scholarly journals Exploring student perceptions of health and infection: an interactive staff: student partnership scheme

2017 ◽  
Author(s):  
Abdul Fatah Abdul Yekeen ◽  
Jake Bell ◽  
Alex Boorman ◽  
Chris Hancock ◽  
Alison Kelly ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Academic Staff ◽  
Good Health ◽  
University Teaching ◽  
Student Perspective ◽  
Factors Affecting ◽  
Lifestyle Risk Factors ◽  
Health And Wellbeing

Personal health & wellbeing are rated more highly in those with higher educational qualifications than those without, and good health & wellbeing are likely to impact upon student attendance and hence attainment at university. It is important to understand factors which may affect perceived health and wellbeing from a student perspective in order to develop university-specific campaigns to correct misinformation. In addition, multidisciplinary working is characteristic in the post-graduation world, but is difficult to truly replicate within formal university teaching.  This project had two aims. First, through a cross-disciplinary staff-student collaboration, to explore student perceptions of health and wellbeing in Kingston University. Second, to enable students from a range of disciplines to work in active partnership with each other and with academic staff. A quiz was completed by almost 300 undergraduate students. Results from this and focus group discussions demonstrated reasonable knowledge of a range of lifestyle risk factors affecting health, but misinformation about the safety of vaccines and the importance of nutrition, activity and adequate sleep for maximising health, wellbeing and thus, potentially, university attainment. Future work is planned with Kingston University undergraduate students to address identified misconceptions. Student partners highly rated the opportunity for active learning, partnership working with staff and being part of a cross-disciplinary project team.Keywords: Partnership, cross disciplinary, health, active learning, wellbeing

scholarly journals Active learning in higher education as a restorative practice: a lecturer's reflections

2016 ◽  
Author(s):  
Emma Roberts
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Student Satisfaction ◽  
Transformational Learning ◽  
Academic Staff ◽  
University Teaching ◽  
Relational Support ◽  
Current Context ◽  
Second Year ◽  
Applied Fields

The critique of the 'sage on the stage' approach to university teaching is particularly relevant for applied fields such as business management where a 'guide on the side' approach can instead encourage more active participation from students. A module on People Management for second year degree students was modified to involve a greater proportion of student-centred, active learning activities relative to lectures and supported by the participatory mechanisms offered by Restorative Practice. This paper offers a reflection on how developing higher education (HE) pedagogy towards reducing reliance on lecturer defined content shifts both students and lecturers out of their comfort zone. The process of students moving towards greater responsibility seems to require points of abandonment in which a hiatus occurs between student expectation of tutor support and the realisation that self-responsibility is required. In the current context of greater measurement of student satisfaction in HE, this poses a challenge for individual academics as well as universities. Disruptive and transformational learning experiences require relational support if they are to be successful and academic staff deserve appropriate development opportunities to become more aware and familiar with the new discomfort of the HE classroom.

Learning IT

2011 ◽  
pp. 201-210
Author(s):  
Tanya McGill ◽  
Samantha Bax
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Student Perceptions ◽  
Traditional Method ◽  
Learning Experience ◽  
Content Delivery ◽  
Student Perspective ◽  
Traditional Learning ◽  
Degree Programs

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This paper addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

scholarly journals Student perceptions of quality in higher education: effect of year of study, gender and ethnicity.

2017 ◽  
Author(s):  
Rachel Dicker ◽  
Mikey Garcia ◽  
Alison Kelly ◽  
Parisa Modabber ◽  
Alex O'Farrell ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Support Services ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
High Quality Education ◽  
Quality Perceptions ◽  
Quality In Higher Education

Student expectations with regard to what comprises quality in higher education can impact upon their learning, engagement and overall satisfaction. Perceptions of quality are not always clearly articulated and may vary by gender, ethnicity and year of study. In this study, undergraduate students completed a questionnaire indicating whether they agreed, disagreed or were unsure about 15 statements related to quality in higher education. A total of 340 students across four year groups participated (Levels 3-6), with more female than male participants and a range of ethnicities represented. There was broad unanimity in the recognition of the importance of both teaching and learning and relationships with academic staff in defining quality. Overall, there were low levels of satisfaction with the amount of contact with academic staff and uncertainty about whether students thought they were getting a high quality education. Some differences in relation to support services were seen in different ethnic groups, and more males than females were satisfied with support services although this varied by year group, and student numbers were small. These results suggest the importance of clearly articulating what is available in terms of support (academic, pastoral, study and health) to all students. The teaching and learning experience, and relationships with academic staff are clearly important and given the uncertainty about overall perceptions of quality, these aspects need to be highlighted to students so that they understand the value of what they are receiving.Keywords: quality, perceptions, relationships, feedback, teaching & learning

Learning IT

2011 ◽  
pp. 99-111 ◽  
Author(s):  
Tanya McGill ◽  
Samantha Bax
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Student Perceptions ◽  
Traditional Method ◽  
Learning Experience ◽  
Content Delivery ◽  
Student Perspective ◽  
Traditional Learning ◽  
Degree Programs

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This chapter addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance, and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

scholarly journals Determining the factors affecting student perceptions of a popular science video

2005 ◽  
Vol 21 (4) ◽  
Author(s):  
Derek A. Muller ◽  
Manjula D. Sharma
Keyword(s):  
Focus Groups ◽  
Interest Groups ◽  
Student Perceptions ◽  
Popular Science ◽  
Learning Theories ◽  
Student Perspective ◽  
Design Features ◽  
Multimedia Design ◽  
Factors Affecting ◽  
High Interest

<span>Video is a widely used resource in teaching at all levels of education, yet research regarding its pedagogic development and use is inconsistent, dependent on outdated learning theories, and inapplicable to the current cohort of students. This study aimed to determine the key multimedia design features, from the student perspective, related to learning from the popular science video, Dr Karl's </span><em>Falling Cats.</em><span>The goal was to compare factors arising from three focus groups, each comprised of low, moderate, or highly interested students, with those outlined by current multimedia research. Overall, students' preferences coincided with research in the areas of context, tone, colours, sound, and onscreen text. Participants in the moderate and high interest groups were more accommodating to complex aspects of the film that overwhelmed some novices, consistent with the literature. Although the design of </span><em>Falling Cats</em><span> was largely based on intuitive choices, it adheres closely to research based principles; this is identified as one of the keys to its success.</span>

A Conversation Approach to Electronic Collections Development Within University Libraries

2010 ◽  
pp. 34-49
Author(s):  
Rocci Luppicini ◽  
Laura Bratanek
Keyword(s):  
Undergraduate Students ◽  
Group Discussion ◽  
Research Literature ◽  
Student Perspective ◽  
Mutual Understanding ◽  
University Libraries ◽  
Modeling Framework ◽  
Factors Affecting ◽  
Urban University ◽  
Conversation Theory

Electronic collections development within university libraries is transforming university research and academic life. This case explores the topic of electronic collections development within university libraries from a student perspective. By mobilizing Conversation Theory (CT) and a conversational modeling framework, a case on electronic collections development is presented that utilizes research literature and focus group discussion data derived from undergraduate students within a large urban university. Findings reveal student perspectives and factors affecting students’ stances towards current and future electronic collections development trends. In addition, the findings indicate a variety of conversation modeling strategies are used by students in fostering perspective sharing and mutual understanding about electronic collections development. This case sheds light on electronic collections development from a student perspective and offers recommendations on how to use conversation modeling to leverage mutual understanding and consensual decision-making in contexts where communication gaps surrounding technology and its use in society exist.

Learning IT

2008 ◽  
pp. 2708-2717
Author(s):  
Tanya McGill ◽  
Samantha Bax
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Student Perceptions ◽  
Traditional Method ◽  
Learning Experience ◽  
Content Delivery ◽  
Student Perspective ◽  
Traditional Learning ◽  
Degree Programs

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This chapter addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance, and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

The Contribution of Sexual Identity Towards the Students’ Perception of Lesbian, Gay, Bisexual, and Transgender

10.32698/0642 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 120
Author(s):  
Wiwi Delfita ◽  
Neviyarni S. ◽  
Riska Ahmad
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Sexual Identity ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Simple Linear Regression ◽  
Simple Linear Regression Analysis ◽  
Bisexual And Transgender

Some students perceive lesbian, gay, bisexual, and transgender (LGBT) positively, even though LGBT is a sexual deviation that is not appropriate with values and norms. There are several factors that influence an individual's perception of LGBT, including sexual identity. This study aims at looking at the contribution of sexual identity to student perceptions about LGBT. This research used a quantitative approach with a descriptive method and a simple linear regression analysis. The sample of this research was 385 taken from 15.752 undergraduate students of Universitas Negeri Padang which the sample was drawn by using the Slovin formula and continued with a Proportional Random Sampling technique. The instrument used was the Guttman model's sexual identity scale and the scale of students' perceptions of the LGBT Likert model. After analyzing the data with the descriptive technique and the simple linear regression analysis, the results showed that sexual identity significantly contributed to the students' perceptions of LGBT. This research has implications as a basis for counselors to help students avoid sexual identity mismatches and prevent the emergence of positive perceptions of LGBT.

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

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