scholarly journals A simulated night shift for undergraduate paramedicine students: Lessons learnt and the perceived value towards learning

2020 ◽  
Vol 17 ◽  
Author(s):  
Alecka Miles ◽  
Sara Hansen ◽  
Brennen Mills
Keyword(s):  
Student Satisfaction ◽  
Shift Work ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Night Shift ◽  
Real Life ◽  
Perceived Value ◽  
Clinical Placement ◽  
University Campus

BackgroundEnsuring undergraduate healthcare students are work ready graduates who possess real-world experiences and realistic expectations of their professional environment is essential for Australian universities. This is becoming increasingly more difficult to accomplish with ongoing difficulties on sourcing appropriate clinical placement learning opportunities. We developed and piloted a simulated paramedic night shift investigating if undergraduate paramedic students perceived the experience to be realistic and to what extent they felt it contributed toward their learning.Methods A total of 24 undergraduate paramedic students were recruited to participate in a simulated 13-hour paramedic night shift held on university campus. Student satisfaction and perceived value towards learning was measured using an online survey the day after the simulation. Results 23 of 24 participants completed the online survey. Survey data suggested 22 participants felt the simulated night shift to be realistic of real-life paramedic practice, provided a valuable learning experience and should be made a mandatory component of undergraduate paramedicine curricula.Conclusion Given the difficulties associated with providing clinical placement opportunities for students and the perception among health professionals that on entering the workforce many graduates often lack the adaptability required to undertake shift-work and the professional role of a paramedic, educators should consider the merits of providing overnight simulated experiences to undergraduate students to better prepare and acclimatise students to overnight shift work.

Collaborative Learning in Virtual English Class

2013 ◽  
pp. 343-370 ◽  
Author(s):  
Lan Li ◽  
Dora Wong ◽  
Dean A. F. Gui ◽  
Gigi Au Yeung
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Second Life ◽  
Online Survey ◽  
Learning Experience ◽  
Group Discussion ◽  
Virtual Learning Environment ◽  
English Class ◽  
Survey System ◽  
Collaborative Language

This chapter demonstrates how Second Life (SL) is used to enhance collaborative language learning on a virtual campus of a Hong Kong university. The case study reports on the learning experience of a number of undergraduate students as they navigated through a virtual task in an existing course: English for Technical and Web-Based Writing. Student avatars assessed each other’s work and shared learning experiences and comments via SL-enabled tools such as voting bars and note cards. To determine if this practice was more effective as a learning tool than a traditional classroom or two-dimensional discussion on the Internet, the students’ feedback on SL was collected through the university’s online survey system (i-Feedback), camera recorded focus group discussion and audio recorded tutor feedback. The findings suggest that different tasks in a virtual learning environment may stimulate students’ interest in their learning process, even though the technical complexities might frustrate them. The possibilities, shortcomings, and technical challenges of cultivating a community of collaborative language learning are also discussed.

scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

Inequality and Access to Online Education During a Global Crisis

2021 ◽  
pp. 340-361
Author(s):  
Herbert Ntuli ◽  
Edwin Muchapondwa ◽  
Victor Ntuli ◽  
Lina Mangwende
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Education Policies ◽  
Face To Face ◽  
Free Data ◽  
The Impact ◽  
Method Approach

The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.

scholarly journals Physical therapy using robotics: A project-based learning experience for undergraduate students

2021 ◽  
Vol 37 (5) ◽  
pp. 32-42
Author(s):  
Edgar Lopez-Caudana ◽  
Christian Fernando López-Orozco ◽  
César Mendoza Bárbara ◽  
Germán Eduardo Baltazar Reyes ◽  
Pedro Ponce ◽  
...  
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Learning Experience ◽  
Real Life ◽  
Young Patients ◽  
Project Based Learning ◽  
Innovative Therapy ◽  
Wide Range

The dynamic society we live in requires constant adaptation and innovation on every aspect of our daily lives, allowing us to improve the necessities of different people by doing it. For this study, we used a new approach with project-based learning to go beyond the typical environment in higher education and bring solutions to real-life scenarios. The project was developed with undergraduate engineering students in collaboration with a rehabilitation institute in Mexico City to design a physical therapy routine using the NAO robot. It allowed interaction between young patients in real time and fostered empathy while developing a final usable product. The study measured the usability of the robotic platform during the rehabilitation sessions and the reproducibility of the project through Cronbach's alpha evaluation. The usability results show a higher interest in the project from both the patients and the medical staff involved while constructing the material needed to develop a product that matches the standards given by the rehabilitation institute. Implications for practice or policy: Therapists could change traditional approaches to caregiving while adopting new technological methodologies using robots. Higher education students could supplement their school curricula with real-case scenarios such as creating innovative therapy sessions for people with physical disabilities. Schools might need to collaborate with a wide range of institutions to provide technological solutions to real problems.

scholarly journals Satisfaction and Getting a Career Employment Expectations of Undergraduate Students and their use of Support Services

2017 ◽  
Author(s):  
Melissa James MacEachern
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Support Services ◽  
Personal Development ◽  
Learning Experience ◽  
Academic Experiences ◽  
Academic Programs ◽  
Education Student ◽  
Career Employment

The purpose of this paper is to explore the factors that affect higher education student satisfaction and future employment and their use of career and other support services while attending an institution.  The descriptive results of this study suggest that while student satisfaction may be relatively similar for all academic programs, students utilize career and other support services very little.  Most notably, the results also indicate students’ expectations for employment was not related to their experience issuing these services. On the contrary, they were mostly satisfied with their academic and personal development. In essence, students felt prepared for the workplace based on their academic experiences rather than through other supports offered by the institution. This paper suggests that institutions efforts are best placed on the academic and learning experience available to their students versus career and support services.    

scholarly journals EVALUATING THE EFFECTS OF A BOARD GAME IN COGNITION IN LEARNING SHIPPING MANAGEMENT FOR HIGHER EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 180-210
Author(s):  
Shanizan Herman Mohd Radzi ◽  
Hoe Tan Wee ◽  
Amri Yusoff
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Life Experience ◽  
Learning Experience ◽  
Real Life ◽  
Performance Comparison ◽  
Control Group ◽  
Board Game ◽  
Control Group Design

This study proposes the use of board games for teaching and learning shipping management in higher education and examines its effects on cognition. It employs a game-based learning approach to engage students with real-life experience in shipping management so that students are able to experiment with the causes and effects of their decisions based on the theory they have learned. An instance of a shipping management game was developed from the board game framework which stands on the discreet event simulation of a realistic shipping process and activity. A quasi-experimental research design was adopted to measure the effectiveness of the board game in giving students some understanding of shipping operations. Data were gathered from a sample of 67 undergraduate students, using a non-equivalent control group design. Students who received the game-based method performed better in the post-test assessment. A performance comparison indicated that there was a difference in students’ achievement for the tramp services and liner services contents. The use of board game aims to expose students to the best learning experience when they immerse themselves in solving problems and making decisions in the game. Moreover, the board game provides a transparent learning space, which encourages students to make knowledge discovery at their own pace in a non-threatening environment.

Why do Mongolian students choose to study in Australia?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mahsood Shah ◽  
Monika Kansal ◽  
Ritesh Chugh
Keyword(s):  
Focus Group ◽  
Online Survey ◽  
Academic Staff ◽  
Learning Experience ◽  
University Campus ◽  
Barriers To Learning ◽  
Content Type ◽  
Qualitative Survey ◽  
Student Profiles ◽  
The Subject

PurposeThis paper is based on a pilot study undertaken at an Australian university that has successfully recruited students from Mongolia. The study examined the factors that attracted Mongolian students to study in Australia and at the subject university, as well as students' expectations before arrival, barriers to learning and the university's key areas and services that support learning. The study also examined areas in which the learning experience could be improved, as well as personal, social and cultural gains apart from academic achievement, and the role of education agents in helping students to choose the subject university.Design/methodology/approachThe student cohort consisted of all graduate students. The qualitative survey included eight questions, which primarily aimed to examine the reasons behind Mongolian students' decision to study in Australia. The online survey was pilot-tested with a focus group consisting of academic staff to ensure that the survey was working properly and to ensure that the questions were worded appropriately and easily understood. Based on the responses of the focus group, some questions were reworded to solicit effective responses.FindingsThe study found that Mongolian students were attracted to an English-speaking country and high quality of education. Their expectation prior to arrival was a university campus as portrayed in marketing material, including expansive open spaces. The study also highlighted the need to diversify student profiles at metropolitan locations. It found Mongolian students made friends, learnt a new culture but faced learning difficulties too.Originality/valueMany studies have examined the factors influencing students' decision to study in certain countries. While previous studies have focussed on large countries such as China and India, emerging sources of international students such as Mongolia are ignored. The focus on Mongolian students is original in Australia and overseas.

Exploring the Relationship Between MOOC Resource Management and Students' Perceived Benefits and Satisfaction via SEM

2021 ◽  
Vol 19 (3) ◽  
pp. 51-69
Author(s):  
Seng Yue Wong ◽  
Simin Ghavifekr
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Learning Experience ◽  
Perceived Benefits ◽  
Survey Analysis ◽  
Contributing Factors ◽  
Implementation Model ◽  
High Satisfaction

Student satisfaction has become a crucial measure in massive open online course (MOOC) learning experience. Students with high satisfaction not only bring the long-term benefits to higher education, but also help to sustain MOOCs as a source of revenue. Thus, this study is aimed to examine the contributing factors of sustainability implementation model of MOOCs from the students' perceptions. A total of 763 undergraduate students in Malaysia participated MOOCs in this study. The proposed research model was evaluated via survey analysis and followed by the structural equation modelling analysis. The findings indicated that pedagogy and enrolment of MOOC are significant antecedents to predict students' perceived benefits and satisfaction. Moreover, students' perceived benefit is a vital mediator to their satisfaction on MOOC implementation. The implications of this study on MOOC implementation and its sustainability in higher education institutions are also discussed.

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
pp. 381-397
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

scholarly journals Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

2021 ◽  
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Process ◽  
Mitigation Measures ◽  
Online Classes ◽  
Face To Face ◽  
Education Experience

The outbreak of the COVID-19 pandemic has wreaked havoc and caused world-wide disruptions to daily activities, including education. Numerous mitigation measures were taken to slow down the rapid spread of this pandemic. The situation, subsequently, entailed utilizing technology to ensure the continuation of the educational process. The abrupt shift to online education presented significant challenges to teachers and learners alike. Uncovering students’ perceptions of their online education experience will help address and deal with these challenges. This study attempted to explore the perceptions of Saudi female undergraduate students of their online education experience amid the COVID-19 pandemic. The total of 241 female students at the College of Languages and Translation at King Saud University in Riyadh answered a multi-item online survey. The results revealed that many of the respondents were happy with their online learning experience, enjoyed learning online and looked forward to their online classes. However, when asked to compare online learning to brick-and-mortar classes, more than half of the participants stated that they prefer traditional, face-to-face learning. The results of this study also revealed that the significant problems students faced in online education related to staying motivated, technical issues and the absence of face-to-face interaction. Despite the many challenges they face when learning online, the most cited advantage for online education mentioned by the participants is that it is more convenient. The results also indicated that this education mode seemed to suit shy students more, as they stated that they participate and ask questions more in online classes.

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