PREDICTORS OF THE ACTUALIZATION OF THE RESEARCH POTENTIAL OF CHINESE FIRST-YEAR STUDENTS STUDYING AT HOME AND IN RUSSIAN UNIVERSITIES

2017 ◽  
Author(s):  
Elena Petanova ◽  
Nina Bordovskaia ◽  
Qing Fan ◽  
Xiao Wang
Keyword(s):  
First Year ◽  
First Year Students ◽  
Russian Universities ◽  
At Home

scholarly journals The Adaptive Capabilities of Chinese Students Studying In Chinese, British and Russian Universities

2018 ◽  
Vol 7 (4) ◽  
pp. 1
Author(s):  
Nina V. Bordovskaia ◽  
Charles Anderson ◽  
Natalia Bochkina ◽  
Elena I. Petanova
Keyword(s):  
Chinese Students ◽  
Self Control ◽  
University Education ◽  
First Year ◽  
First Year Students ◽  
Adaptive Capabilities ◽  
Communicative Success ◽  
Group 2 ◽  
The Uk ◽  
Russian Universities

This article presents a comparative study of the personal adaptive capabilities of Chinese students studying in Chinese, British and Russian universities. The study involved 224 Chinese first-year students who formed 3 groups: Group 1, 96 first-year students studying in China; Group 2, 100 Chinese first-year students studying in Russia; Group 3, 28 Chinese first-year students studying in the UK. The instruments employed were: a Personality questionnaire (adapted Rogers-Dymond method), the Big Five and the Method of studying the Research Potential of students (Bordovskaia et al., 2017). The study found that for all Chinese students, the general predictors of adaptation to university education are "openness" and "agreeableness". The differences are that the personal resources for the adaptation of Chinese students in Chinese and Russian universities are "research potential", in the British university "neuroticism", "extraversion" and "conscientiousness (self-control)”. The findings point up the conditions for ensuring the future academic, social and communicative success of Chinese students in the educational environments of British, Russian and Chinese universities, and allow one to predict the reasons for the difficulties faced by individual students.

scholarly journals Designing Adaptive Online Mathematics Course Based on Individualization Learning

2019 ◽  
Vol 9 (3) ◽  
pp. 182
Author(s):  
Konnova ◽  
Lipagina ◽  
Postovalova ◽  
Rylov ◽  
Stepanyan
Keyword(s):  
Foreign Students ◽  
Design Method ◽  
Online Training ◽  
Russian Language ◽  
Online Course ◽  
First Year ◽  
First Year Students ◽  
Educational Trajectories ◽  
Short Period ◽  
Russian Universities

The article provides a possible option of how first-year students of Russian universities adapt to mastering higher mathematics. The purpose of the research is the development of methodological approaches to designing an online course that recaps school math material in a short period. The concept of individualization of educational activities is used as the main design method. Online training is used as the implementation technology. The article provides an overview of scientific papers on the use of an individual approach to learning and online resources in teaching mathematics. The social survey of first-year students confirmed the relevance of the stated purpose. The authors describe the design methodologies of the online training by taking into account age, social and psychological characteristics of students, and the opportunity for developing individual educational trajectories. The authors set the objectives of the course and structuralize each topic. Instructional content is developed in accordance with step-by-step leveling on mastering educational material. Extra attention is given toward presenting educational information in ways that take into account different types of cognitive processes. Foreign students who receive education in Russian universities are also welcomed to the online course to get familiar with the mathematical terminology in the Russian language.

DISTANCE LEARNING: BASED ON THE MATERIALS OF A SOCIOLOGICAL SURVEY

2021 ◽  
pp. 16-21
Author(s):  
A.B. Orishev ◽  
Keyword(s):  
Distance Learning ◽  
Transfer Students ◽  
Critical Analysis ◽  
First Year ◽  
Topical Issue ◽  
Scientific Result ◽  
First Year Students ◽  
Difficult Situation ◽  
Long Time ◽  
Russian Universities

The article raises the topical issue of the transition to distance learning, when Russian universities in the fall of 2020 were forced to re-apply this format. The article shows the difficult situation that has devel-oped in the Timiryazev Academy in the fall of 2020. Under the threat of the spread of Covid-19, the univer-sity's management was forced to make a decision to transfer students to distance learning. The author draws attention to the fact that interest in the topic of distance learning in our country has existed for a long time. However, it has only recently become particularly acute. The article analyzes the results of a sociological survey devoted to the transfer of 1st-year students to a distance learning format. It is shown what opportuni-ties and advantages, in the opinion of students, this transition provided them. The analysis of the shortcom-ings of distance learning named by students is carried out. Special attention is paid to student proposals aimed at improving it. A critical analysis of these proposals is given. The main scientific result: it is shown that the transition to distance learning did not become fatal for students of the Timiryazev Academy. Most of the first-year students took this transition as a forced measure and were able to adapt to the current situation.

scholarly journals Readiness of first-year students of Russian universities to study using massive open online courses

2019 ◽  
pp. 126-135 ◽  
Author(s):  
T. Astashova
Keyword(s):  
Online Courses ◽  
Educational Process ◽  
Self Control ◽  
First Year ◽  
Full Time ◽  
First Year Students ◽  
Advantages And Disadvantages ◽  
Level Of Motivation ◽  
Effective Use ◽  
Russian Universities

The article discusses issues related to  the  possibility of  introducing mass open online courses (МООС) in  the  educational process of  first-year full-time students majoring in  technical directions. The  results of  the  analysis of  the  experience of  using MOOС in  the  educational process of  Russian universities with identified advantages and disadvantages are presented. MOOC-technology is  presented as  an  element of  connectivism theory. The  author conducted a  study with the purpose to study the readiness of students to learn using MOOCs. The results of the study allow to conclude that the modern first-year student has an insufficient level of motivation, independence, responsibility, self-discipline and self-control for the effective use of МООС in the educational process, but they are quite productive in mastering the material of the discipline in a combined form.

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

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