scholarly journals Assessment of the student’s educational experience as a tool for making management decisions in the university

2021 ◽  
Vol 25 (3) ◽  
pp. 82-99
Author(s):  
T. N. Korneenko ◽  
I. A. Shcheglova
Keyword(s):  
Educational Experience ◽  
Individual Development ◽  
First Year ◽  
Educational Practices ◽  
University Graduates ◽  
Educational Activities ◽  
First Year Students ◽  
Research Activities ◽  
Ability To Act ◽  
The University

This article draws attention to students’ educational experience at a Russian regional university. Such experience is based on two aspects: on the one hand, it is a result of abilities integration, and on the other, it is an ability to act in a context of uncertainty. The latter aspect in understanding students’ experience is the most important for the personality formation in today’s complex world. Within the context of the higher education transformation, experience as an ability to act plays a significant role in individual development. That is why this study is aimed at analyzing the educational experience of first-year students and university graduates. Their educational experience is assessed based on their involvement in educational practices in class, in research activities at the university, and in self-educational activities. The results show that the first-year students’ experience and the graduates’ one at the university have functional differences. The first-year students’ academic engagement is higher as compared to the graduate students’. The research experience of both is expressed in a low degree. The self-educational experience at the university is not strategically formed. Comparing the first-year students’ and the graduates’ educational experiences, one can conclude that the structure of the latter is more functional due to the graduates’ limited involvement in educational activities. This means that the educational experience varies during the period of studies mainly in individual competencies, which are not connected with each other. The low level of the students’ involvement in educational practice reflects the weak development of their experience as an ability to act. It is the structure of a student’s motives that can be one of the main factors of his/her involvement in the learning process. Our findings contribute to the design of educational practices at the university and suggest the strong demand for a more responsible approach to designing the educational environment and educational practices at all university levels.

Russian students: life priorities and social sustainability

2018 ◽  
Author(s):  
Семен Резник ◽  
Semen Reznik ◽  
Марина Черниковская ◽  
Marina Chernikovskaya
Keyword(s):  
First Year ◽  
Social Stability ◽  
University Graduates ◽  
First Year Students ◽  
Factors Affecting ◽  
Professional Activities ◽  
Theoretical Approaches ◽  
And Performance ◽  
Adaptation Processes ◽  
The University

The article presents the results of the study of life priorities and social stability of Russian students, the theoretical approaches to the assessment of the current state of students in Russia and the strategic guidelines of its changes. Special attention is paid to the analysis of the readiness of students to study at the University, the specifics of the adaptation processes of first-year students, the economic independence of students and their readiness for future professional activities, the use of self-organization technologies in their studies, professional practice and personal life. The factors affecting the competitiveness of University graduates, the culture of behavior in society, health and performance of the student, as well as the readiness of modern youth to create a family and housekeeping. Special educational technologies to improve students ' social stability are proposed. The book is recommended for students and teachers of Russian universities, for the management of institutions of higher education, as well as for scientists who study the problems of formation and development of students.

scholarly journals Features of adaptation of school graduates to the educational activities of the university

2021 ◽  
Author(s):  
А.З. Минахметова ◽  
А.Ю. Погодина
Keyword(s):  
Education System ◽  
Social Group ◽  
First Year ◽  
Adaptation Process ◽  
Educational Activities ◽  
First Year Students ◽  
Testing Method ◽  
The University ◽  
Academic Year

Актуальность статьи обусловлена необходимостью воздействия на адаптационный процесс в период обучения в вузе. Цель статьи заключается в выявлении особенностей адаптации выпускников школ к учебной деятельности вуза. Ведущим методом к исследованию данной проблемы является метод тестирования. В исследовании приняли участие студенты первых курсов в количестве 75 человек. В статье проводится анализ результатов тестирования студентов-первокурсников в начале учебного года и во втором семестре (в конце учебного года). Доказана эффективность психолого-педагогического сопровождения студентов-первокурсников, направленная на решение проблем с адаптацией. Исследование показало, что адаптация к учебной деятельности вуза выпускников школ строится через приспособление индивида к новой социальной группе и формируется благодаря внешним и внутренним индикаторам (отношение к себе, отношение к другим, психическая устойчивость, доминирование). Статья будет полезна работникам системы образования, кураторам академических групп, педагогам-психологам. The relevance of the article is due to the need to influence the adaptation process during the period of study at the university. The purpose of the article is to identify the features of the adaptation of school graduates to the educational activities of the university. The leading method to investigate this problem is the testing method. The study involved first-year students in the number of 75 people. The article analyzes the results of testing of first-year students at the beginning of the academic year and in the second semester (at the end of the academic year). The effectiveness of psychological and pedagogical support of first-year students aimed at solving problems with adaptation is proved. The study showed that the adaptation of school graduates to the educational activities of the university is built through the adaptation of an individual to a new social group and is formed due to external and internal indicators (attitude to oneself, attitude to others, mental stability, dominance). The article will be useful to employees of the education system, curators of academic groups, teachers-psychologists.

THE INSTRUMENT TO MEASURE ENGLISH PROFICIENCY OF THE PROSPECTIVE EMPLOYEES: BETWEEN TOEFL AND TOEIC

2018 ◽  
Vol 2 (01) ◽  
Author(s):  
Besin Gaspar ◽  
Yenny Hartanto
Keyword(s):  
University Students ◽  
Proficiency Test ◽  
English Proficiency ◽  
Job Applicants ◽  
First Year ◽  
University Graduates ◽  
Recruitment Process ◽  
New Employees ◽  
The University ◽  
Higher Institutions

Recently the university students are required by their institutions to have the TOEFL score in the fisrt year or in the last year of their study before graduation. Some other higher institutions require their students to submit TOEIC, not TOEFL, before graduation. Companies, in the recruitment process, require the applicants to submit TOEFL score to show their level of English proficiency. The first question is which one is more appropriate for job applicants in the compay: TOEFL  or TOEIC. Another question for university students before graduation is whether to have TOEFL  in the first year or in the last year before graduation. This article aims at answering the two questions raised. The first part will give an overview of various versions of TOEFL  and  TOEIC  and the second part proposes the appropriate English proficiency test  for the recruitment process for new employees and for the university graduates, that is, TOEIC for the company  and TOEFL  for universities  and  colleges. 

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

scholarly journals Alcohol and substance use among first-year students at the University of Nairobi, Kenya: Prevalence and patterns

PLoS ONE ◽  
2020 ◽  
Vol 15 (8) ◽  
pp. e0238170
Author(s):  
Catherine Mawia Musyoka ◽  
Anne Mbwayo ◽  
Dennis Donovan ◽  
Muthoni Mathai
Keyword(s):  
Substance Use ◽  
First Year ◽  
First Year Students ◽  
The University
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