A FIRST-YEAR STUDENTS’ ADAPTATION TO DIFFICULTIES AT HIGH EDUCATIONAL ESTABLISHMENTS

2021 ◽  
pp. 97-113
Author(s):  
Nailya R. Salikhova ◽  
◽  
Aida R. Fakhrutdinova ◽  
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Personal Development ◽  
Early Stage ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Social Community ◽  
Transition To Higher Education ◽  
Study Participants

Data from an empirical study aimed at identifying the difficulties faced by students in their transition to higher education, the overcoming of which is important for personal development, are presented in the article. The study participants (n=179) were asked to describe the difficulties of transition from school to University in the 1st year based on analysis of their autobiographical memory. The content analysis of texts allowed identifying the main themes and compiling a list of challenges, and then the frequency of occurrence of each of them was determined. According to the results, the most actual difficulties are the different aspects of integrating into the new social community due to sharp changes in the social environment during the transition from school to University. A big challenge is the need for self-organization in educational and everyday matters, planning and organizing your time. The third most frequently mentioned is learning difficulties, especially those related to mastering the material in the new educational environment. Problematic areas of adaptation to higher education that have not been previously reflected in the sources are the establishment of a common life in the dormitory, pressure from parents, the manifestation of their individuality, the increase in the length of classes and the pace of learning, romantic relationships and language barriers. The difficulties of the first examination session are much less frequently mentioned, and are more frequently mentioned when examining the current adaptation process. The results of the study can be used for the development and subsequent implementation of a system of practical measures aimed at helping students to adapt to the new environment and conditions. Such assistance to students in building a new way of life at a university, especially at an early stage of study, is necessary not only to improve the effectiveness of the educational process, but also to facilitate the processes of personal growth and development of students

scholarly journals Supporting First-Year Students During the Transition to Higher Education: The Importance of Quality and Source of Received Support for Student Well-Being

2019 ◽  
Vol 10 (3) ◽  
pp. 64-75
Author(s):  
Rebecca Maymon ◽  
Nathan C Hall ◽  
Jason M Harley
Keyword(s):  
Higher Education ◽  
Well Being ◽  
First Year ◽  
Staff Support ◽  
First Year Students ◽  
Transition To Higher Education ◽  
Sources Of Support ◽  
Traditional Assessments ◽  
Support Family

The present exploratory study evaluated perceptions of actual support received in relation to stress and well-being among first-year students attending Canadian and U.S. higher education institutions (N = 126). Given that traditional assessments of received support account only for how often support was received, the present research examined unique effects of support quality in addition to frequency with respect to four distinct sources of support (family, friends, faculty/staff, institution). Following from empirical confirmation of received support frequency (RSF) and received support quality (RSQ) as distinguishable constructs, RSQ was found to significantly mediate effects of RSF across varied well-being outcomes (e.g., stress, burnout, quitting intentions) in relation to family, faculty/staff, and institution support. Overall, study findings highlight the importance of evaluating the quality of support received by first-year students during the transition to higher education and show faculty/staff support to be an important contributor to student well-being.

scholarly journals Improving the quality of higher education based on the positive image of HEE in the social and information space: legal and management aspects

2021 ◽  
Vol 39 (7) ◽  
Author(s):  
Viktor Horodovenko ◽  
Olena Bilovodska ◽  
Volodymy Vatras ◽  
Ilona Kanzafarova ◽  
Roman Melnyk
Keyword(s):  
Higher Education ◽  
Corporate Culture ◽  
Online Survey ◽  
Methodological Approach ◽  
Real Data ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Training Costs ◽  
Quality Of Higher Education

In the paper the authors improved the methodological approach to quantitative assessment of the image of a higher education establishment (HEE). This approach is based on the structure of the image of higher education establishment (educational process quality, training costs, visual characteristics of higher education establishments, stability of student intake and employment graduates, educational and extracurricular work as for applicants, corporate culture and traditions) for selected target audiences, provides comprehensive assessment and takes into account the significance (weight) of selected parameters evaluation. The image of higher education establishments was evaluated for three groups of the target audience: applicants, their parents and first-year students of higher education establishments of Ukraine. It was based on the real data of existing higher education establishments of Ukraine and EU, and online survey of 756 people. The author's approach is important for the general approach to the management of the HEE image, analysis and selection of forms, methods, mechanisms and tools of such management, search and justification of the place and role of image management in the management of the entire higher education establishment.

scholarly journals CURRICULUM OF MASTERS OF MEDICINE: CHANGES IN THE DESIGN OF THE EDUCATIONAL PROCESS

2019 ◽  
pp. 220-239
Author(s):  
Olena Stechenko
Keyword(s):  
Higher Education ◽  
General Structure ◽  
General Medicine ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Student Centered ◽  
Simultaneous Reduction ◽  
Pedagogical Design ◽  
Medical University

Pedagogical design of the educational process is the main lever of improvement of specialist`s training in higher education. Special attention in this aspect should be paid to the curriculum of specialty, which defines the main vectors of the educational trajectory for education applicants, and provides opportunities for the implementation of the educational program`s competency-building tasks. The main differences between the curriculum of masters of medicine and the previous version - curriculum of specialists training in “General Medicine” are analyzed in the article. The main features of the structure of curricula for the physicians’ training in Poland are based on the example of the Warsaw Medical University and Collegium Medicum of the Jagiellonian University. On the basis of comparison and analysis conducted, the following changes in the design of masters of medicine curriculum in higher educational institutions (HEI) of Ukraine are predicted in accordance with the main trends in the European Higher Education Area. Increase of the classroom learning load in the general structure of credits up to 55% due to its growth at 2-5 courses is possible with the further design of curricula for physicians’ training. An increase in the number of class hours of production practice in the curriculum for the 4th year of studying – up to 82, for the 5th year – up to 102 hours without making changes in the number of credits is expedient. The volume of the lecture load is optimal to allocate from the largest one on the 1st year to the smallest – on 4th-5th years, with the simultaneous reduction of its quota in the structure of classroom hours. Taking into account the introduction of a united state qualification exam (USQE), increase in the number of credits for natural sciences up to 30% and simultaneous reduction in the number of credits for humanities (up to 2-3%) and to some degree – credits for professionally oriented disciplines (to 65-67%) can provide additional benefits to the design of curricula. The requirements of the higher education standard should be taken into account for adapting to the training of first-year students and improving of their training for both stages of external evaluation in the form of USQE, provided that a student-centered environment with better conditions is created.

scholarly journals FORMATION OF MOTIVATION OF FIRST-YEAR STUDENTS IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS TO EDUCATIONAL AND FUTURE PROFESSIONAL ACTIVITIES

2019 ◽  
pp. 82-89
Author(s):  
Iryna Viktorenko
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
First Year ◽  
High Quality ◽  
First Year Students ◽  
Active Teaching

The article deals with the topical problem of modern professional education – formation of first-year students' motivation for educational and professional activity as a guarantee of successful and high quality preparation of future specialists. The author emphasizes the fact that the use of active teaching methods will help to solve this problem. The article covers a variety of active teaching methods, describes some aspects of their application to enhance the motivation of students of pedagogical specialties in higher education institutions. The author actualizes the problem, first of all, through the analysis of the Law of Ukraine "On Education" in the part of staffing of educational institutions, which guarantees the recipients of education to provide high-quality specialists, capable of achieving high results and providing creative approaches to the organization of the educational process, thus creating innovative education. This social need determines the actualization of the problem of qualitative training of future teachers in the educational process of institutions of higher education, in particular, by reviewing the range of methods of classroom work organization. In the first year of training of future specialists, the methods should be selected in such a way as to promote the development of cognitive interest in the chosen specialty and gradually form the motivation for educational activity, because it is during this very period that a didactic adaptation of a future teacher to conditions of an institution of higher education takes place. In addition, for the future teacher, motivation to study in the first year already has great professional meaning. The author concludes that the review of the achievements of research, which is the subject of active teaching methods, allowed us to highlight the benefits of these methods for the educational process of higher education institutions. In particular, it is necessary to increase the educational motivation of freshmen in pedagogical specialties. In addition, active methods are aimed at restructuring and improving the educational process, as well as training professionals for professional activity. The introduction of active methods in the educational process of higher education institutions will provide opportunities for enhancing the emotional response of freshmen to the process of cognition, intensification of their learning activities, interest in acquiring new knowledge, skills and practical use of them; development of students' creative abilities, speech; forming the ability to substantiate and express their own views, activate thinking and so on. Among the most successful active methods are the following: problematic lecture, "lecture for the two", "press conference", pre-planned mistakes, lectures-consultations, "round table", discussion, "brainstorming", case-study and others. Prospects for further research show empirical understanding of the effectiveness of active teaching methods in the classroom work of higher education institutions.

Problems of moral development of the personality in system of higher education: organizational and methodical aspect

2015 ◽  
Vol 9 (2) ◽  
pp. 0-0
Author(s):  
Фаридэ Салитова ◽  
Faride Salitova
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Personal Development ◽  
First Year ◽  
First Year Students ◽  
Innovative Teaching ◽  
Russian Higher Education ◽  
Wide Range ◽  
Methods And Techniques

The article examines the main organizational and methodological aspects of the moral education of student contingent in higher professional educational establishments. The author substantiates the leading role higher education establishments in the formation of moral priorities of the most educated part of youth. This presupposes the improving of relevance and quality of teaching of the cycle of humanitarian disciplines because the requirements are now to the educational activities of the Russian high school, actualize not only the problem of increasing the quality of education, but also the comprehensive personal development of future professionals who will carry out professional activities in the realities of the current society. The moral potential and the level of general culture of the future first-year students can be possible to identify on the stage professionally-oriented activities. The moral potential and the level of general culture of the future first-year students can be identified on the stage professionally-oriented activities. Clear guidelines for working with the generated the student contingent laid in the federal state standards. They aim at achieving the objectives of modern Russian higher education on the base of use a wide range of traditional and innovative teaching methods and techniques, which targeted at stimulating of personal development, implementation of creativity and intellectual possibilities of students. They aim at achieving the objectives of modern Russian higher education on the base of use a wide range of traditional and innovative teaching methods and techniques, which target at stimulating of personal development, implementation of creativity and intellectual possibilities of students. The educational orientation of teaching is realizing in personal-active, cultural, individual and creative, communicative and dialogic aspects of the pedagogical process. Training of graduate of higher educational establishments now should be an educational process, all parts of which stand in an indissoluble unity. Comprehensive solution of educational problems not only determines the professional readiness, but also ideological positions, the level of moral and civic consciousness of the young specialist.

scholarly journals The Transition and Adjustment to First-Year Students with Specific Learning Disabilities

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Wanda M. Hadley
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Colleges And Universities ◽  
First Year ◽  
Students With Learning Disabilities ◽  
Individuals With Disabilities ◽  
First Year Students ◽  
Transition To Higher Education ◽  
Education Act

Students with learning disabilities are one of the fastest growing student population attending colleges and universities. Students with learning disabilities in the pre-kindergarten through twelfth grade (PK-12) educational system are protected by the Education of All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act (IDEIA) of 1990/Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Conversely, when students with learning disabilities transition to higher education they are no longer covered by these legislations. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit colleges and universities from discriminating against students with disabilities and mandate that accommodations be provided. The types and levels of accommodations and services offered in higher education, however, are not as extensive as those required to be provided in the PK-12 system. This article comes from a four-year study of the same group of 10 first-year students with dyslexia and/or reading problems. It chronicles their adjustments to the academic expectations of the college environment as they transitioned from high school to college. Chichering (1969; Chickering & Reisser, 1993) provies the theoretical framework for the study. The study begins durign the students' first year of college and concludes four years later when the students are seniors preparing to graduate. Questions in the study were asked of the students over a four-year period.

scholarly journals The motivation to study of first-year students

2019 ◽  
Vol 7 (2) ◽  
pp. 28-36
Author(s):  
Volodymyr Starosta ◽  
Olena Popadych
Keyword(s):  
Higher Education ◽  
Young People ◽  
Professional Training ◽  
Educational Process ◽  
First Year ◽  
General Tendency ◽  
First Year Students ◽  
Educational Motivation ◽  
National University ◽  
The University

The problem of motivating an individual to be active in the society is always relevant in different fields of science, since the availability of appropriate motives determines appropriate response of each person. The purposeful formation of students’ study and professional motivation is one of the main tasks in higher education, and identifying different aspects of such motivation in first-year students gives an opportunity to have feedback and improve the living conditions of young people. In this article it has been established that student’s educational motivation can be considered as a complex system of factors and motives (goals, needs, interests, tendencies, successes, etc.) that are constantly changing and are mutually influential; it makes students acquire knowledge, development and develop their abilities, skills, personal qualities, a positive attitude to their future profession and the world around. The purpose of this work is to study the indicators and peculiarities of the motivation to study of first-year students. At this stage, among the main tasks is the determination of indicators and dynamics of motivation of first-year students at the classical university based on the example of the Uzhhorod National University using the results an electronic questionnaire for first-year students. The article reveals a peculiarity of students’ motivation to study, which lies in the fact that it is not only polimotivated, but also one of the important results of the adaptation process (that is, the process and result of adaptation as a factor of motivation) and at the same time one of the mechanisms/factors of adaptation of young people to the educational process in higher education. The Empirical research proves that at the university, the majority of students (over 70%) have optimal motivational complexes during all the academic years under research, which contributes to successful professional training. There is also a general tendency for both the university as a whole and for most faculties, namely higher indicators of internal and external positive motivation in comparison with indicators of external negative motivation.

scholarly journals Determining the risk of disease based on Body Mass Index in higher education

2021 ◽  
pp. 294-306
Keyword(s):  
Higher Education ◽  
Body Mass Index ◽  
Body Mass ◽  
The Body ◽  
Anthropometric Measurements ◽  
First Year ◽  
First Year Students ◽  
National University ◽  
Risk Of Disease ◽  
Study Participants

Abstract. At international and national levels, there is a decline in physical activity because technology has become increasingly present in each person’s life, as evidenced by the growing interest in new developments in the field. We believe that giving up exercise will lead to increased indicators of growth and development but also to the emergence of health problems. The current paper aims to determine the body mass index (BMI) of students from two universities, one with a sports profile - National University of Physical Education and Sport, and the other, a non-sports profile higher education establishment - National University of Arts, by performing anthropometric measurements such as height and weight. The purpose of this study is to place students in the category corresponding to their body mass index and determine their risk of disease. This experimental research includes 323 first-year students from the two aforementioned universities in Bucharest. The research methods used are: literature review, anthropometric measurements, mathematical and statistical method, graphical method. Analysis of the collected data reveals differences between the students of the two universities. After interpreting the anthropometric data and calculating the body mass index, the study participants were included in the category corresponding to their risk of disease.

scholarly journals Problems of determining communicative needs for the formation of the Ukrainian-speaking competence of foreign students of higher education institutions of Ukraine

2019 ◽  
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Educational Process ◽  
First Year ◽  
General Strategy ◽  
First Year Students ◽  
Language Competence ◽  
Main Components ◽  
Didactic Material ◽  
And Control

The article discusses the main components of the system of communicative needs of foreign students in educational activities. One of the main tasks as the basis for setting aims and in accordance with the content of education in higher education is to identify the communicative needs of foreign students. This is necessary to study the real communicative needs of foreign students in the learning process and to create, on this basis, differentiated programs that correspond to the specifics of the region, to adaptthe existing programs according to the results of such studies of the content of textbooks and presentation forms of educational material, to consolidate and control the acquired knowledge, speech skills and abilities. A general strategy is to teach the Ukrainian language as a foreign language but this choice is complicated by the lack of a Ukrainian-speaking environment and the presence of a Russian-speaking one, an insufficient number of hours for foreign students to learn the Ukrainian language. It should be noted that the identified real communicative needs of first-year students in writing in the educational and professional field also arise in the educational process in a certain sequence, which allows you to build a hierarchical system of exercises, which provides for the phased nature of the formation of relevant skills. Communicative needs are important in the formation of the linguistic competence of foreign students; it is necessary to take into account the nature of the ordering of the language system as a whole, and functional subsystems relevant for a particular student population. The language competence of foreign students should correspond to the volume and nature of the communicative needs that arise in them within the framework of various fields of activity in Ukraine, and should be formed on the basis of the literary language, when future specialists, having mastered the core of the system, naturally proceed to study the specific features of the language subsystems. This must be taken into account for a methodologically reasonable selection of the didactic material, which is systematized on the basis of the identified communicative needs.

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