scholarly journals Aspects of Academic Performance and Ethics in the Transition to eLearning Caused by the Actual Pandemic - A case study

TEM Journal ◽  
2020 ◽  
pp. 656-661
Author(s):  
Petre Lucian Ogrutan ◽  
Lia Elena Aciu
Keyword(s):  
Academic Performance ◽  
Academic Integrity ◽  
Information Sources ◽  
First Year ◽  
Distance Teaching ◽  
First Semester ◽  
Teachers And Students ◽  
Academic Year ◽  
School Activity

In the actual context of a great diversity of information sources, the discipline of Ethics and Academic Integrity (EAI) was introduced recently in the first year of the Master's studies. As part of the school activity, the access to anti-plagiarism software was made available to teachers and students. The current pandemic has forced the transition from classical classes to the use of the eLearning platform. In this paper the application of the methods of antiplagiarism verification to the distance teaching and the obtained results are described. The conclusions are expressed by comparing the results obtained for the discipline developed through the eLearning platform with those obtained in the previous years in a face-toface teaching manner and with those of the EAI discipline carried out in the first semester of this academic year as well.

The Use of Applets in an Engineering Chemistry Course

2010 ◽  
pp. 108-118
Author(s):  
B.M. Trigo ◽  
G.S. Olguin ◽  
P.H.L.S. Matai
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Chemical Engineering ◽  
First Year ◽  
First Semester ◽  
Software Applications ◽  
Engineering Department ◽  
Teachers And Students ◽  
The University

This chapter deals with the use of Applets, which are examples of software applications, combined with a specific methodology of teaching, based on Paulo Freire’s education concepts. According to his methods, co-creation between its participants is fundamental for the effectiveness of learning process. In that way, to promote a cooperative learning, the Applet should have interactive features. The Chemistry course of Polytechnic School of the University of São Paulo, in which students take in the first semester of the first year of the engineering course, was the case study. First, a research with the teachers of the Chemical Engineering Department was carried out, to identify the main problems and difficulties teachers and students face. Then, a topic was selected to be explored with the Applet, which was developed and applied to a small group of students. To identify the success of this experiment a questionnaire was created and the results are presented in this chapter. Some conclusions were drawn and the interactive features of the Applet received a positive feedback.

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 The Students’ Speaking Skill Analaysis on Local Wisdom- Based Topics (A Study at the First Year Grade of Mathematics Department of Unswagati)

2017 ◽  
Vol 5 (2) ◽  
pp. 143
Author(s):  
Devi Siti Afiah
Keyword(s):  
Qualitative Method ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Wh Questions ◽  
Speaking Skill ◽  
Math Students ◽  
Academic Year ◽  
Local Materials ◽  
Mathematics Department

The goals of this research are (1) to know what students’ responses toward WH question tehnique; (2) to know whether the WH Question can improve students’ math in English. This research used the descriptive qualitative method. The writer described and analyzed the students’ mistakes in speaking skill using local materials. The research was carried out at the first year students of math department in 2016/2017 academic year. It was strated from September 2016 to January 2017. The population was the first semester students of math department in academic year of 2016/2017. The number of population were 21 students. The results of this research were (1) the tudents gave good responses toward the WH Questions learning, and (2) the WH questions improved the Math students’ ability in learning English. Keywords: Speaking, Local-wisdom, WH-questions

scholarly journals Transforming the Learning Environment of Undergraduate Physics Laboratories to Enhance Physics Inquiry Processes

2017 ◽  
Vol 8 ◽  
Author(s):  
Gregory P. Thomas ◽  
Al Meldrum ◽  
John Beamish
Keyword(s):  
Learning Environment ◽  
Early Years ◽  
First Year ◽  
First Semester ◽  
Physics Laboratory ◽  
Physics Classes ◽  
Mixed Method Design ◽  
Physics Laboratories ◽  
First Time ◽  
Academic Year

Concerns persist regarding the lack of promotion of students’ scientific inquiry processes in undergraduate physics laboratories. The consensus in the literature is that, especially in the early years of undergraduate physics programs, students’ laboratory work is characterized by recipe type, step-by-step instructions for activities where the aim is often confirmation of an already well-established physics principle or concept. In response to evidence reflecting these concerns at their university, the authors successfully secured funding for this study. A mixed-method design was employed. In the 2011/2012 academic year baseline data were collected. A quantitative survey, the Undergraduate Physics Laboratory Learning Environment Scale (UPLLES) was developed, validated, and used to explore students’ perceptions of their physics laboratory environments. Analysis of data from the UPLLES and from interviews confirmed the concerns evident in the literature and in a previous evaluation of laboratories undertaken in 2002. To address these concerns the activities that students were to perform in the laboratory section of the course/s were re/designed to engage students in more inquiry oriented thinking and activity. In Fall 2012, the newly developed laboratory activities and tutorials, were implemented for the first time in PHYS124; a first year course. These changes were accompanied by structured training of teaching assistants and changes to the structure of the evaluation of students’ laboratory performance. At the end of that term the UPLLES was administered (n = 266) and interviews with students conducted (n = 16) to explore their perceptions of their laboratory environments. Statistically significant differences (p<.001) between the students in the PHYS 124 classes of 2011/2012 and 2012/2013 across all dimensions were found. Effect sizes of 0.82 to 1.3, between the views of students in the first semester physics classes of 2011/2012 and 2012/2013, were also calculated suggesting positive changes in the laboratory inquiry orientation. In their interviews, students confirmed and detailed these positive changes while still noting areas for future improvement.

scholarly journals OUTCOME BASED CURRICULUM DESIGNING: A FUTURISTIC APPROACH THE CASE STUDY OF THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

2021 ◽  
pp. 544-555
Author(s):  
Hitesh D Raviya ◽  
Deepali Dinesh Shahdadpuri
Keyword(s):  
Learning Outcomes ◽  
Research Paper ◽  
First Year ◽  
Analytical Reasoning ◽  
Curriculum Framework ◽  
Improvement Programme ◽  
The Subject ◽  
Academic Year ◽  
Knowledge Communication

In the earlier days, syllabi were designed by some experienced teachers or experts who got specialization in particular areas in all the education institutions. The students were graded on the marks scored in the assessment in which some students might score high and some might not be. This type of previous curriculum did not ensure what students need to learn or what they are learning in their classrooms. University Grant Commission (UGC) under MHRD, Government of India, has already submitted the final draft under “Quality Improvement Programme, 2018” aim at the development of “Learning Outcomes Based Curriculum Framework (LOCF)” at UG and PG Levels. The learning outcomes are designed to help students understand the objectives of the course provided to them. It is a framework based on the expected learning outcomes (such as disciplinary knowledge, communication skills, critical thinking, problem-solving, analytical reasoning, research-related skills, etc.) that are expected to be attained by the students at the completion of their graduation. In this research paper, the researcher attempts to elaborate about Curriculum designing based on the approaches provided by J.C. Richards and Learning-Outcomes based Curriculum Framework. This research paper also has taken into consideration the analysis of curriculum development for the subject offered by Department of English in Faculty of Commerce at first year undergraduate courses (UG Level) from the academic year 1979-80 till 2019-20.

scholarly journals Problems of social and psychological adaptation of students in conditions of social deprivation

2021 ◽  
Vol 273 ◽  
pp. 10027
Author(s):  
Elena Dvoinikova ◽  
Ekaterina Bakshutova ◽  
Natalya Beylina ◽  
Olga Telnova ◽  
Julia Vasilieva
Keyword(s):  
Social Deprivation ◽  
Longitudinal Research ◽  
Objective Measure ◽  
Psychological Adaptation ◽  
First Year ◽  
Structural Components ◽  
State Technical ◽  
First Year Students ◽  
First Semester ◽  
Academic Year

The article is devoted to changes in the level of empathy and some structural components of social and psychological adaptation caused by social deprivation in a pandemic, which is the purpose of the work. The paper presents the results of an empirical study conducted in the first semester of the 2020-2021 academic year, when Samara State Technical University students were on distance learning. The sample consisted of 248 first-year students. The basis of the observation is a longitudinal research, during which the communicative activity of students in interaction with the teacher and with each other was recorded. In addition, students solved situational problems containing a description of the conflict, for a way out of which they had to offer solutions: none, one or several. The study confirmed the hypothesis put forward about possible changes in the level of empathy, the ability to solve situational problems and social and psychological adaptation in general among students studying remotely. Isolation in a pandemic is an objective measure for which humanity was not ready.

scholarly journals Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico

2012 ◽  
Vol 20 ◽  
pp. 18 ◽  
Author(s):  
F. Javier Murillo ◽  
Cynthia Martinez-Garrido
Keyword(s):  
Academic Performance ◽  
School Climate ◽  
Language Learning ◽  
Primary Education ◽  
Multilevel Model ◽  
Information Sources ◽  
Standardized Test ◽  
Classroom Teachers ◽  
Teachers And Students ◽  
The Relationship

School climate describe the environment that affects the behavior of teachers and students at the classroom. Elements of the school climate such as the building and its arrangements reflect the children, their needs, and their educational accomplishments. Some of these elements, however, have not received much attention in studies about the academic performance in Primary Education. This paper describes the relationship between environmental conditions in the classroom (e.g., lighting, isolation, order, cleanliness,…) and the academic performance of the students. This study analyses 248 Primary Education classrooms from nine countries of Iberoamerica using a 4-level Multilevel Model. The following information sources were used in this study: i) Classroom guide observation completed by researcher. ii) Standardized test to Math and Language learning. iii) Questionnaire to classroom teachers, pupils and their families. The results of this study highlight the strong influence of the order and cleanliness on the academic performance of the students.

scholarly journals School University Consortium to Enhance General Certificate Student’s Prospective and Academic Performance in Palestine

2021 ◽  
Vol 15 (2) ◽  
pp. 1
Author(s):  
Derar Eleyan ◽  
Muath Sabha ◽  
Amna Eleyan ◽  
Jaafar Abu Saa
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Active Role ◽  
Smooth Transition ◽  
First Year ◽  
School Students ◽  
University Teachers ◽  
Group Members ◽  
First Year University

This paper introduces a conceptual platform for bringing students and teachers together in a social media consortium. The results extracted from the questionnaire used in this paper exhibits that the majority of the students support and are eager to see this idea live and willing to play an active role and show full commitment. This consortium encompasses students and teachers from both school and university. This platform prepares the students, fosters and enables them to a smooth transition from school to university, as well as improving the students&rsquo; communication skills and academic performance by using mentoring, tutoring and coaching techniques. As a case study of social media, Facebook was used as a communication and interactive tool amongst group members. The theme behind this platform is to construct academic group from final year school students with first year university students to exchange experience and transfer knowledge. This group has school teachers as well as university teachers. Each group has a mentor, coach and tutor. Each of them will play a specific role throughout the group, which will be highlighted in this paper. The outcomes were useful and interesting for students, their parents and teachers involved. It was a great experiment and recommended to widen it to involve more students and teachers.

scholarly journals IELTS as a Literacy-Based Proficiency Test

2012 ◽  
Vol 3 (1) ◽  
pp. 46-51
Author(s):  
Sugeng Purwanto
Keyword(s):  
Action Research ◽  
English Language ◽  
Proficiency Test ◽  
English Literature ◽  
First Semester ◽  
Exploratory Case Study ◽  
Central Java ◽  
International English ◽  
Academic Year

This is an exploratory case study aimed at investigating whether or not International English Language Testing Systems (IELTS) scores correspond with literacy levels. During the 2011-2012 academic year, 20 first semester students in the English Literature Program in the Faculty of Language and Cultural Studies (Fakultas Bahasa dan Ilmu Budaya) at Universitas Stikubank (UNISBANK) were randomly selected to take the IELTS. Results were matched against predetermined criteria for literacy levels (Hammond, et al. 1992) in order to classify them into the appropriate levels of literacy. Findings indicate that all students (100 percent) were at the performative level of literacy with respect to their overall IELTS scores. Only 25 percent of the students on the speaking subtest and 20 percent of the students on the reading subtest managed to test at the functional level. It is therefore recommended that action research be conducted in Central Java level to upgrade the level of literacy from the performative level up to the informative level. As well, similar research may be conducted with a multi-disciplinary approach employing a correlational study between IELTS band scores with literacy levels.

The Use of Blogs in a Project-Based Learning Context for First-Year Engineering Students’ Teams

2020 ◽  
Author(s):  
Anabela C. Alves ◽  
Ana C. Pereira ◽  
Celina P. Leão ◽  
Sandra Fernandes ◽  
Andre F. Uebe-Mansur
Keyword(s):  
Engineering Students ◽  
Assessment Method ◽  
Project Based Learning ◽  
Industrial Engineering ◽  
First Year ◽  
Learning Context ◽  
First Semester ◽  
Teachers And Students ◽  
Development Context ◽  
Project Phases

Abstract The Integrated Project of Industrial Engineering and Management 1 (IPIEM1) is a curricular unit of the first year developed in the first semester of the Integrated Masters degree of Industrial Engineering and Management (IEM11) – University of Minho, Portugal. In the 2019’s 1st semester and in the IPIEM1 previous versions, Project-Based Learning (PBL) was usually adopted as a learning methodology. In this pedagogical development context, freshman students develop a project integrating all five courses related to this current semester. To undertake this project, the students work in large teams that comprise nine to ten members. Throughout the semester, each team must accomplish the project phases and tasks. To communicate their progress and results developed during the semester, each team designed a blog. In the IPIEM1 previous editions of PBL of this year in this program, the weblog (blog) digital technology was also adopted, but it was never assessed. Thus, this paper has two main objectives: 1) to evaluate the importance of the blog for the teams; 2) to discuss teams’ engagement during its development, knowing that it would be a part of the assessment method. The survey results revealed that the teams considered the blog useful to keep an update record of the project progress and to stimulate the writing and reflection about project contents. Furthermore, some of teachers’ and students’ considerations showed the need for providing more training and experience in the development of blogs.

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