scholarly journals First year university student engagement using digital curation and career goal setting

2015 ◽  
Vol 23 ◽  
Author(s):  
Amy Antonio ◽  
David Tuffley
Keyword(s):  
Higher Education ◽  
Goal Setting ◽  
Tertiary Education ◽  
First Year ◽  
Learning Technology ◽  
Web Based ◽  
Digital Curation ◽  
First Year University ◽  
The Impact ◽  
Clear Goal

The engagement of students is one of the most pressing issues facing higher education in the 21st century. Around the world, participation rates in tertiary education are on the rise and one of the key challenges facing educators is finding ways to engage these students. We present the results of a project that assesses the impact of an engagement strategy in which a cohort of students entering their first year of university (1) establish and maintain a clear goal of their ideal future career and (2) make use of a web-based digital curation tool to research and present their findings. The results demonstrate the effectiveness of the strategy, which could arguably be applied to a broad range of disciplines given that the majority of students today are technologically literate.Keywords: engagement; goal setting; digital curation; higher education(Pulished: 20 October 2015)Citation: Research in Learning Technology 2015, 23: 28337 - http://dx.doi.org/10.3402/rlt.v23.28337

scholarly journals Peculiarities of the First Year University Students’ Motivation for Learning in Samples of Riga and Smolensk

2021 ◽  
Author(s):  
Jelena Jermolajeva ◽  
◽  
Svetlana Silchenkova ◽  
Larissa Turusheva ◽  
◽  
...  
Keyword(s):  
Tertiary Education ◽  
International Study ◽  
Learning Motivation ◽  
Psychological Climate ◽  
First Year ◽  
Educational Strategies ◽  
First Year Students ◽  
Motivation For Learning ◽  
First Year University ◽  
The Impact

The demand for tertiary education among young people is growing worldwide. However, in the first months of the studies, freshmen face increasing difficulties, which sometimes negatively affect their learning motivation. For the successful pedagogical process, teachers need to study the motivation of students of the first study year, monitor it and take into account its peculiarities while developing learning materials and choosing educational strategies. The article presents the results of an international study of freshmen’s motivation. The study aim to compare the motivation of the first-year students at the universities of Riga and Smolensk, to identify prevailing motives and to assess the impact of the psychological atmosphere in the student group on their motivation. In the survey carried out in December 2019, 129 students from two universities in Riga (Latvia) and Smolensk (Russia) participated. The tools for collecting information were the technique of diagnostics of learning motivation by 7 content scales and the technique of measuring the psychological climate in the collective by 10 bipolar scales. For data processing, descriptive statistics, analysis of statistical indicators, and Spearman correlation analysis were used. In both national samples, professional motives for learning prevail over other motives, while prestige motives and avoidance motives take the penultimate and last place relatively. The importance of other groups of learning motives is assessed somewhat differently. For the Smolensk sample of students it was found out that their motivation to learn depends on the psychological atmosphere in the group, especially on the overall atmosphere of success in the group. However a similar correlation has not been revealed in the survey of the Riga sample of students. The study shows that a few months after the start of studying, the first-year students’ overall motivation has not dropped below the critical level. However, for more successful training, it could and should be improved. Some ways to increase freshmen’s motivation for learning are proposed in the article.

scholarly journals The Impact of a Web-Based Mindfulness, Nutrition and Fitness Platform on the Health Status of First-Year University Students: Protocol for a Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Claire F Trottier ◽  
Jessica RL Lieffers ◽  
Steven T Johnson ◽  
João F Mota ◽  
Roshni K Gill ◽  
...  
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Intervention Group ◽  
Mental Wellbeing ◽  
Control Group ◽  
First Year ◽  
Web Based ◽  
Related Quality ◽  
First Year University ◽  
The Impact

BACKGROUND First-year university students are at increased risk for presenting with anxiety, depression, suicidal thoughts and poor nutritional status. Self-care plays an essential role in optimizing mental health and can prevent/treat stress, anxiety and depression. Web-based self-monitoring of diet and physical activity can lead to similar or improved health outcomes compared to conventional methods. Such tools are also popular among university students. OBJECTIVE The primary objective of this 12-week randomized control trial was to assess the impact of a web-based wellness platform on perceived stress among first-year university students. The study’s secondary outcome was to assess the effects of the platform on diet quality and exploratory outcomes were body composition, health related quality of life, mindfulness, mental wellbeing and physical activity. METHODS Ninety-seven first-year undergraduate students were randomized to either the intervention (n=48) or control (n=49) group. The intervention consisted of access to a web-based platform called My Viva Plan® (MVP) which aims to support healthy living on the topics of mindfulness, nutrition, and fitness. The platform is fully automated and is guided by principals of cognitive behavior theory. Participants in the intervention group were instructed to use MVP as frequently as possible over 12 weeks. The control group did not receive access to MVP. Perceived stress was assessed using the Stress Indicators Questionnaire at baseline, week 6 and week 12. Three day food records were used to analyze dietary intake at baseline and week 12. Health related quality of life, mindfulness, mental wellbeing and physical activity questionnaires were completed at baseline, week 6 and week 12 and body composition was assessed at baseline and week 12. Study assessments were completed in-person at baseline and week 12 and electronically at week 6. RESULTS Study recruitment started in August 2018 with batch enrollment for students registered in the fall (September 2018 to December 2018) and winter (January 2019 to April 2019) academic terms at the University of Alberta, Edmonton, Alberta. Eighty participants completed the 12-week trial (n=35 in the intervention group; n=45 in the control group). All data collection ended in May 2019. CONCLUSIONS This project is the first to explore the impact of an online platform designed to promote health and wellness; it will also shed light into its applicability in first-year university students. If successful, this may become an important health care tool for preventative care in first year university students. CLINICALTRIAL ClinicalTrials.gov NCT03579264

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

scholarly journals Drama online

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
Jennifer Nicholls ◽  
Robyn Philip
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
First Year ◽  
Web Based ◽  
Exciting Opportunity ◽  
First Year University ◽  
The Impact ◽  
Unit Coordinator ◽  
The Web

Drama, because of its practical requirements, would seem to be one of the last courses to benefit from the incorporation of online learning technologies. Yet, by embedding web based conferencing in the curriculum, and utilising the graphic and communication capabilities of the web, there is an exciting opportunity to enrich the learning environment in drama. Predictably, such innovations have an impact on the pedagogy. In this paper the authors (unit coordinator and educational developer) report on evaluations conducted over two years in Elements of Drama, a first year university unit. We particularly refer to the impact of the introduction of a compulsory, online collaborative assignment and the change this made to the teaching and learning outcomes. We discuss the changing pattern of delivery of this unit which now affords both on campus and distance students more opportunities for interaction and communication. We evaluate the effectiveness of the online assignment and discuss the factors that contributed to its success.

scholarly journals The Impact of a Web-Based Mindfulness, Nutrition, and Physical Activity Platform on the Health Status of First-Year University Students: Protocol for a Randomized Controlled Trial

10.2196/24534 ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. e24534
Author(s):  
Claire F Trottier ◽  
Jessica R L Lieffers ◽  
Steven T Johnson ◽  
João F Mota ◽  
Roshni K Gill ◽  
...  
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Perceived Stress ◽  
Controlled Trial ◽  
Well Being ◽  
First Year ◽  
Web Based ◽  
Related Quality ◽  
First Year University ◽  
The Impact

Background First-year university students are at an increased risk for developing mental health issues and a poor nutritional status. Self-care plays an essential role in optimizing mental health and can prevent or manage stress, anxiety, and depression. Web-based self-monitoring of diet and physical activity can lead to similar or improved health outcomes compared with conventional methods. Such tools are also popular among university students. Objective The primary aim of this 12-week randomized controlled trial is to assess the impact of a web-based wellness platform on perceived stress among first-year university students. The secondary aim is to assess the effects of the platform on diet quality. The exploratory objectives are to explore the effects of the platform on body composition, health-related quality of life, mindfulness, mental well-being, and physical activity. Methods A total of 97 first-year undergraduate students were randomized to either the intervention (n=48) or control (n=49) group. The intervention consisted of access to a web-based platform called My Viva Plan (MVP), which aims to support healthy living by focusing on the topics of mindfulness, nutrition, and physical activity. The platform is fully automated and guided by the principles of cognitive behavioral theory. Participants in the intervention group were instructed to use the MVP as frequently as possible over 12 weeks. The control group did not receive access to MVP. Perceived stress was assessed using the Stress Indicators Questionnaire at baseline, week 6, and week 12. Three-day food records were used to analyze the dietary intake at baseline and week 12. Health-related quality of life, mindfulness, mental well-being, and physical activity questionnaires were completed at baseline, week 6, and week 12. Body composition was assessed at baseline and week 12. Study assessments were completed in person at baseline and week 12 and electronically at week 6. Results Study recruitment started in August 2018, with batch enrollment for students registered in the fall (September 2018 to December 2018) and winter (January 2019 to April 2019) academic terms at the University of Alberta, Edmonton, Alberta. Conclusions This study is the first to explore the impact of a web-based platform designed to promote health and wellness on perceived stress and diet quality among first-year university students. Trial Registration ClinicalTrials.gov NCT03579264; https://clinicaltrials.gov/ct2/show/NCT03579264. International Registered Report Identifier (IRRID) DERR1-10.2196/24534

The Need to Belong and the Relationship Between Loneliness and Health

2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner
Keyword(s):  
Individual Differences ◽  
Social Isolation ◽  
Social Situation ◽  
First Year ◽  
Health State ◽  
Need To Belong ◽  
First Year University ◽  
Perceived Social Isolation ◽  
The Impact ◽  
The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

scholarly journals Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

The impact of self-efficacy on first onset and prognosis of major depressive disorder: findings from a longitudinal study in a sample of Chinese first-year university students

2021 ◽  
pp. 1-6
Author(s):  
JianLi Wang ◽  
Debiao Liu ◽  
Guoling Li ◽  
Jin Zhu ◽  
Song Yue ◽  
...  
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
University Students ◽  
Longitudinal Studies ◽  
Self Efficacy ◽  
First Year ◽  
Major Depressive ◽  
First Onset ◽  
First Year University ◽  
The Impact

Abstract Background Self-efficacy is a pivotal factor in the etiology and prognosis of major depression. However, longitudinal studies on the relationship between self-efficacy and major depressive disorder (MDD) are scarce. The objectives were to investigate: (1) the associations between self-efficacy and the 1-year and 2-year risks of first onset of MDD and (2) the associations between self-efficacy and the 1-year and 2-year risks of the persistence/recurrence of MDD, in a sample of first-year university students. Methods We followed 8079 first-year university students for 2 years from April 2018 to October 2020. MDD was ascertained by the Chinese version of the Composite International Diagnostic Interview (CIDI-3.0) based on self-report. Self-efficacy was measured by the 10-item General Self-efficacy (GSE) scale. Random effect logistic regression modeling was used to estimate the associations. Results Among participants without a lifetime MDD, the data showed that participants with high baseline GSE scores were associated with a higher risk of first onset of MDD over 2 years [odds ratio (OR) 1.04, 95% confidence interval (CI) 1.01–1.08]. Among those with a lifetime MDD, participants with high baseline GSE scores were less likely to have had a MDD over 2 years (OR 0.93, 95% CI 0.88–0.99) compared to others. Conclusions A high level of GSE may be protective of the risk of persistent or recurrent MDD. More longitudinal studies in university students are needed to further investigate the impact of GSE on the first onset of MDD.

Adoption and Use of Innovative Mobile Technologies in Nigerian Academic Libraries

2018 ◽  
pp. 354-389
Author(s):  
Robert Akinade Awoyemi
Keyword(s):  
Mobile Technology ◽  
Academic Libraries ◽  
Tertiary Education ◽  
Mobile Technologies ◽  
Data Sets ◽  
Web Based ◽  
Mixed Method Design ◽  
Professional Development Needs ◽  
The Impact ◽  
The Web

The research explores the extent to which academic libraries in Nigeria are using mobile technologies for the delivery of its information and research services, and the impact these technologies may have on the professional development needs of librarians. Using a mixed method design approach, two data sets were investigated. First, the web-based library homepages of 15 tertiary education libraries in South-west Nigeria were examined for their level of conformance to a mobile platform and second, library staff from the 15 academic libraries were surveyed for their perceptions of, and experiences in, using mobile technology both within a social context and within the workplace. This research found that while mobile technologies are in use by the majority of academic libraries to a degree, lack of resources and awareness of new innovations were identified as barriers to providing mobile services that meet users' needs and expectations.

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