THE 1ST YEAR STUDENTS' READINESS FOR STUDIES: THE CASE OF THE FACULTY OF BIOLOGY AT UNIVERSITY OF LATVIA

2015 ◽  
Author(s):  
Rita Birzina ◽  
◽  
Dagnija Cedere ◽  
Keyword(s):  
Learning Experience ◽  
First Year ◽  
Motivation To Learn ◽  
Conceptions Of Learning ◽  
First Year Students ◽  
Open Questions ◽  
The University ◽  
Background Content ◽  
Previous Learning

The present article reveals the first year students’ readiness for studies in the context of three learning dimensions: content, incentive and interaction. The research was conducted during the implementation of first year study courses of the Bachelor programme at the Faculty of Biology of the University of Latvia. The qualitative data were obtained from students’ answers to open questions related to their conceptions of learning and factors, which influenced their readiness for studies at the Faculty of Biology. The gained results showed that students’ readiness for studies correlates with their science background content knowledge, their previous learning experience, which depends on the teacher and the motivation to learn. Key words: case study, learning dimension, readiness to study.

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

scholarly journals Bridging the Digital Divide: Case Study of the Distribution of Tablets to First Years at the University of Johannesburg

10.28945/2162 ◽  
2015 ◽  
Author(s):  
Zenia Barnard ◽  
Derek Van der Merwe
Keyword(s):  
Developing Countries ◽  
Digital Divide ◽  
First Year ◽  
Economic Disadvantage ◽  
Technological Advancement ◽  
Negative Consequences ◽  
First Year Students ◽  
Small Measure ◽  
The University

The digital divide between those more and those less technologically skilled is a reality and has been for many years. This divide is especially prominent in developing countries such as South Africa and in societies that suffer from socio-economic disadvantage. There are many reasons for the continued presence of this divide and these are briefly described in this paper. The negative consequences that flow from this divide, is also briefly discussed. It is not only social and economic deprivation, though, that contribute to the divide. A project at the University of Johannesburg (UJ) to provide tablets to first year students is discussed in some detail. The challenges that arose from the implementation of this initiative make it apparent that factors such as psychology and managerial efficiencies also contribute in no small measure to a perpetuation of the divide. A multi-disciplinary approach to the eventual bridging of the divide is proposed. Such an approach takes account of the need to recognize and develop a host of solutions as necessary preconditions for sustainable technological advancement in developing countries.

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

scholarly journals Students and Tutors’ Perceptions of the Use and Functioning of University Tutoring

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Nadia Soledad Peralta ◽  
María Antonella Klug
Keyword(s):  
Theoretical Orientation ◽  
Private University ◽  
First Year ◽  
Listening Skills ◽  
Structured Interviews ◽  
First Year Students ◽  
Perceptions Of Students ◽  
University Life ◽  
The University

This article aims to study the functioning and perceptions of students and tutors of the university tutoring system in a private university institute in the city of Rosario. An exploratory-descriptive study was used, wich included a case study design. The university tutoring functioning was analized from the tutors’ perspective (with semi-structured interviews) and the first-year students’ perceptions (with the application of a questionnaire). The results indicate that, for tutors, the listening skills, the need for training, and the teamwork capacity are important. With regard to the students, it was found that more than half do not know about the tutoring, and that those who know about it manifest to have received the information from teachers and peers. Some of them consider that this space relates to the theoretical orientation and manifest preference toward the academic tutoring function, while others consider that tutoring enables them to carry out a comprehensive vision of university life.

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education: A Case Study

2019 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara-Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Learning Outcomes ◽  
Primary Education ◽  
Learning Objectives ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

scholarly journals The Pedagogical Shift During COVID 19 Pandemic: Online Medical Education, Barriers and Perceptions in Central Kerala

2020 ◽  
Vol 7 ◽  
pp. 238212052095179 ◽  
Author(s):  
Aboobacker Mohammed Rafi ◽  
Pulikkottil Raphael Varghese ◽  
Praveenlal Kuttichira
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
First Year ◽  
Online Classes ◽  
Online Questionnaire ◽  
First Year Students ◽  
Good Learning ◽  
Class Room ◽  
The University ◽  
Study Participants

Owing to COVID 19 pandemic, all educational institutions including medical colleges were closed by the second week of March 2020 in Kerala, India. This college started online classes using various e-platforms by the third week of March. In this study, we report the barriers and perceptions of undergraduate students by an online questionnaire after 2.5 months of e-classes. The study participants were 364 students who responded in a week’s time. Most of the faculty used platforms like Google class room or recorded YouTube videos. The department of Physiology used the Impartus platform. Among the respondents 72.8% were using mobile data and 17.8% were using broadband facilities. Among network providers Jio was the most used. Only first year students were exposed to 3 different online platforms. Among those students, 63.6% reported in favor of Impartus, followed by YouTube and Google class room. Most of the students preferred recorded classes (69.2%) over live classes (33.5%). Submissions were mainly through the online platform itself (69.5%), email submission to the department (17%) or to the faculty (13.5%). Forty seven percent of the students wanted the classes to be of 30 to 45 minutes duration and 42% felt that the classes should be short and below 30 minutes. Only 28.3% of the students favored centralized online class by the university. Providing education to students cannot be discontinued for long. In the present study students are able to follow the online classes and have good learning experience on in the Didactic part. The medical educators could rise up to the challenge of continuing to teach even in times of crisis.

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study

2019 ◽  
Vol 12 (1) ◽  
pp. 222 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Know How ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop Education for Sustainable Development (ESD) achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Seville. The Mann-Whitney U test has been used to compare the results of the two students groups, and Cohen’s D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions: Q4 (I know procedures and resources to integrate sustainability in the subjects), Q5 (I analyze the opportunities presented in the subjects to plan educational projects to integrate sustainability) and Q6 (I design educational projects from the perspective of sustainability), all concerning critical thinking and creativity. An improvement is also detected in question Q11 (I know how to develop myself satisfactorily in community educational projects, encouraging participation), with a confidence of 90%. Surprisingly, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. However, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies.

Enhancing Mathematics by Online Assessments

2009 ◽  
Vol 23 (4) ◽  
pp. 277-283 ◽  
Author(s):  
Natasa Brouwer ◽  
Lilia Ekimova ◽  
Magdalena Jasinska ◽  
Leendert van Gastel ◽  
Eglė Virgailaitė-Mečkauskaitė
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Assessment Tools ◽  
First Year ◽  
Online Assessment ◽  
Remedial Courses ◽  
First Year Students ◽  
Economics Students ◽  
Online Assessments ◽  
The University

There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of algebraic skills and not all incoming students are able to comply with that expectation. Consequently, more institutes are developing preparatory and remedial courses to refresh or remediate algebraic skills in first-year students, and IT tools are often used to enhance their learning experience. This paper focuses on the use of frequent online assessment powered by a mathematical engine, Maple TA. The authors analyse two redesigns of mathematics courses using Maple TA at the University of Amsterdam. These courses were taken by 650 students in the Faculties of Science and of Economics and Business. In general, the students' response was positive, although the economics students were more positive than the science students. Teachers were pleased with the redesigns and indicated that the use of online assessment tools for innovation in classroom teaching was straightforward.

scholarly journals Utilising Online Gamification to Promote Student Success and Retention in Tertiary Settings

2021 ◽  
Vol 10 (7) ◽  
pp. 45
Author(s):  
Ingrid Harrington ◽  
Marc J. Mellors
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Learning Activities ◽  
First Year ◽  
First Year Students ◽  
Gamified Learning ◽  
The University ◽  
Competitive Nature ◽  
Enhance Student Learning

The role of gamification in Australian higher educational learning has gained increasing currency in recent years, with many proponents promoting its usefulness for improving the university student experience by increasing progression and lowering attrition, particularly among first year students (Charles, Charles, McNeill, Bustard, & Black, 2011). However, some students express reservations that the inherently competitive nature of some gamified learning activities negatively impact their learning experience, especially when compared to classic instructional methods (Charles et al., 2011). This discussion and instructional paper undertakes a review of the gamification literature within the Australian higher education context, concurrently exploring what it means and how to use gamification to enhance student learning. The paper provides a short biographic summary of the positive impact selected popular gamified activities has had on improving student engagement, participation and retention in tertiary settings.

scholarly journals Academic librarian collaborations in inquiry based learning: A case study, reflections and strategies

2020 ◽  
Vol 15 (2) ◽  
pp. 1-21
Author(s):  
James E Murphy ◽  
Laura Koltutsky ◽  
Bartlomiej Lenart ◽  
Caitlin McClurg ◽  
Marc Stoeckle
Keyword(s):  
Student Perceptions ◽  
Academic Librarians ◽  
First Year ◽  
First Year Students ◽  
Inquiry Based Learning ◽  
Academic Librarian ◽  
University Of Calgary ◽  
The University ◽  
Skill Building

Five academic librarians at the University of Calgary were invited to collaborate on an inquiry-based learning course. Each librarian represented different liaison responsibilities and expertise and was paired with a course section of primarily first-year students, an instructor, and a teaching assistant. The range of experiences among the librarians provided insights into issues of library partnerships, embedded librarianship, and information literacy instruction. Benefits of the collaboration included opportunities for instruction, positive student perceptions, skill building, and teaching innovations, while areas for further development included sustainability and role definition. Proposed areas of future growth include quantitative exploration of librarian involvement in inquiry- based learning.

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