FEEDBACK METHOD IN LECTURER-STUDENT INTERACTION

2019 ◽  
Vol 1 ◽  
pp. 442
Author(s):  
Natalya Prokofyeva ◽  
Oksana Zavjalova ◽  
Viktorija Boltunova
Keyword(s):  
Computer Science ◽  
Student Performance ◽  
High Efficiency ◽  
Direct Interaction ◽  
Basic Knowledge ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Feedback Method ◽  
Student Relationship

The learning process at any stage involves direct interaction between the lecturer and students. The article discusses the lecturer-student relationship as one of the factors that influences the teaching process and improvement of learning materials on the example of the study course “Computer Science”. The study aims at using the results of the survey, as well as student tests as a feedback method to improve the quality of the presentation of new material to first-year students considering the basic knowledge of obtained secondary education. The article discusses two methods of feedback: survey and testing. Survey is considered a method with high efficiency of obtaining information, a possibility of organising mass surveys, an ability to accurately process student survey results. Testing is viewed as a method to identify the level of knowledge and skills, as well as the abilities and other qualities of the educator to meet certain standards by analysing the ways, in which a student performs a number of special tasks. Both methods perfectly complement each other and provide an opportunity to more objectively analyse the learning situation. The article presents the results of the study on the example of the study course “Computer Science” for three academic years, describes changes in the structure of the course, as well as changes in the conduction of practical classes within the course, which improved student performance.

scholarly journals Relationship between student guidance and academic achievement

2018 ◽  
Author(s):  
Anna Lukkarinen ◽  
Paula Koivukangas
Keyword(s):  
Academic Achievement ◽  
Student Performance ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Subsequent Performance ◽  
Major Subject ◽  
Student Guidance ◽  
Extensive Information ◽  
Using Data

We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.

Acquiring business knowledge through Business English reading materials: pre-experience students’ perspective

2021 ◽  
Vol 11 (2) ◽  
pp. 433-451
Author(s):  
Jolanta Łącka-Badura
Keyword(s):  
Undergraduate Students ◽  
Tertiary Education ◽  
Real Life ◽  
Basic Knowledge ◽  
First Year ◽  
Student Survey ◽  
Business English ◽  
First Year Students ◽  
Reading Materials ◽  
Based Instruction

Abstract The paper investigates how the type of business content found in the reading materials offered by a popular Business English course book as well as the degree of the content’s relevance and usefulness, are perceived by pre-service students learning Business English as part of their university curriculum. Twelve groups of first year undergraduate students at the University of Economics in Katowice, with no prior experience of learning either Business English or the principles of business, were asked to compare pairs of texts related to three business topics: international marketing, management styles, and stock market investment. One of the texts in each pair was selected from the Student Book of the third edition of a widely used Business English course book (upper-intermediate or intermediate level), and the other, on the same topic, extracted from online repositories of business-related articles. The results of the student survey indicate that first year students, while appreciating the course book ‘real-life examples’ of successful companies, express strong preference for the Internet-based texts which provide them with the opportunity to acquire ‘basic knowledge’ related to specific business issues. The findings also appear to confirm the rationale behind integrating the two approaches: LSP (languages for specific purposes) and CBI (content-based instruction) in the tertiary education context, as well as the importance of properly selected professional content in fostering learners’ motivation and engagement.

scholarly journals The Development and Delivery of a Multidisciplinary Research Course for First-Year International Science Students

2017 ◽  
Vol 10 ◽  
pp. 143-154 ◽  
Author(s):  
Priyanka Lekhi ◽  
Meghan Allen ◽  
Fok-Shuen Leung ◽  
Brett Hollis Gilley ◽  
Georg W. Rieger ◽  
...  
Keyword(s):  
Student Performance ◽  
Scientific Knowledge ◽  
Undergraduate Research ◽  
Research Process ◽  
First Year ◽  
Science Students ◽  
Student Survey ◽  
First Year Students ◽  
Post Class ◽  
The Impact

Students who engage in undergraduate research experiences acquire many benefits, including an understanding of how scientific knowledge is constructed, recognition that knowledge can be complex and uncertain, and the habit of viewing knowledge critically. This paper describes a first-year two-course sequence that provides multidisciplinary opportunities for international science students to engage in the research process and present at a student-led research conference. We describe course goals and structure, and discuss whether the goals were attained using instructor reflections, student performance, and student survey data. We also evaluate the impact of changes to the curriculum between Year 1 and Year 2. In both years, we found that students engaged meaningfully with the research process and began to understand how scientific knowledge is created. We also found that a modular model with front-end support worked better for instructors as compared to a continuous individualized project mentorship model. This modular approach involved structured pre- and post-class assignments within discipline-specific themes containing examples of the research process embedded into the discipline. These discipline-specific modules were followed by modules covering broader research process themes. We encourage instructors who are thinking of delivering a similar research-based course for first-year students to provide support via example research questions and other example templates for student submissions.

scholarly journals Features of Adaptation of Non-Resident Students to the University Learning Environment

2020 ◽  
pp. 53-58
Author(s):  
Olga Viktorovna Bodenova ◽  
Lyudmila Pavlovna Vlasova
Keyword(s):  
Well Being ◽  
First Year ◽  
Adaptation Period ◽  
Subjective Well Being ◽  
State University ◽  
Student Survey ◽  
First Year Students ◽  
Resident Students ◽  
New Type ◽  
The University

The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-year students studying in the fields of education 44.03.02 Psychological and pedagogical education, 44.03.01. Pedagogical education, 44.03.03 Special (defectologic) education. The following methods were used to test the hypothesis: «I am a student» survey, «Scale of subjective well-being» method, analysis of documents (medical records of students), quantitative and qualitative analysis. The results of the study. Analysis of the results of the study showed that non-resident students have both general and specific difficulties of adaptation due to the breakdown of previous family and friendships, lack of emotional support, difficult living conditions, a new neighborhood, a new type of settlement, etc. The obtained results are used for development and implementation of measures to support students during the adaptation period.

scholarly journals Personality traits and academic performance: Correcting self-assessed traits with vignettes

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248629
Author(s):  
Johan Coenen ◽  
Bart H. H. Golsteyn ◽  
Tom Stolp ◽  
Dirk Tempelaar
Keyword(s):  
Higher Education ◽  
Personality Traits ◽  
Student Performance ◽  
Cognitive Skills ◽  
Risk Preference ◽  
Emotional Stability ◽  
First Year ◽  
First Year Students ◽  
Significant Relationships ◽  
Point Estimates

In this study, we investigate whether Conscientiousness, Emotional Stability and Risk Preference relate to student performance in higher education. We employ anchoring vignettes to correct for heterogeneous scale use in these non-cognitive skills. Our data are gathered among first-year students at a Dutch university. The results show that Conscientiousness is positively related to student performance, but the estimates are strongly biased upward if we use the uncorrected variables. We do not find significant relationships for Emotional Stability but find that the point estimates are larger when using the uncorrected variables. Measured Risk Preference is negatively related to student performance, yet this is fully explained by heterogeneous scale use. These results indicate the importance of using more objective measurements of personality traits.

Wiki as a Tool of Choice for Students’ Team Assignments

2013 ◽  
Vol 4 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Živana Komlenov ◽  
Zoran Budimac ◽  
Zoran Putnik ◽  
Mirjana Ivanović
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Science Studies ◽  
Team Formation ◽  
Formation Mechanisms ◽  
First Year ◽  
Joint Work ◽  
First Year Students ◽  
Team Projects ◽  
Collaborative Activities

This paper presents the results of the empirical research based on the experiences in using wiki as means of introducing collaborative activities in two different courses at the same time – an introductory eBusiness course for the first-year students, as well as the course in software engineering for students at the last year of Computer Science studies. Comparing and contrasting the results accomplished by these two groups of students offer interesting insights in how wiki as a tool can contribute both to the efficiency of the assignment solving process and the transparency and fairness of teamwork evaluation. Students’ opinions and feelings emerging during the work on wiki assignments and in respect to the evaluation of their joint work were also investigated. Finally, attention was paid also to the effect of the applied team formation mechanisms on the final results of team projects.

Online pre-laboratory tools for first-year undergraduate chemistry course in Uruguay: student preferences and implications on student performance

2019 ◽  
Vol 20 (1) ◽  
pp. 229-245 ◽  
Author(s):  
Nicolás Veiga ◽  
Florencia Luzardo ◽  
Kenneth Irving ◽  
María N. Rodríguez-Ayán ◽  
Julia Torres
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Discussion Forum ◽  
Chemistry Laboratory ◽  
Teaching Staff ◽  
First Year ◽  
First Year Students ◽  
Laboratory Activities ◽  
Specific Teaching ◽  
Student Laboratory

As a fundamental part of their chemical education, first-year undergraduate students are substantially involved in laboratory activities. Despite the specific teaching staff choices on the main laboratory aims, students normally receive a vast amount of information during these activities. Apart from understanding theoretical content, fundamental skills such as manipulation, data collection and interpretation should be developed. In this context, learners could feel overwhelmed since they can only process a few pieces of information at a time. Indeed, our experience at theUniversidad de la República(Uruguayan public university) shows that many first-year students are in fact not able to cope with all the information they receive during laboratory activities. As a result, many of them only follow the experimental protocol automatically, without gaining significant knowledge or developing the necessary skills. In this work, we assessed the use of new online interactive pre-laboratory activities implemented for 252 first-year university students enrolled in a 12-module General Chemistry laboratory course. The student choice of interactiveversusmore traditional material was evaluated together with observed preferences regarding the different interactive tools offered. Besides, an online pre-laboratory discussion forum was also implemented and assessed. Both the interactive material and the discussion forum were chosen freely by the majority of students (61% and 79%, respectively). Interestingly, the choice was to some extent modulated by student previous performance. Interactive pre-laboratory material was more frequently chosen by low previous performance students, whereas pre-laboratory forum was preferentially used by high previous performance students. Finally, the influence of these new materials on student laboratory performance was statistically analyzed. Other personal and academic variables were also taken into account. Interactive material access was positively correlated with the final laboratory marks for medium previous performance learners. On the other hand, for lower previous performance students, the academic discussion between teachers and partners promoted by the online forum was positively correlated with their academic performance.

scholarly journals “Little language” project modules

2010 ◽  
Vol 20 (1) ◽  
pp. 3-18
Author(s):  
JOHN CLEMENTS ◽  
KATHI FISLER
Keyword(s):  
Computer Science ◽  
Programming Languages ◽  
Programming Language ◽  
First Year ◽  
First Year Students ◽  
Domain Specific ◽  
Science Departments

AbstractMany computer science departments are debating the role of programming languages in the curriculum. These discussions often question the relevance and appeal of programming-languages content for today's students. In our experience, domain-specific, “little languages” projects provide a compelling illustration of the importance of programming-language concepts. This paper describes projects that prototype mainstream applications such as PowerPoint, TurboTax, and animation scripting. We have used these exercises as modules in non-programming languages courses, including courses for first year students. Such modules both encourage students to study linguistic topics in more depth and provide linguistic perspective to students who might not otherwise be exposed to the area.

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