scholarly journals Socrative in Higher Education: Game vs. Other Uses

2019 ◽  
Vol 3 (3) ◽  
pp. 49 ◽  
Author(s):  
Fátima Faya Cerqueiro ◽  
Ana Martín-Macho Harrison
Keyword(s):  
Higher Education ◽  
Mobile Application ◽  
Ad Hoc ◽  
Effective Means ◽  
First Year ◽  
Perceived Satisfaction ◽  
And Performance ◽  
Faculty Of Education ◽  
Reading Activity ◽  
First Year University

The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.

scholarly journals Mental toughness in higher education: Relationships with achievement and progression in first-year university sports students

2014 ◽  
Vol 69 ◽  
pp. 87-91 ◽  
Author(s):  
Lee Crust ◽  
Keith Earle ◽  
John Perry ◽  
Fiona Earle ◽  
Angela Clough ◽  
...  
Keyword(s):  
Higher Education ◽  
Mental Toughness ◽  
First Year ◽  
First Year University

scholarly journals SELF-DEVELOPMENT COMPETENCE OF FIRST-YEAR UNIVERSITY STUDENTS AS AN INTERDISCIPLINARY PROBLEM

2020 ◽  
Vol 54 (4) ◽  
pp. 74-79
Author(s):  
E.V. SYSOEVA ◽  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Psychological Adaptation ◽  
Federal State ◽  
First Year ◽  
Structural Components ◽  
Existential Approach ◽  
Self Development ◽  
Definition Of ◽  
First Year University

Statement of the problem. The article analyzes the philosophical-sociological and psychological-pedagogical literature on the problem of forming a universal self-development competence in the preparation of university students. The problem is the universal nature of the competence and the ambiguity of its interpretation and allocation of structural components. The purpose of the article is to clarify the definition of self-development competence among first-year university students from the standpoint of the existential approach (M.I. Rozhkov). The research methodology consists in the analysis and synthesis of normative legal acts, program documents in higher education, works of Russian and foreign researchers on the problem of students’ self-development. The result of the study is a more accurate definition of “self-development competence” among first-year university students within the framework of the existential approach, taking into account the identified age characteristics, the specifics of educational motivation and socio-psychological adaptation of students at the stage of transition from secondary to higher school. The revised concept interpretation of “self-development competence of first-year university students” and the identified structural components allow the teacher to timely determine the level and develop the ability of students to predict, according to the motivational-target, cognitive-prognostic, activity-reflexive components of the self-development competence with the modern requirements of the Federal State Educational Standard of Higher Education 3++, developed on the basis of professional standards and approved in 2017.

scholarly journals Effects of Pairing on the Relationships between Motivation and Task Performance in an Interactive Task

2019 ◽  
Vol 7 (4) ◽  
pp. p451
Author(s):  
Katsuyuki Konno ◽  
Tsutomu Koga ◽  
Atsumi Yamaguchi
Keyword(s):  
Task Performance ◽  
First Year ◽  
Positive Role ◽  
Task Motivation ◽  
Computer Mediated ◽  
Interactive Task ◽  
And Performance ◽  
First Year University ◽  
Pair Work

This study investigates how learners’ own motivational variables are related to task performance and how learners’ task performance is influenced by their partners’ motivational variables in an interactive task. A total of 28 Japanese first year university students engaged in a computer mediated, decision making task, and the number of words produced and turns taken during the task was counted as their task performance. Questionnaires were administered to measure eight motivational dispositions related to the task. Correlation analyses were used to examine the relationships between task motivation and performance. The results showed that (a) learners’ task motivation was positively correlated with task performance, suggesting a positive role of task motivation in performing a task and (b) learners’ task performance was negatively correlated with the interlocutors’ task motivation, except for the highly motivated pairs, which implied limited effects of pair work. This study finally provides some pedagogical and future implications.

scholarly journals Student’s access and performance in the Portuguese Higher Education: Issues of gender, age, socio-cultural background, expectations, and program choice

2019 ◽  
Vol 24 (2) ◽  
pp. 434-450
Author(s):  
Maria Eugénia Ferrão ◽  
Leandro S. Almeida
Keyword(s):  
Higher Education ◽  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
Cultural Background ◽  
First Year ◽  
Transfer Program ◽  
Multivariate Analysis Of Variance ◽  
Grade Point ◽  
And Performance ◽  
Portuguese Higher Education

The purpose of this article is to characterize and contribute to the debate on the democratization of Portuguese higher education, both in terms of access and the performance of students enrolled in a public university. The analyses concern the sociodemographic characteristics and schooling trajectory of the 2,697 students enrolled for the first time in the University of Minho in the academic year 2015/16. The relationships between such characteristics and the choice of program, expectations regarding higher education, the criteria of admission, and the association with their permanence and performance in the first year of studies are explored as well. Several statistical tests were applied, such as those based on multivariate analysis of variance, chi-squared test for the independence between variables, or the t-Student test for the comparison of means of two independent samples. Results suggest that student’s gender, socio-cultural background and schooling trajectory are related to the choice of the programe, university entrance score and the entrance option. The multivariate analysis of variance of student’s grade point average at the end of the first year suggests the influence of the interaction between the fixed term of scientific-disciplinary area of the program attended and the program option of access to higher education. We did not find any statistically significant association between socio-cultural background and permanence in higher education; i.e, the socio-cultural origin of the students does not seem to influence the decision to abandon, suspend or transfer program, at least during their first year of studies. Our findings suggest student’s resilience and/or institutional action meaning a step further on the path for social equity in the Portuguese higher education.

Pedagogical Inteaction in the University Environment

2020 ◽  
Vol 8 (2) ◽  
pp. 76-82
Author(s):  
Mariela Todorova-Koleva
Keyword(s):  
University Students ◽  
Communication Skills ◽  
Effective Interaction ◽  
First Year ◽  
Mutual Respect ◽  
University Environment ◽  
Good Communication ◽  
Faculty Of Education ◽  
The University ◽  
First Year University

The article represents the main points of the pedagogical interaction between first year university students, and the lecturers in the university environment. An inquiry was conducted among 45 students from the Faculty of Education in University of Veliko Tarnovo „St. Cyril and St. Methodius According to the students, the basis of good and effective interaction is mutual respect, good communication and communication skills, the presence of feedback and a process involving both the lecturers and the student.

scholarly journals Assessing and Modeling Student Academic Practices and Performance in First-Year Mathematics Courses in Higher Education

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Kim Ward ◽  
Chantal Larose
Keyword(s):  
Higher Education ◽  
Regression Tree ◽  
Classification And Regression Tree ◽  
First Year ◽  
Mathematics Courses ◽  
Course Grades ◽  
Or Practice ◽  
Academic Practices ◽  
Tree Algorithms ◽  
And Performance

Objectives: This research brief explores literature addressing developmental education to identify successful interventions in first-year math courses in higher education. Our goal is to describe the relationship between students’ academic practices and their final course grade in their first-year math courses. Method: Data on 3,249 students have been gathered and analyzed using descriptive statistics and predicative analytics. We describe the Math program, which includes a supplemental support component, and the environment under which it was created. We then examine the behavior between students’ participation in supplemental support and their academic performance. Results: We used classification and regression tree algorithms to obtain a model that gave us data-driven guidelines to aid with future student interventions and success in their first-year math courses. Conclusions: Students’ fulfillment of the supplemental support requirements by specified deadlines is a key predictor of students’ midterm and final course grades.  Implications for Theory and/or Practice: This work provides a roadmap for student interventions and increasing student success with first-year mathematics courses. Keywords: First-year mathematics courses, supplemental support, higher education

scholarly journals Waterpipe Tobacco Warnings Need to Inform Users of Harm

2020 ◽  
Vol 6 (4) ◽  
pp. 279-288
Author(s):  
Mohammed Moumen ◽  
Marielle Brinkman ◽  
Brittney Keller-Hamilton ◽  
Andreas A. Teferra ◽  
Megan E. Roberts ◽  
...  
Keyword(s):  
Focus Group ◽  
Random Sample ◽  
Health Risks ◽  
Effective Means ◽  
First Year ◽  
High Effectiveness ◽  
Mixed Methods Approach ◽  
Warning Messages ◽  
Final Study ◽  
First Year University

Objectives: Health warning messages could be an effective means of communicating the health risks associated with waterpipe (WP) smoking. The objective of this study was to select a message that conveyed the risks associated with WP smoking. Methods: A mixed-methods approach was used to explore the effectiveness of the Food and Drug Administration's (FDA's) mandated message, and others, among young adults using focus groups and surveys. Two focus group studies and one convenience survey were conducted to examine the FDA's mandated message and 11 other WP warning messages. The final study, conducted with a random sample of first-year university students, examined the effectiveness and reactance of the chosen message using previously validated items (scored on a 1-5 scale). Results: The FDA's mandated message did not resonate well with focus group participants. In the random sample of students, the top message (WARNING: Hookah smoke contains poisons that cause lung and oral) had high effectiveness (M = 4.49) and a low reactance (M = 2.12). Conclusions: Our studies suggest that other messages are more effective for communicating the risks associated with WP smoking than the FDA's message for WP tobacco.

scholarly journals Taking Risks With Their Hearts: Risk And Emotion In Innovative Forms Of Assessment

2015 ◽  
Vol 12 (2) ◽  
pp. 33-50
Author(s):  
Tania Leiman ◽  
◽  
Elizabeth Abery ◽  
Eileen M. Willis ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Health Science ◽  
First Year ◽  
Pedagogical Approach ◽  
Science Topic ◽  
First Year University

Research involving student and tutor responses to a ‘pedagogy of the heart’ approach in a first year university health science topic revealed anxiety, insecurity and perceptions of unpredictability in relation to an innovative arts-based assignment designed to elicit and assess experiential or imaginal knowledge. Using the lens of contemporary theories of risk, and explicitly considering the role of emotion in assessment, this paper identifies both the effectiveness of and challenges encountered in this form of assessment. It also explores the relationships between risk and emotion, and between risk and assessment, particularly for young people in the higher education context. By comparing the risks involved with the benefits to be gained, the efficacy of adopting such a pedagogical approach is reviewed.

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