scholarly journals Comprehensive Strategy to Inculcate Professional Skills among First-Year Students: A Collaborative Learning Approach

2021 ◽  
Vol 34 (0) ◽  
pp. 599
Author(s):  
Poornesh M. ◽  
Shreeranga Bhat ◽  
Rio D'Souza ◽  
E. S. M. Suresh ◽  
Vinayambika S. Bhat
Keyword(s):  
Collaborative Learning ◽  
First Year ◽  
Learning Approach ◽  
Professional Skills ◽  
Comprehensive Strategy ◽  
First Year Students

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 Using a VLE to enhance a Foundation Chemistry laboratory module

2006 ◽  
pp. 35-40
Author(s):  
Gareth J Price ◽  
June Chalmers ◽  
Clare Goodfellow
Keyword(s):  
Chemistry Laboratory ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Technical Problems ◽  
Video Clips ◽  
The Past ◽  
Short Video ◽  
E Learning ◽  
The University

For the past few years, we have been experimenting with an e-learning approach to our introductory laboratory classes for first year students. Our overall objective was to maximise students’ useful time in the laboratory. We considered that time spent with students gathered around a desk watching a demonstration is not an efficient use of staff or students’ time.It is well recognised that students’ performance in the laboratory can be enhanced if they are familiar with the background of the experiments which will be conducted, hence the use of ‘pre-labs’. We have been delivering our ‘pre-labs’ electronically by requiring students to work through a package before coming to the laboratory. As well as covering the theory and background to the experiment, short video clips have been included so that students will also have seen the experiment being performed. They should at least recognise the apparatus! The package concludes with a short assessment quiz which must be completed.The packages were mounted on the University network using WebCT and meant that students could undertake the exercises at a time (and place) of their choosing rather than being confined to set laboratory hours.This communication will describe the packages and our experiences as well as an initial evaluation of our approach. Although largely anecdotal, staff felt that they spent less time on more mundane aspects of laboratory work and more time discussing chemistry.Students also felt that they were better prepared for the experiments before they came to the laboratory. Some of the pitfalls and technical problems that had to be overcome willalso be described.

scholarly journals The Effectiveness of Collaborative Learning to Enhance English Communicative Competence: A Case Study of the First-Year Students at Thepsatri Rajabhat University

2018 ◽  
Vol 2 ◽  
pp. 15
Author(s):  
Sasilak Rodphotong
Keyword(s):  
Collaborative Learning ◽  
Communicative Competence ◽  
First Year ◽  
First Year Students ◽  
Satisfaction Questionnaire ◽  
First Semester ◽  
Post Test ◽  
School Schedule ◽  
Academic Year

The attempts of the present study aimed at investigating the effectiveness of collaborative learning to enhance English communicative competence and evaluating students’ satisfaction towards the instruction. The participants in this study were 1,471 the first-year students enrolled in the first semester, 2017 academic year. The students’ English proficiency according to the CEFR was A1. The instruments used were lesson plans, pre-test and post-test and satisfaction questionnaire. The lessons were comprised of various collaborative learning activities emphasizing at the following topics: self-introduction, school schedule, telling time, asking and giving information, food, leisure, describing people, describing things and giving direction. The period of experiment was 20 hours. The independent sample t-test was calculated to find the differences. The findings revealed that there were statistically significant differences at the level of .01 after teaching with collaborative learning. This indicated that the students’ communicative competence significantly improved. Besides, the satisfaction questionnaire was distributed at the end of the instruction and the results indicated that the students had a positive satisfaction towards the instruction.

scholarly journals Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment

2014 ◽  
Vol 11 (3) ◽  
pp. 43-59
Author(s):  
Patricia O'Keefe ◽  
◽  
Jane H. Rienks ◽  
Bernadette Smith ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Accounting Students ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Use Of Resources ◽  
Unit Design ◽  
Accounting Unit ◽  
Flexible Resource ◽  
Low Levels

This research investigates how students used or “blended” the various learning resources, including people, while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which raised concerns that students were not managing their learning in this flexible, resource- and choice-rich environment. Students were surveyed to identify what resources and study approaches they relied on. The results showed that different students used resources and approaches in a diversity of ways to produce individual and distinctive “blends” even when several core strategies appeared to exist. This research demonstrates (1) that first-year students can choose and utilise resources in a great variety of ways when they control what and how they blend, and (2) the potential importance to students of genuine flexibility in how they interact with their learning environment.

Life Skills in University Curricula

2020 ◽  
pp. 82-106
Author(s):  
Janaronson Nagarajah ◽  
Jagmohan Singh Mejer ◽  
Nancy Lee Ming See
Keyword(s):  
Life Skills ◽  
Industrial Revolution ◽  
First Year ◽  
Learning Approach ◽  
Health Issues ◽  
First Year Students ◽  
Mental Health Issues ◽  
Curriculum Framework ◽  
Human Skills ◽  
University Curricula

Recognizing that emotional intelligence (EI) skills are vital in supporting students' personal and professional success, two Life Skills modules have been embedded as compulsory Life Skills Programme for all first-year students in the Taylor's Curriculum Framework. This is in response to the Fourth Industrial Revolution where the rapid advancement of technologies requires more human skills than ever before in job employment. Also, students entering universities face huge challenges in their transition, and the inability to cope will result in stress and mental health issues. This chapter describes the development and implementation of an experiential learning approach for a set of Life Skills courses. Commentary from students yielded important insights into their learning where 87% of students found the programme beneficial for their personal and social development. The findings highlight that universities can make conscious decisions to embed affective attributes in their curriculum to enhance student's overall wellbeing.

scholarly journals Education and professional training: blended learning in maritime english teaching

2021 ◽  
Vol 7 (3D) ◽  
pp. 175-188
Author(s):  
Iryna Shvetsova ◽  
Valentyna Fediaieva ◽  
Olena Moroz
Keyword(s):  
Blended Learning ◽  
Professional Training ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Face To Face ◽  
The Face ◽  
On Line ◽  
English Classroom ◽  
Maritime English

This paper explores the peculiarities of blended learning approach in teaching Maritime English. The research is aimed to reveal the pedagogical potential of Blended Learning approach in teaching Maritime English. The conceptual idea of the paper is grounded on the recognition of digitalization potential to transform how higher education is delivered and how people learn at different stages of their lives. The research reveals the pedagogical potential of computer-based tools and blended learning approach in Maritime English classroom. The attempt has been made to provide the effective techniques and methods of professionally-oriented communicative competency formation and development by means of Blended Learning implementation at different stages of professional Maritime training. The on-line course in Maritime English, delivered to the learners via LMS Moodle, which is complemented with the face-to-face traditional classroom learning, is described in the research to exemplify the use of the Blended Learning approach for teaching first year students of maritime educational institutions.

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