scholarly journals “A Stressful Unknown” or “an Oasis”?: Undergraduate Students’ Perceptions of Assessment in an In-Class and Online English Phonetics Course

2021 ◽  
Vol 26 (3) ◽  
pp. 623-641
Author(s):  
Anna Czura ◽  
Małgorzata Baran-Łucarz
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Qualitative Data ◽  
Learning Preferences ◽  
Spring Semester ◽  
Online Questionnaire ◽  
Behavioural Responses ◽  
Individual Interviews ◽  
Online Mode ◽  
Behavioural Aspects

The sudden need to switch from traditional in-class instruction to online teaching and assessment due to the covid-19 pandemic has posed considerable challenges to teachers, but also to learners. The mixed method study reported in this article compared Polish undergraduate students’ cognitive, affective, and behavioural responses to assessment provided in two practical English phonetics courses taught during an in-class fall semester and online spring semester. The quantitative data were collected by means of an online questionnaire, which consisted of three categories of semantic differential scales referring to the cognitive, affective, and behavioural responses. The qualitative data consisted of drawings, open-ended surveys, and individual interviews with the students. The t-test results showed significant differences in students’ perceptions in terms of cognitive and behavioural aspects. The qualitative data revealed that although the students highly valued formative assessment in the course, the online mode weakened their engagement and interest in receiving feedback. It was also observed that students’ perceptions of in-class and online assessment were shaped largely by their individual differences and learning preferences. The study underlies the importance of using anxiety-lowering techniques in both in-class and online classes, and the need for fostering undergraduate students’ autonomous learning skills.

scholarly journals Poised to advocate: The pedagogy of the lightning talk in child and youth care education

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Kiaras Gharabaghi ◽  
Megan Lewis ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Qualitative Data ◽  
Youth Care ◽  
Mixed Methods Study ◽  
First Century ◽  
Metacognitive Skills ◽  
Online Questionnaire ◽  
Child And Youth Care ◽  
Care Workers ◽  
Purposive Sample

<div> <div> <div> <p>Advocacy is an integral part of child and youth care workers’ roles and a significant component of child and youth care politicized praxis and radical youth work. Drawing from the qualitative data of a mixed-methods study conducted in 2019 at a Canadian metropolitan university, this study seeks to unpack how the pedagogy of the lightning talk can foster advocacy skills to effectively and spontaneously speak out with and on behalf of children, youth, and families in everyday practice when an unforeseen systemic challenge or barrier arises. A purposive sample of 70 undergraduate students was recruited in two child and youth care courses, both of which required students to present a lightning talk. Participants completed an online questionnaire with closed-ended and open-ended questions in order to share their perspectives of the pedagogy of the lightning talk. The findings show that the lightning talk fosters twenty-first century and metacognitive skills and, most importantly, advocacy skills. </p> </div> </div> </div>

scholarly journals Students’ Opinions about the Distance Education to Art and Design Courses in the Pandemic Process

2020 ◽  
Vol 10 (3) ◽  
pp. 113
Author(s):  
Sehran Dilmaç
Keyword(s):  
Distance Education ◽  
Undergraduate Students ◽  
Qualitative Data ◽  
Structured Interview ◽  
Study Group ◽  
Spring Semester ◽  
Art And Design ◽  
Interview Technique ◽  
Student Views ◽  
Academic Year

This research was carried out to determine student views on distance education through art and design courses. The study group of the research consists of 45 undergraduate students studying at different faculties of İzmir Katip Çelebi University in Turkey during the spring semester of the 2019-2020 academic year. The focus of the article is to determine the effect of distance education, which is carried out suddenly, on students' perceptions of art lesson. A semi-structured interview technique was performed in this study which covered qualitative data collection techniques. Findings regarding the positive and negative aspects of distance education were obtained from students in the context of their impact on art classes. The results obtained in the research are as follows: The students who take art lessons via distance education are required distance education, also they do not experience any technical difficulties due to the availability of technology, they lost of motivation, they do not meet their socialization needs, and especially some techniques that require practice in art lessons.

scholarly journals UTILIZAÇÃO DE PSICOFÁRMACOS E SINTOMAS DE ANSIEDADE E DEPRESSÃO EM ESTUDANTES UNIVERSITÁRIOS DE LAGARTO/SE DURANTE A PANDEMIA DA COVID-19

2021 ◽  
Vol 2 (4) ◽  
Author(s):  
Wilma Caitano dos Santos ◽  
Edimes Mikaele Sá Dantas dos Santos ◽  
Karenine Maria Holanda Cavalcante
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Psychotropic Drugs ◽  
Online Teaching ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
General Anxiety Disorder ◽  
General Anxiety ◽  
Sociodemographic Profile ◽  
Probable Depression

Introdução: A pandemia causada pela COVID-19 pode provocar impactos na saúde mental dos universitários, devido a fatores como suspensão das aulas presenciais e a sobrecargas do ensino online, assim objetivou-se quantificar o número de estudantes universitários com ansiedade e depressão provável relacionando com o uso de psicofármacos durante a pandemia. Métodos: Estudo transversal, descritivo e quantitativo aprovado pelo CEP (CAAE: 37453920.0.0000.5546). Foi aplicado um questionário online para verificação dos sintomas de depressão (Questionário Sobre Saúde do Paciente; PHQ-2) e ansiedade (Escala de Transtorno geral de Ansiedade; GAD-2), e sobre o uso de psicofármacos e perfil sociodemográfico de estudantes de graduação da Universidade Federal de Sergipe (UFS) de Lagarto-SE. Resultados: Dos 99 participantes, 48,5% foram  classificados com ansiedade provável (GAD-2 ≥ 3) e 37,4% com depressão provável (PHQ-2 ≥ 3), enquanto que 33,3% (n=33) apresentaram depressão e ansiedade provável, simultaneamente. Destes 10,1% (n=10) faziam uso de psicofármacos. Uma quantidade significativa de pessoas que não fazem uso de psicofármacos apresentou sintomas de ansiedade (47,2%, n=42) e de depressão (33,7%, n=30). Conclusão: A grande maioria dos estudantes foi avaliada com depressão ou ansiedade provável, entretanto, uma pequena porcentagem faz uso de psicofármacos, podendo sugerir outras formas de tratamentos ou a falta de tratamento. Assim é sugerido que os mesmos procurem por apoio psicológico para avaliações adicionais. ABSTRACT Introduction: The pandemic caused by COVID-19 can cause impacts on the mental health of university students, due to factors such as suspension of in-person classes and overload of online teaching, so the objective was to quantify the number of university students with anxiety and depression likely related to the use of psychotropic drugs during the pandemic. Methods: Cross-sectional, descriptive, and quantitative study approved by CEP (CAAE: 37453920.0.0000.5546). An online questionnaire was applied to check the symptoms of depression (Questionnaire on Health of the Patient; PHQ-2) and anxiety (General Anxiety Disorder Scale; GAD-2), and on the use of psychotropic drugs and the sociodemographic profile of undergraduate students of the Federal University of Sergipe (UFS) in Lagarto-SE. Results: Of the 99 participants, 48.5% were classified with probable anxiety (GAD-2 ≥ 3) and 37.4% with probable depression (PHQ-2 ≥ 3), while 33.3% (n=33) presented depression and likely anxiety. Of these 10.1% (n=10) were using psychotropic drugs. A significant number of people who do not use psychotropic drugs had symptoms of anxiety (47.2%, n=42) and 33.7% (n=30) of depression. Conclusion: The vast majority of students were assessed with probable depression and anxiety, however, a small percentage uses psychotropic drugs, which may suggest other forms of treatment or lack of treatment. Thus, it is suggested that they look for psychological support for further evaluations.

scholarly journals Poised to advocate: The pedagogy of the lightning talk in child and youth care education

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Kiaras Gharabaghi ◽  
Megan Lewis ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Qualitative Data ◽  
Youth Care ◽  
Mixed Methods Study ◽  
First Century ◽  
Metacognitive Skills ◽  
Online Questionnaire ◽  
Child And Youth Care ◽  
Care Workers ◽  
Purposive Sample

<div> <div> <div> <p>Advocacy is an integral part of child and youth care workers’ roles and a significant component of child and youth care politicized praxis and radical youth work. Drawing from the qualitative data of a mixed-methods study conducted in 2019 at a Canadian metropolitan university, this study seeks to unpack how the pedagogy of the lightning talk can foster advocacy skills to effectively and spontaneously speak out with and on behalf of children, youth, and families in everyday practice when an unforeseen systemic challenge or barrier arises. A purposive sample of 70 undergraduate students was recruited in two child and youth care courses, both of which required students to present a lightning talk. Participants completed an online questionnaire with closed-ended and open-ended questions in order to share their perspectives of the pedagogy of the lightning talk. The findings show that the lightning talk fosters twenty-first century and metacognitive skills and, most importantly, advocacy skills. </p> </div> </div> </div>

scholarly journals POISED TO ADVOCATE

2020 ◽  
Vol 11 (3) ◽  
pp. 108-125
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Kiaras Gharabaghi ◽  
Megan Lewis ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Qualitative Data ◽  
Youth Care ◽  
Mixed Methods Study ◽  
First Century ◽  
Metacognitive Skills ◽  
Online Questionnaire ◽  
Child And Youth Care ◽  
Care Workers ◽  
Purposive Sample

Advocacy is an integral part of child and youth care workers’ roles and a significant component of child and youth care politicized praxis and radical youth work. Drawing from the qualitative data of a mixed-methods study conducted in 2019 at a Canadian metropolitan university, this study seeks to unpack how the pedagogy of the lightning talk can foster advocacy skills to effectively and spontaneously speak out with and on behalf of children, youth, and families in everyday practice when an unforeseen systemic challenge or barrier arises. A purposive sample of 70 undergraduate students was recruited in two child and youth care courses, both of which required students to present a lightning talk. Participants completed an online questionnaire with closed-ended and open-ended questions in order to share their perspectives of the pedagogy of the lightning talk. The findings show that the lightning talk fosters twenty-first century and metacognitive skills and, most importantly, advocacy skills.

scholarly journals Students' Perceptions of Online Learning and Teaching during COVID-19 pandemic: An Empirical Study in Selected University in Sri Lanka

2021 ◽  
pp. 50-57
Author(s):  
Shamini Howshigan ◽  
Thevanes Nadesan
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Teaching And Learning ◽  
Higher Education System ◽  
Face To Face

The dramatic transition to online pedagogy in education, as a consequence of COVID19 has shownseveral inequalities and challenges and advantages in education. The epidemic of COVID-19 profoundly changed the global higher education system in 2020, and the crisis has accelerated innovation in the education sector. Anyhow, whatever the situation, high academic standards are required for a university to produce high-quality teaching outputs and graduates, and it should ensure continuously. With this intention, this study conducted to assess the efficacy of online teaching and learning during the COVID-19 pandemic, focusing on the perceptions of undergraduate students from the Selected university.A validated online questionnaire is used among the 171 students from the selected university. The primary goal of this paper is to analyse how the education system adapts to online teaching and learning, identify the preferred mode of study by the students in between face to face interaction and online learning, and identify the advantages and challenges faced by the students in online learning. The paper also aims to make recommendations for improving online teaching and learning through the use of online. The study's findings show that, even though the students are satisfied with the existing online teaching and learning in selected university, they prefer face to face learning than online learning. The study strongly recommends that improving the quality of the online education system and striving to solve students' issues in terms of online learning is required to maintain the standard in education. The study's findings shed light on government and non-government educational institutions, academics, and policymakers to enhance online education and maintain the education standard.

scholarly journals Teaching Mathematics Online with Increased Empathy in the COVID-19 Pandemic

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Ottilia Fülöp ◽  
Marcell Nagy
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Full Time ◽  
Spring Semester ◽  
Learning Mathematics

The emergency measures concerning enhanced epidemiological protection during the COVID-19 pandemic have put faculty members and students in a challenging situation all over the world. In this paper, we focus on the difficulties that arise in teaching and learning mathematics at a university level. The present study aims to assist instructors and policymakers in implementing online education during a crisis by pointing out some key factors that can improve the educational process and the learning experience.  We provide a summary of our strategy of teaching mathematics online during the COVID-19 pandemic, highlighting how the students were involved in the process of learning mathematics. We describe all the steps adopted by the instructor to improve the online mathematics learning of our students. We also present the feedback of the students regarding the online teaching of mathematics in the spring semester of the 2019/20 academic year. Our analysis is based on the answers to an anonymous survey completed by 124 full-time undergraduate students of the Faculty of Economics and Social Sciences at the Budapest University of Technology and Economics, Hungary. The results suggest that the students highly appreciated our efforts to create a comfortable online atmosphere by increasing empathy.

scholarly journals How Do We Like to Learn Qualitative Data Analysis Software?

2019 ◽  
Author(s):  
Fábio Freitas ◽  
Jaime Ribeiro ◽  
Catarina Brandão ◽  
Carla Azevedo de Almeida ◽  
Francislê Neri de Souza ◽  
...  
Keyword(s):  
Data Analysis ◽  
Qualitative Data ◽  
Learning Experience ◽  
Learning Preferences ◽  
Computer Assisted ◽  
Analysis Software ◽  
Qualitative Data Analysis ◽  
Online Questionnaire ◽  
Qualitative Data Analysis Software ◽  
Data Analysis Software

The learning of Computer Assisted Qualitative Data Analysis Software (CAQDAS) can represent a great challenge and obstacle to the adoption of these tools in support of research. Thus, it seems imperative that CAQDAS developers devise strategies and tools that stimulate and support researchers in the learning process of their applications. To this end, this study focuses on the learning preferences of CAQDAS users. A focus group was conducted with experienced CAQDAS users and an online questionnaire was administered to 232 users from 29 different countries and representing a diversity of 26 CAQDAS. The obtained data allow to infer that the users privilege the learning in context of training, but, when it comes to self-learning, they tend to opt for interactive tools and to resort to tutorial videos. These results seem to indicate that users are looking for solutions that provide them with a learning experience that is more adapted to their style and in the shortest time possible.

scholarly journals Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses

2021 ◽  
Vol 13 (5) ◽  
pp. 2945
Author(s):  
Isabel del Arco ◽  
Òscar Flores ◽  
Anabel Ramos-Pla
Keyword(s):  
Online Teaching ◽  
Structural Model ◽  
Self Regulation ◽  
Digital Competence ◽  
Online Questionnaire ◽  
Student Interactions ◽  
Material Resources ◽  
Emotional Component ◽  
Total Participation

A quantitative study was conducted in order to know, from the perspective of university students, the relationship between the quality perceived (QP) during the period of confinement derived from the SARS-CoV-2 virus, with the variables teaching plan (PL), material resources (MR), interaction processes (IN), and the affective–emotional component (EM). An online questionnaire was designed, directed to students from 20 universities in Spain, with a total participation of 893 individuals. The results indicate that the perception of the students on the quality of online teaching is directly associated with the material resources provided by the professors and the professor–student interactions. However, this perception does not have any direct effect on the planning or the emotional state or affectation created by the unprecedented situation of confinement. Among the conclusions, we highlight the need for the universities to apply models of support and tutoring, especially for students in their first years at university, to develop competences such as autonomy, digital competence, and self-regulation, and the need for a change of approach of the students and the professors based on the new normality we are currently experiencing.

Flipped Classroom in Higher Education: Evaluation of the Process in the Framework of Community of Inquiry

2021 ◽  
pp. 004723952110316
Author(s):  
Mustafa Serkan Günbatar
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Data Collection Tool ◽  
Spring Semester ◽  
Very High

The purpose of this research was to determine the effectiveness of the instruction process using the flipped classroom (FC) model within the scope of Computer Networks and Communication course. Theoretically, the community of inquiry model was taken as a reference and the effectiveness of the instruction process was evaluated accordingly. Students were preservice teachers studying Computer Education and Information Technology in the third grade in the Van region in Turkey. There were a total of 19 students, of which 12 are male and seven are female. FC process was carried out in the spring semester of 2018–2019 and lasted 11 weeks in total. A mixed-method design was used to gathering the data. Therefore, the research design was an explanatory design from mixed-methods designs. The quantitative data collection tool was the Turkish version of the Community of Inquiry Survey. The quantitative data were analyzed by dividing the students into very low, low, high, and very high levels. The qualitative data collection tool was the interview form created concerning the community of inquiry model. The qualitative data were analyzed by the use of the community of inquiry coding template's themes. At the end of the instruction process, students had a very high level of cognitive, social, and teaching presence perception. This situation was detailed and supported with the qualitative data obtained. Concerning the cognitive presence, the students firstly talked about that they started the learning process with videos. Regarding the social presence, they mentioned the motivating effect of the questions. About the teaching presence, participants firstly mentioned the direct instruction role of the videos.

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