scholarly journals What Skills are Learned at College?

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Tanya Martini ◽  
Lorenzo Frangella ◽  
Meghan Vandervlist
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Student Perceptions ◽  
Working Adults ◽  
University Courses ◽  
Self Assessments

Though academics and employers have demonstrated increasing interest in the skills learned by university students, less is known about student perceptions of the skills developed during a degree. In the current study, we examined students’ and working adults’ beliefs about the skills learned and not learned during their first degree. We also examined each group’s ability to define four career-related skills (communication, critical thinking, teamwork, and leadership), and their self-evaluations of those skills. Data indicated very few differences in the beliefs of students and working adults about skills learned and not learned at university. In addition, the skills most frequently endorsed as “learned” and “not learned” were very similar to one another. Contrary to expectations, there were few group-based differences in the quality of skill-based definitions. In keeping with the hypotheses, there were no group-based differences in self-assessments of skills. Implications of these results for university courses and programs are discussed. 

scholarly journals What kind of sources do I need? Critical search for information on the Web

2021 ◽  
Vol 26 (4) ◽  
Author(s):  
Martha Vidal-Sepúlveda ◽  
◽  
Cristian Olivares-Rodríguez ◽  
Luis Cárcamo-Ulloa ◽  
◽  
...  
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Process Analysis ◽  
Significant Risk ◽  
Critical Skills ◽  
Quasi Experimental ◽  
Internet Searches ◽  
Alternative Sources ◽  
Search For Information

Introduction. Previous studies have shown that students have a high confidence in search engines. This poses a significant risk in learning processes if students do not have critical skills for document selection. This study provides clues about the quality of the information sources that university students access in their internet searches, and highlights critical thinking as a key competence in personalised information searches. Method. A quasi-experimental study was conducted with a sample of fifty-eight university students who solved four information tasks. The sources were categorised according to the quality of their editorial process. Analysis. We stress the critical thinking in a realistic study regarding to both the interactions of university students with not enough validated sources and the type of information task working with. Results. The main finding of this study is that students mostly access to sources with a corporate publisher (52.9%) and alternative sources (40%). Consequently, the publisher type of the source is not related to the ranking elaboration. Conclusions. The greater access to information does not ensure the quality or veracity of it, confirming the need to promote the development of critical thinking.

scholarly journals Student Perceptions Of The Value Of A University Laptop Program

2008 ◽  
Vol 4 (6) ◽  
pp. 23-30
Author(s):  
Claudia Orr ◽  
Bruce Sherony ◽  
Carol Steinhaus
Keyword(s):  
Longitudinal Study ◽  
University Students ◽  
Student Perceptions ◽  
Research Team ◽  
Full Time ◽  
Faculty Research ◽  
Laptop Program ◽  
Regional University ◽  
First Time

In the fall of 2000, when a mandatory laptop program was initiated at a Midwest regional university, a faculty research team began a longitudinal study to determine student perceptions of the value of the program. Value was defined as usefulness of the computer, reasonable price for the computer and the quality of the computer. A survey of 1,000 first-time full time university students were surveyed in 2000 and five years later in the fall of 2005. Significant differences were found on all three variables indicating that student perceptions of the usefulness, price, and quality of the computer increased from 2000 to 2005. Based on these findings, recommendations are offered to administrators and faculty who may be considering the adoption of a computer requirement.

Validation of a questionnaire to measure job expectations and interests in university students

2019 ◽  
Vol 6 (1) ◽  
pp. 126-134
Author(s):  
Miguel Angel Fernandez Jimenez ◽  
Esther Mena Rodriguez ◽  
Victoria del Rocio Gomez Carrillo
Keyword(s):  
Higher Education ◽  
University Students ◽  
Working Life ◽  
Transfer Of Skills ◽  
University Courses ◽  
The World ◽  
European Higher Education ◽  
Adequate Reliability ◽  
Measurement Validity

The establishment of the European Higher Education Area has promoted an attempt to design a syllabus that is more related to the world of work. There is evidence to suggest that the transfer of skills that should be acquired by students throughout their university courses is not carried out in an appropriate way that prepares them for working life. In view of this, it is essential to understand university students’ perceptions and assessments of relevant aspects of their entry into the labour market. To this end, an instrument was designed to evaluate university students’ perception and assessment of future employment. In order to verify the reliability and measurement validity of the questionnaire, a pilot study was carried out with a sample of a total of 220 university students. The analyses carried out have proved the quality of the instrument in terms of adequate reliability and measurement validity. Keywords: Evaluation questionnaire, labour insertion, labour expectations, reliability, validity.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

Modifikasi Model Pembelajaran Problem Based Learning (PBL) dengan Strategi Pembelajaran Tugas dan Paksa

2019 ◽  
Vol 2 ◽  
Author(s):  
Tita Mila Mustofani ◽  
Ita Hartinah
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Student Motivation ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Material ◽  
Task Strategies ◽  
The Right ◽  
Increasing Student Learning

This writing aims to help teachers to increase motivation, activity, creativity, and critical thinking of students in solving problems in class. The way to increase student motivation in learning in class is to choose the right learning model with ongoing learning material. One learning model that increases students' creativity and critical thinking in problem solving is a Problem Based Learning (PBL) learning model. To improve students' insights in order to easily solve problems there is a need to do tasks, if students do not do the task then they must accept the agreed upon consequences when making learning contracts, thus modifying the Problem Based Learning (PBL) learning model with task strategies and forced. The results of the modification of learning with the Problem Based Learning (PBL) learning model through forced and forced strategies are expected to improve the learning process so that students become more disciplined and do not waste time doing assignments. The advantages of modifying the Problem Based Learning (PBL) learning model with task and forced learning strategies are increasing student learning motivation, improving the quality of learning, training students' understanding by giving assignments continuously, teaching discipline to students in order to be accountable for tasks assigned, and reducing laziness in students.

The Influence of the Established Links between University Courses on the Quality of Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 35-48
Author(s):  
Jiří Rybička ◽  
Petra Čačková
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Coherent System ◽  
University Courses ◽  
Quality Of Teaching ◽  
Education Courses ◽  
Initial Knowledge

One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.

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