Teaching First-Year Spanish On-Line

2013 ◽  
Vol 14 (2-4) ◽  
pp. 97-113 ◽  
Author(s):  
Danielle Cahill ◽  
Diane Catanzaro
Keyword(s):  
First Year ◽  
On Line

Ten Years of Positive Feedback on Project-Based Learning From First-Year Engineering Students’ Perspective

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Sandra Fernandes
Keyword(s):  
Continuous Improvement ◽  
Engineering Students ◽  
Evaluation Process ◽  
Project Based Learning ◽  
First Year ◽  
Case Scenario ◽  
Student Centered ◽  
Student Centered Learning ◽  
Continuous Improvement Process ◽  
On Line

Abstract Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.

scholarly journals The Awareness of Indonesian Students Toward Autonomous Learning

2018 ◽  
Vol 2 (1) ◽  
pp. 6-13
Author(s):  
Dony Marzuki
Keyword(s):  
Quantitative Study ◽  
Small Proportion ◽  
Autonomous Learning ◽  
First Year ◽  
Field Of Study ◽  
Real Condition ◽  
The Real ◽  
On Line

This writing reports the finding of a quantitative study which sought to find out the awareness of Indonesian  students toward autonomous  learning.  This was a survey to twelve Indonesian  students at their first year at Flinders  University. The survey used adapted and revised questionnaire  about autonomous  learning which was answered on-line by respondents. Survey Gizmo was utilized for this purpose. Analysis of the data by using SPSS ver. 15.0 showed that most Indonesian students from various different background  such as gender, age, hometown, occupation,  and  field of study have already aware of autonomous  learning  at almost the same level. Little different of autonomous  learning  level appeared  on the comparison  to hometowns of respondents.  Respondents from Java  had higher level of autonomous  learning than those from outside Java. Since this study involved small proportion of Indonesian  students in a specific place of Australia, similar study needs to be conducted with wider scope to find out the real condition.

Blended Collaborative Learning through a Wiki-Based Project

2013 ◽  
pp. 130-145
Author(s):  
Dimitrios Roussinos ◽  
Athanassios Jimoyiannis
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Collaborative Tools ◽  
Information And Communication ◽  
Research Findings ◽  
On Line ◽  
University Course

Wikis are currently gaining in popularity in schools and higher education institutions and they are widely promoted as collaborative tools supporting students’ active learning. This paper reports on the investigation of university students’ beliefs and perceptions of a wiki authoring activity, designed to support blended and collaborative learning. The study was administered in the context of an authentic coursework project activity in a first semester university course on Information and Communication Technologies (ICT), attended by 47 first year students. Research findings indicated that the students in the sample were generally positive about the collaborative experience offered through the wiki and the consequent learning outcomes. Students’ perceptions of the functionality and usability of the wiki environment were also positive. They considered the wiki as an effective and easy to use technology. In overall, they evaluated positively the wiki assignment, as well as the technical and learning support they received on-line, through the wiki pages, and by their instructors during the class sessions.

Blended Collaborative Learning Through a Wiki-Based Project

2011 ◽  
Vol 2 (3) ◽  
pp. 15-30 ◽  
Author(s):  
Dimitrios Roussinos ◽  
Athanassios Jimoyiannis
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Collaborative Tools ◽  
Information And Communication ◽  
Research Findings ◽  
On Line ◽  
University Course

Wikis are currently gaining in popularity in schools and higher education institutions and they are widely promoted as collaborative tools supporting students’ active learning. This paper reports on the investigation of university students’ beliefs and perceptions of a wiki authoring activity, designed to support blended and collaborative learning. The study was administered in the context of an authentic coursework project activity in a first semester university course on Information and Communication Technologies (ICT), attended by 47 first year students. Research findings indicated that the students in the sample were generally positive about the collaborative experience offered through the wiki and the consequent learning outcomes. Students’ perceptions of the functionality and usability of the wiki environment were also positive. They considered the wiki as an effective and easy to use technology. In overall, they evaluated positively the wiki assignment, as well as the technical and learning support they received on-line, through the wiki pages, and by their instructors during the class sessions.

scholarly journals INTERNATIONAL FIELD SCHOOL FOR FIRST-YEAR ENGINEERING STUDENTS

2020 ◽  
Author(s):  
Brian Dick ◽  
Thai Son Nguyen ◽  
Mackenzie Sillem
Keyword(s):  
Engineering Students ◽  
Student Response ◽  
First Year ◽  
Barriers To Learning ◽  
Intercultural Effectiveness ◽  
Early Introduction ◽  
Field School ◽  
International Projects ◽  
On Line ◽  
Field Schools

Engineering graduates increasingly find that they are part of teams that draw a multi-disciplinary membership across a broad range of cultural, socio-economic, and linguistic backgrounds. Although engineering students often have the opportunity to participate in international projects (e.g. co-operative education programs, study abroad), formal international field schools are not typical within engineering curricula, particularly at the first- and second-year level. To provide an early introduction to intercultural perspectives, first-year engineering students at Vancouver Island University (VIU) participated in a field school at Tra Vinh University (TVU) in Tra Vinh Province, Vietnam over a period of three weeks. This field school consisted of a number of cultural and engineering activities, and involved pairing of students at both TVU and VIU for the duration of the experience. To measure student response during the field school, participating VIU students completed the on-line Intercultural Effectiveness Scale questionnaire pre- and post-experience. Students at both institutions also completed reflection exercises throughout the three-week period. This feedback suggested each student pairing continuously developed skills necessary to overcome linguistic, cultural, and technical barriers to learning and growing over their time together. Students described an enhanced understanding of self, and an increased likelihood to further participate in intercultural experiences. 

Blended Learning in First Year Engineering Labs

2019 ◽  
Author(s):  
Anne Topper ◽  
Lynann Clapham
Keyword(s):  
Experimental Design ◽  
Content Delivery ◽  
First Year ◽  
Laboratory Instruction ◽  
Data Sets ◽  
Student Preparation ◽  
The Core ◽  
Core Content ◽  
On Line ◽  
Explanatory Text

In 2000, Queen’s Engineering adopted a new model for laboratory instruction to its common first year program. This involved moving from the traditional weekly physics and chemistry labs to a 12 week course on "Experimentation" - in which students learned how to design their own simple physics and chemistry experiments. Offered in a 12 week term, this course, called APSC100 Module 2, began with two shorter "tutorial labs" to introduce the key elements of experimental design then moved through a 6-week lab rotation where students practiced doing well-designed experiments, and finally culminated in a two week "Experimental Design Project". The authors dedicated the summer of 2017 to restructuring this course. Much of the core content was retained, however significant changes were made to pace, method of content delivery, and deliverables. Changes include:  An improvement in student preparation for the lab, through the introduction of on-line pre-lab content and quizzes, to be completed by students the night before their lab.  The elimination of post-lab homework.  A slower pace of introduction of early content – the original "2 tutorial lab" format was expanded to 4 tutorial labs  The introduction of "electronic lab templates". Templates include the lab instructions as well as blank boxes in which to include diagrams, Excel tables and figures, regression analysis, explanatory text and answers to questions.  A new Arduino-based altimeter lab introduces students to large variable data sets. This paper will review the changes to the course, and report on the outcome of these changes following two years of offering the course in the new format.  

Importancia de la credibilidad de las fuentes mediáticas en materia de drogas | Importance of the credibility of media sources on drugs

2011 ◽  
Author(s):  
José A. García Del Castillo ◽  
Mónica Gázquez Pertusa ◽  
Álvaro García Del Castillo-López
Keyword(s):  
Young People ◽  
Mass Media ◽  
Ad Hoc ◽  
Information Source ◽  
General Information ◽  
First Year ◽  
Important Place ◽  
On Line ◽  
Socialization Agents ◽  
Medios De Comunicacion

Resumen Los medios de comunicación han alcanzado en nuestra sociedad una importancia capital como agentes de socialización de primer orden, hasta el punto de que lo que no aparece en ellos se invisibiliza para la opinión pública. En el caso de las drogodependencias suelen ser la principal fuente de información, especialmente para la gente joven, por lo que su capacidad de influencia es determinante. En este sentido, los medios de comunicación no sólo transmiten noticias sino que representan una poderosa herramienta para transmitir conocimientos en materia de drogas. Sin embargo, la visión parcial o “descontextualizada” que ofrecen los medios de comunicación sobre el consumo de drogas y la falta de rigor con la que suelen exponer la información provoca una desinformación en los receptores y un deterioro en la credibilidad que se le otorga a este tipo de informaciones. Este estudio piloto se llevó a cabo con una muestra de 115 estudiantes universitarios de primer curso del Grado de Psicología. Se utilizó un cuestionario construido ad hoc con el objeto de sondear el nivel de información que tienen los jóvenes sobre las distintas sustancias de abuso, junto con el grado de credibilidad otorgado a las diversas fuentes de información que con mayor frecuencia consultan para obtener información general o sobre drogas. Fue administrado on-line. Se utilizó un diseño de corte transversal y descriptivo. Entre las conclusiones podemos destacar que no existe ningún medio que reúna suficiente credibilidad y confiabilidad en la información, como para alcanzar proporciones significativas.Palabras claveMedios de comunicación, drogodependencias, grado de credibilidad, información, jóvenes.AbstractMass media has reached a very important place in our society as first order socialization agents, to the point that if something doesn’t appear in them, it’s invisible to public opinion. In drug issue, they’re usually used as principal information source, especially for young people, consequently his influence capability is determinant. In this sense mass media not only inform about news, they represent a powerful tool in the knowledge transmission of drug issue. However, the partial or “out of context” vision that media offers about drug consumption and the lack of rigor in the information exposure are responsible for a disinformation in recipients and a deterioration of the credibility in this kind of information. This pilot study was done with a sample of 115 university students at first year of Psychology. A questionnaire ad hoc was used to measure the young people information level about different abuse substances and credibility related to information sources that they usually consult to obtain general information about drugs. This questionnaire was administrated on-line. A descriptive and transversal design was used. In conclusion, we can emphasize that doesn’t exist any media with enough credibility and reliability in information with significant results.Keywords Mass media; drug addiction; level of credibility; information; youngs.

Examining the conditions of using an on-line dictionary to learn words and comprehend texts

ReCALL ◽  
2017 ◽  
Vol 30 (1) ◽  
pp. 4-23 ◽  
Author(s):  
Robert Francis Dilenschneider
Keyword(s):  
Language Learners ◽  
First Year ◽  
Sample Population ◽  
Allocation Model ◽  
Word Meanings ◽  
Processing Resource ◽  
Word Forms ◽  
On Line ◽  
Medical University ◽  
And Control

AbstractThis study investigated three look-up conditions for language learners to learn unknown target words and comprehend a reading passage when their attention is transferred away to an on-line dictionary. The research questions focused on how each look-up condition impacted the recall and recognition of word forms, word meanings, and passage comprehension. The participants were 84 first-year Japanese medical university students. The recall and recognition of word forms and word meanings, and passage comprehension data were analysed using the Rasch model. Probabilities ofp<.05 were considered measurably different for the sample population used in this study, and probabilities ofp<.003 were considered statistically significant and generalizable to a larger population. Overall, the results suggest three findings with regard to the on-line dictionary study. First, if only the results that were statistically significant are considered, there might be two conditions to learn words and comprehend reading passages: the spell condition seems to be best for learning the forms and meanings of words, and the control condition for promoting passage comprehension. Second, if the results that were both statistically significant and measurably different are considered, the spell, click, and control conditions might promote the learning of word forms, word meanings, and passage comprehension, respectively. Third, however, the click condition might promote both the learning of word meanings and passage comprehension because its effects were measurably higher to the spell condition on these measures. The results are consistent with the type of processing-resource allocation model for learning the forms and meanings of words and cognitive load theory for comprehending reading passages.

scholarly journals A Model for On-Line Learning Networks in Engineering Education

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
J. R. Bourne ◽  
A. J. Brodersen ◽  
J. O. Campbell ◽  
M. M. Dawant ◽  
R. G. Shiavi
Keyword(s):  
Online Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
World Wide ◽  
Traditional Learning ◽  
First Year ◽  
Learning Networks ◽  
Computer Mediated ◽  
On Line ◽  
On Line Learning

This paper describes a model for implementing online learning in engineering education. Relationships between traditional learning strategies and network-enabled engineering education are discussed. The model proposed is based on a World Wide Web implementation that includes presentation materials, online conferencing, demonstrations, and interactive capabilities that permit computer-mediated question and answer sessions. An example of a course implemented using these techniques for a first year engineering course is given. Guidance for engineering educators who wish to implement components of the model is provided.

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