Exploring the Nature of Undergraduates’ Peer Collaboration in a PBL Writing Process

2020 ◽  
Vol 4 (2) ◽  
pp. 11
Author(s):  
Muhammad Mukhtar Aliyu

Despite the importance of writing skills to academic success, many undergraduates face a lot of challenges with writing in English. Studies have shown that engaging and supporting students in a writing process help to improve the students’ writing performance. Therefore, this study used a Problem-based learning approach (PBL) in order to give students opportunities to be engaged and support one another in a writing process through face-to-face interactions. The paper specifically reports what the students do to support their peer in the PBL writing process. An intact class of 18 second-year students in an English Composition course in Nigeria was selected to participate in the study. Data were obtained through audio- and video-recording of the students’ face-to-face interactions. The findings showed that the participants supported theirs peer through various ways in the PBL process such as modelling their facilitators, sharing tasks and responsibilities, clarifying instructions and unclear terms, using dictionary, suggesting other sources to get more information, checking for consensus, creating humour, encouraging others to participate and raise their voices while speaking, restating time given to a session and giving overview of a previous session. The support provided by the peers helped the students to improve their writing. The study has some implications for writing teachers.

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Mukhtar Aliyu ◽  
Mei Fung Yong

Proficiency in writing in English has been a very important skill for undergraduates especially English as second language learners (ESL). However, it is the most challenging language skill to be acquired by the students not only in second (L2) or foreign language (FL) but also in the first language (L1). This is due to its complexity. Some scholars describe writing as a cognitive and social process. Various studies have been conducted on how to improve students’ writing skills. It is shown that supporting students in a writing process enhances their writing skills. For example, teachers are expected to give cognitive and social supports to students to allow them to improve their writing. This study reveals the strategies used by tutors in facilitating students’ writing process in a problem-based learning environment (PBL) through face-to-face group interactions. is one of the social media platforms found interesting and used by most of the students to interact with one another in and out of the school environment. It is used to provide social support to the students. An intact class of 18 second-year students in an English Composition course in Nigeria was selected in the study. The students were provided with a guide by tutors during the PBL writing process. Two tutors facilitated the students’ writing process in the PBL process. Tutor facilitation is one of the major components that facilitate meaningful learning in PBL. This is because, without proper guidance, students would end up in unfocused learning. Data were obtained through audio- and video-recording of students’ face-to-face interactions chats. The findings showed that the PBL tutors used various strategies to facilitate the participants’ writing such as open-ended questioning, metacognitive questioning, pushing students for an explanation, revoicing, summarizing, and generating/evaluating hypotheses. The support provided by the tutors helped the students to improve their writing. The findings of the study suggest some ways for teachers to improve students writing skills.


1987 ◽  
Vol 17 (4) ◽  
pp. 385-395 ◽  
Author(s):  
H. J. Scheiber

Many engineers and other technical/managerial professionals continually generate writer-centered memos, letters, and brief reports. Because such documents often contain needless repetition, excessive detail, and chronology-based information, an approach for encouraging writers to produce clear, well organized, rhetorically sound prose was developed. Technical writing teachers and communication trainers must 1) make these prose “paladins” aware of the essential ingredients for generating reader-centered prose, 2) familiarize these writers with the major steps involved in the writing process, and 3) operationalize the process through face-to-face writer-editor collaboration — involving peer editorial review. Only through frequent drafting and rewriting and the regular sharing of peer editorial response (oral and written) will clear, rhetorically effective prose accrue value. And only then will technical/managerial writers routinely generate reader-centered documents that communicate.


2018 ◽  
Vol 29 (2) ◽  
pp. 91-115 ◽  
Author(s):  
Jacqueline S. Turner ◽  
Joyce Juntune

Current literature has identified a growing achievement gap experienced by students raised in poverty. However, some students from poverty can defeat the odds and succeed academically with advanced degrees. Nine graduate students self-identified as being raised in poverty participated in this study. The home-related experiences that led to their academic success were explored. Basic qualitative inquiry and constructivist narrative analysis were used as a framework for this study. Data collection methods included face-to-face and telephone interviews. Data transcriptions were coded and analyzed using the constant comparative method. Findings suggest that graduate students raised in poverty need a broad support system inside and outside the home. They also indicated that activities and routines were critical to their continued academic success and how academic work often became an escape from the chaos around them. This study calls attention to the academic importance of a broader support network for students raised in poverty.


2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1029.1-1029
Author(s):  
Y. Livshits ◽  
O. Teplyakova ◽  
A. Sarapulova

Background:Telemedicine counseling (TMC) has gained rapid development during the COVID-19 pandemic. The prospect of using this technology in rheumatology was based on the possibility of getting maximum information about the patient during the survey, examination and interpretation of laboratory and instrumental data, that is excepting direct contact with the patient. Several rheumatological clinics have reported on the success of using TMC. However, there is very little data of the difficulties that can be encountered when organizing this process.Objectives:To characterize the identified problems during TMC in rheumatology, to suggest potential directions for their elimination.Methods:Since June 2021, on the basis of the Medical Association “New Hospital”, Yekaterinburg, Russian Federation, 76 TMCs have been performed on the profile of rheumatology in patients aged 29 to 71 years. Of these, 13 applied to the primary TMC, the other patients were preliminarily examined in person. The consultation included the preliminary acquaintance with the examination results, a 20-minute video communication and writing of a conclusion. After each TMC, a survey was conducted between the doctor and the patient, including the identified deficiencies in counseling. The frequency of identified problems is presented as an absolute indicator and as a percentage of the total number of TMCs performed.Results:We noted a high degree of patient satisfaction: 74 (97.4%) responded that they received answers to all. However, according to the doctor, the following groups of problems were identified.[1]Technical problems in 29 (38.2%): most often there were various problems with the Internet, but there were also registered: the end of the charge on the patient’s tablet, the patient was not registered in the electronic queue. Elimination of these violations depends on the work of IT-specialists, but each consulting physician should be prepared for an immediate transition to an alternative form of communication (for example - telephone).[2]Lack of objective examination, leading to the impossibility of correct remote diagnosis - 8 (10.5%). This problem was identified due to the inability to establish the presence or absence of arthritis during the initial diagnosis (6 cases) and to clarify the nature of the rash (2 cases). All patients are invited for a face-to-face consultation.[3]The need to write prescriptions for psychotropic drugs - 12 (15.8%), which under the conditions of national legislation cannot be done in the TMC regime.[4]The time spent directly on remote communication with the patient was 17.2 minutes (from 8 to 31), however, taking into account the study data and writing the conclusion, the total time was 40.7 minutes (from 21 to 73). Thus, it turned out that the average time for remote and face-to-face consultations is the same, while TMC’s payment is only about 50% of the face-to-face consultation. This situation reduces the doctor’s interest in carrying out TMC. The solution to the problem is associated with reducing the time for the documentation process through technical improvements. In addition, of the 9 patients in whom the TMC process lasted 60 minutes or more, 5 were diagnosed with fibromyalgia. It is possible that with a previously established diagnosis of fibromyalgia, only face-to-face counseling should be recommended to patients.Conclusion:The TMC system is promising, however, there are a number of problems that need to be improved, since they can reduce the doctor’s interest in using this technology.Disclosure of Interests:None declared


Author(s):  
Edbert Jay M. Cabrillos ◽  
◽  
Rowena S. Cabrillos ◽  

Pottery is seen as creation of ornamentals, cooking and storing materials. Yet, while economic gains are often considered from producing these materials, the artistic and linguistic aspects have been ignored. This study discusses the factors influencing the culture of pottery, the processes of pottery making, and seeks to uncover the language used in processes of pottery making in Bari, Sibalom, Antique. A qualitative research employing ethnographic study with participant observation and face to face interviews using photo documentation, video recording and open-ended questions in gathering the data was employed. There were five manugdihon, or potters, purposively selected as key informants of the study. The study revealed that environmental factors influenced the culture of pottery making in the barangay. There were seven main processes in pottery making. These included gathering and preparing of materials, mixing the needed materials, cleaning the mixed clay, forming of desired shape, detaching, drying, and polishing and varnishing. Further findings indicate that, together the other processes, the language used in poterry making was archaic Kinaray-a, the language of the province. This language pattern suggests a specialized pottery making. Ultimately, the study suggest that the manugdihon should continue their artistic talents so that the language may be preserved. The educational institutions of the province may provide ways to include pottery making in the curriculum so that the art and language of pottery making will be preserved and promoted.


2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Raymond Fleming ◽  
Laura E. Pedrick ◽  
Leah Stoiber ◽  
Sarah Kienzler ◽  
Ryan R. Fleming ◽  
...  

U-Pace instruction, comprised of concept mastery and amplified assistance, has shown promise in increasing undergraduate success. To evaluate the efficacy of U-Pace instruction for students at-risk for college non-completion and students not at-risk and to determine whether concept mastery, amplified assistance, or both U-Pace components are responsible for the greater learning associated with U-Pace instruction, an experiment was conducted with four instructional conditions (U-Pace, Concept Mastery, Amplified Assistance, and Face-to-Face). At a public university, 914 undergraduates (576 at-risk) participated. U-Pace instruction produced greater learning than the comparisons. Additionally, U-Pace instruction produced greater academic success than Face-to-Face instruction. The percentage of final grades of A or B did not differ for Concept Mastery, Amplified Assistance, and U-Pace students. No interaction between instructional condition and risk status was found for final grades or learning. The efficacy of U-Pace instruction for both at-risk students and students not at-risk was supported.     


Author(s):  
Abdul Ahad Hakim ◽  
Ismet Boz

Aims: This study aimed to determine factors influencing rural families’ migration to urban areas in Kabul, Afghanistan. Place and Duration of Study: Data were collected in different neighbourhoods of Kabul, Afghanistan during the July-September period of 2019. Data analyses and manuscript preparation were completed in the October-December period of 2019. Methodology: First, the most populated neighbourhoods of Kabul, particularly those areas where the majority of families migrated from rural areas were determined. The data of the study were collected from 400 rural-urban migrants in Kabul city. The questionnaires were filled during face to face informal meetings with households. The collected data were analyzed using descriptive statistics, including frequencies, percentages, and means. The questionnaire included socio-economic characteristics of rural-urban migrants, pushing and pulling factors which affected rural migration, reasons for insecurity in rural areas, and satisfaction and reintegration of migrants in Kabul city. Results: The results show that unemployment with 9.53 and fear of terror with 9.15 are the most effective pushing factors for rural families to migrate. However, the most important pulling factors which make Kabul city attractive for rural families are the issues regarding rights (women rights with 8.82, having right to vote with 8.73 and human rights with 8.71). Conclusion: In the last five years Afghanistan had huge number immigration internally (1.1 million person) and internationally (1.7 million people) Results of this study suggest that to slower rural-urban migration in Afghanistan, rural development programs should be implemented, and the priority of these programs should be given to the creation of employment opportunities and eliminating gender inequalities in rural areas. Otherwise, either rural-urban migration or dissatisfaction of being in Kabul and preferring not reintegrating back to their villages will make rural-urban migrants seek international migration.


2017 ◽  
Vol 23 (2) ◽  
pp. 162 ◽  
Author(s):  
Jenny Day ◽  
Ann Clare Thorington Taylor ◽  
Peter Summons ◽  
Pamela Van Der Riet ◽  
Sharyn Hunter ◽  
...  

This paper reports phase one, conducted from March to June 2015, of a two-phase, qualitative descriptive study designed to explore the perceptions and experiences of older people before and after the introduction of consumer directed care (CDC) to home care packages (HCP) in Australia. Eligible consumers with a local HCP provider were mailed information about the study. Data collection occurred before the introduction of CDC and included face-to-face, in-depth interviews, summaries of interviews, field notes and reflective journaling. Semi-structured questions and ‘emotional touchpoints’ relating to home care were used to guide the interview conversation. Line-by-line data analysis, where significant statements were highlighted and clustered to reveal emergent themes, was used. Five older people, aged 81 to 91 years, participated in the study. The four emergent themes were: seeking quality and reciprocity in carer relationships; patchworking services; the waiting game; and technology with utility. Continuity of carers was central to the development of a trusting relationship and perceptions of care quality among older consumers. Care coordinators and workers should play a key role in ensuring older people receive timely information about CDC and their rights and responsibilities. Participants’ use of contemporary technologies suggests opportunities to improve engagement of HCP clients in CDC.


Author(s):  
Karen Lee Banks

Online graduate students ages 25 and older have unique challenges toward achieving their academic goals as compared to younger learners, as they often already have families, careers, and other demands on their time. Pursuing advanced degrees is typically related to gaining a competitive edge or to completely changing careers. Learning barriers often include the lack of accommodations for these learners' unique needs and educational preferences. The purpose of this modified Delphi study was to identify these nontraditional online graduate learners' perceived barriers to their learning, along with relevant strategies to decrease those barriers. Sharing this study's results should facilitate these learners' success and increase retention in their respective universities as more non-traditional learners graduate. The study data obtained from the participants included these learners' personal accounts of their own learning needs and preferences, their perceived learning barriers, their anticipated real-world application for their education, and their expectations for program completion.


Author(s):  
Maja Stojanovic ◽  
Petra A. Robinson

The chapter examines how non-native English-speaking graduate students perceive academic success and possible linguistic and cultural challenges in graduate schools in the United States. Data were collected from six in-depth individual face-to-face interviews specifically to understand the complexities and nuances in the perceptions of non-native English-speaking graduate students related to their academic success and possible challenges they face that may be caused by the lack of native-like language proficiency. Students' perceptions revealed the importance of cultural and language training for key stakeholders. Graduate schools as well as those teaching multicultural classes, among other stakeholders, should utilize this information to help modify English language programs and curricula for current and new students.


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