  
International Student ◽  
Academic Community ◽  
Personal History ◽  
First Year ◽  
Academic Challenges ◽  
University Life ◽  
Different Dimensions ◽  
The Uk ◽  
The University

This study examines in-depth the experiences of a mature, international student during her first year at university in the UK, to explore the different dimensions of her learning transitions.  The aim was to gain an in-depth understanding into the factors that influenced a student's on-going development and transformation over their first year; therefore we adopted a narrative exploration / inquiry as a means of collecting data.Maria's narrative is complex and atypical of the majority of the students in the cohort, yet it details the personal, social and academic challenges that can constitute the first year at HE; as personal history and expectations have a varying degree of influence on an individual's transition.In line with other research, this case study shows that students integration into the academic community, combined with peer support is crucial if they are going to settle into university life. The transition to HE is an on-going process and lasts longer than the initial weeks of the formal induction offered by the university.

scholarly journals Student Support and Transition Through a Buddy Programme to Foster Social Integration

2021 ◽  
Vol 9 (2) ◽  
pp. 47-63
Author(s):  
Ana Naidoo ◽  
Hestie Byles ◽  
Sindi Kwenaite
Keyword(s):  
Social Integration ◽  
Contact Point ◽  
Student Support ◽  
First Year ◽  
First Year Students ◽  
University Of Pretoria ◽  
University Life ◽  
Student Advisor ◽  
Peer Advisors ◽  
The University

The University of Pretoria (UP) began offering formal academic student support in 2011 when the first faculty student advisor (FSA) was appointed. Although many more FSAs were subsequently appointed, assistance to all the students in need of support remained insufficient. However, financial assistance through the collaboration grant received from the Department of Higher Education and Training in 2018 made it possible to explore new areas of support. The UP was able to pilot four innovations due to the availability of additional funds. These included generic workshops across faculties; the creation of a hub in the library, which served as a common contact point for students requiring assistance; the appointment of peer advisors; and a Buddy Programme for first-year students. This article explains the Buddy Programme as perceived by the senior students who mentored the first-year students. The mentors are known as “big buddies”. Our work on this programme is based on Tinto’s (1975) ideas about social integration. The Buddy Programme was introduced to assist first-year students in their transition from school to university life. This paper highlights the challenges that first-year students faced and it explains how the concepts could become institutionalised once university activities have been normalised in the post-pandemic future.

scholarly journals Validación de un modelo de cuatro estrategias de resolución de ítems de razonamiento en una prueba estandarizada de selección/Validation of a Four-Strategies Model for Solving Reasoning Items in a Standardized Selection Test

2018 ◽  
Vol 37 (1) ◽  
pp. 77
Author(s):  
Karol Jiménez Alfaro ◽  
Guaner Rojas-Rojas ◽  
Armel Brizuela Rodríguez ◽  
Nelson Pérez Rojas
Keyword(s):  
Costa Rica ◽  
Test Scores ◽  
Standardized Test ◽  
Cognitive Model ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Academic Aptitude ◽  
Selection Test ◽  
The University

<p><em><strong>Español</strong></em></p><p>La premisa de este estudio consiste en que un modelo cognitivo permite a las personas mejorar el desempeño en la resolución de preguntas de una prueba estandarizada donde el uso de estrategias tiene un papel crucial. El propósito de la investigación fue validar un modelo cognitivo con cuatro estrategias definidas por jueces expertos con base en los procesos de respuesta que subyacen a ítems de la Prueba de Aptitud Académica de la Universidad de Costa Rica (UCR). Se realizaron ocho entrevistas semiestructuradas a estudiantes de la UCR, quienes estaban cursando el primer año en esta institución y se aplicaron las técnicas de reporte verbal para obtener evidencias de los procesos de respuesta de los ítems. Se analizaron los reportes para comprobar la correspondencia entre el marco de las estrategias definidas previamente por jueces expertos y las respuestas dadas por los participantes. Los resultados indicaron que los participantes siguieron las estrategias propuestas para la solución de las situaciones planteadas por los jueces; por tanto, los ítems son indicadores de los procesos subyacentes a estas estrategias. Estos hallazgos abren la posibilidad de implementar investigaciones con atributos presentes en cada estrategia propuesta de este estudio, que posibiliten predecir las puntuaciones de la prueba en el rendimiento académico en la UCR.</p><p><em><strong>English</strong></em></p><p>The premise of this study is that a cognitive model can increase students’ performance for solving items on a standardized test, where strategies play a crucial role. The purpose of the study is to validate a cognitive model with four strategies defined by expert judges based on the response processes that underlie the items of the University of Costa Rica (UCR) Academic Aptitude Test. Eight semi-structured interviews were conducted with first-year students at UCR and the techniques of verbal reporting were applied to gather evidence of the items’ response processes. The reports were analyzed to verify the correspondence between the framework of the strategies previously defined by expert judges and the answers given by the participants. In light of the results, it was concluded that the participants followed the proposed strategies for solving the situations posed, and, therefore, the items are indicators of the processes underlying these strategies. The results open the possibility of implementing research with attributes present in each strategy proposed in this study, which will allow predicting test scores in academic performance at the UCR.</p>

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education: A Case Study

2019 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara-Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Learning Outcomes ◽  
Primary Education ◽  
Learning Objectives ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study

2019 ◽  
Vol 12 (1) ◽  
pp. 222 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Know How ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop Education for Sustainable Development (ESD) achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Seville. The Mann-Whitney U test has been used to compare the results of the two students groups, and Cohen’s D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions: Q4 (I know procedures and resources to integrate sustainability in the subjects), Q5 (I analyze the opportunities presented in the subjects to plan educational projects to integrate sustainability) and Q6 (I design educational projects from the perspective of sustainability), all concerning critical thinking and creativity. An improvement is also detected in question Q11 (I know how to develop myself satisfactorily in community educational projects, encouraging participation), with a confidence of 90%. Surprisingly, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. However, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies.

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