scholarly journals Introduction to academic traditions as psycho-pedagogic factor of adaptation of first year students

2019 ◽  
pp. 147-150
Author(s):  
Vladimir V. Iokhvidov ◽  
Marina Ye. Genadis ◽  
Eleonora G. Tszyu
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Education Institution ◽  
Theory And Practice ◽  
First Year ◽  
Higher Education Institution ◽  
First Year Students ◽  
Situational Anxiety ◽  
Pedagogic Theory ◽  
Made In

The article is made in the framework of the study of psychological and pedagogic factors of adaptation of students who have started to attend a higher education institution. These include ceremony of initiation in the student life, that is still little considered in pedagogic theory and practice. In our research we realised identification implicitly of the academic traditions presented in activity of higher education institution.. On an experimental basis, it is proved that the organised introduction of students into academic traditions leads to an improvement, compared with students with whom such work is not carried out, adaptation to environment of a higher education institution, situational anxiety, subjective satisfaction with learning at a higher education institution, and academic success.

scholarly journals INTERACTION WITH THE TUTOR AS A COMPONENT OF ADAPTATION OF FIRST-YEAR STUDENTS TO THE CONDITIONS OF THE HIGHER EDUCATION INSTITUTION

2020 ◽  
pp. 67-72
Author(s):  
Anisimova O.E. ◽  
Horlova A.V.
Keyword(s):  
Higher Education ◽  
Social Environment ◽  
Preschool Education ◽  
Education Institution ◽  
Living Environment ◽  
First Year ◽  
State University ◽  
Higher Education Institution ◽  
First Year Students ◽  
Primary School Teachers

У статті автори аналізують роль кураторства і тьюторства у процесі адаптації майбутніх вихователів закладів дошкільної освіти та вчителів початкової школи до умов навчання в закладі вищої освіти. Роз-криті типові проблеми, види і форми адаптації студентів-першокурсників до умов нового освітнього та соціального середовища, обґрунтовано актуальність адаптації студентів в аспекті професійної підго-товки до партнерської взаємодії.Розкрито сутність понять «адаптація», «адаптація студентів до умов ЗВО» «тьюторство», «взаємо-дія», схарактеризовано їх ознаки.У статті наголошено на нагальній потребі розвитку тьюторства як спеціально організованої профе-сійної діяльності.Із метою з’ясування рівня адаптованості до умов закладу вищої освіти проаналізовано результати опитування студентів-першокурсників спеціальності «Дошкільна освіта», «Початкова освіта» педаго-гічного факультету Херсонського державного університету.Респонденти продемонстрували низький рівень готовності змінюватися, інтегруватися у нове сере-довище життєдіяльності, схильність до уникнення нових вражень та емоційних переживань. Суб’єк-тивний показник загальної задоволеності від вступу до закладу вищої освіти також нижче середнього.На основі аналізу цих показників сформульовано висновки щодо труднощів пристосування першо-курсників до нового соціального середовища та запропоновано шляхи ефективної адаптації студентів у закладі вищої освіти.Отримані результати мають практичну цінність і можуть бути застосовані при впровадженні систе-ми тьюторства.У статті наведено конкретні приклади форм роботи з першокурсниками у період адаптації.Зроблено висновок про те, що на першому році навчання у закладі вищої освіти існує потреба в роз-робці наскрізної методичної системи адаптативної діяльності тьюторів для формування в майбутніх педагогів загальних та фахових компетентностей, особистісних якостей, необхідних у науковій та педа-гогічній роботі. The article analyses the role of curatorship and tutoring in the process of adaptation of future educators of preschool institutions and primary school teachers to the conditions of study in the higher education institution.The typical problems, types and forms of adaptation of first-year students to the conditions of the new educational and social environment are revealed, the relevance of students’ adaptation in the aspect of professional preparation for partnership is substantiated.The essence of the concept “adaptation”, “adaptation of students to the conditions of HEI”, “tutoring”, “interaction”, their features are characterized.The article emphasizes the urgent need for development of tutoring as a specially organized professional activity.In order to determine the level of adaptation to the conditions of higher education institution, the results of a survey of first-year students of specialties “Preschool Education”, “Primary Education” of the Pedagogical Faculty of Kherson State University were analyzed.Respondents showed a low level of willingness to change, to integrate into a new living environment, a tendency to avoid new impressions and emotional experiences. The subjective rate of overall satisfaction with the admission to higher education institution is also below average.Based on the analysis of these indicators, conclusions on the difficulties of adaptation of fist-year students to the new social environment are formulated, the ways of effective adaptation of students in higher education institution are suggested.The obtained results have practical value and can be applied in the implementation of the tutoring system.The article gives specific examples of forms of the work with first-year students in the period of adaptation.It is concluded that in the first year of study in higher education institution there is a need to develop a comprehensive methodological system of adaptive activities of tutors for the formation of general and professional competencies of future teachers, personal qualities required in scientific and pedagogical work.

scholarly journals Selection of lexical units in order to form and expand the vocabulary for reading texts in the specialty

2019 ◽  
pp. 203-206
Author(s):  
Tat'yana P. Frolova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education Institution ◽  
First Year ◽  
Higher Education Institution ◽  
Basic Principles ◽  
First Year Students ◽  
The Future ◽  
Selection Of ◽  
Reading Texts

The article discusses the principles of selection of lexical units in teaching a foreign language in a technical higher education institution. The author analyses the matter described in the works of such scientists as Igor' Rakhmanov, Lev Shcherba, Natal'ya Gal'skova, Nadezhda Gez etc. Based on the analysis of the literature the author describes the basic principles of selection of lexical units. The principle of frequency, the thematic principle, the principles of semantic and word-formative value are chosen as efficient ones for the formation and expansion of vocabulary in the process of learning a foreign language in the first year at a technical higher education institution. According to the principles identified by the author the vocabulary was formed for first-year students of engineering specialties. On the basis of these principles a system of exercises for the formation and expansion of vocabulary for reading texts in the specialty will be developed in the future.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

scholarly journals Stress and burnout: exploring postgraduate physiotherapy students’ experiences and coping strategies

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Tess Brooke ◽  
Makaela Brown ◽  
Robin Orr ◽  
Suzanne Gough
Keyword(s):  
Higher Education ◽  
Coping Strategies ◽  
Perceived Stress ◽  
Maslach Burnout Inventory ◽  
Education Institution ◽  
First Year ◽  
Higher Education Institution ◽  
T1 And T2 ◽  
And Coping ◽  
Physiotherapy Students

Abstract Background and purpose The impact of stress and burnout in students is an emerging topic. When students perceive that they are unable to cope with stressors, there is increased potential for burnout. To maximise students’ higher educational institution outcomes, students must be able to effectively cope with stressful demands. Research suggests physiotherapy students, in particular, suffer from a high risk of stress and burnout, however limited research exists on postgraduate, pre-registration, physiotherapy students. The purpose of this study was to determine perceived stress, burnout and associated coping strategies across three timepoints in the first year of a postgraduate, pre-registration physiotherapy program. Methods A qualitative and quantitative survey design was utilised at one Australian Higher Education Institution. The 51-item self-administered questionnaire consisted of demographics, the Coping Self Efficacy (CSE) Scale and Maslach Burnout Inventory – General Survey for Students (MBI-GS (S)), and open-ended questions. The questionnaire was administered at three timepoints (T) in the program: T1 at the start of semester 1, T2 before the first placement in semester 2 and T3 after 10-weeks of placement. Data were analysed using descriptive, statistical and thematical analysis. Subjects All first year Doctor of Physiotherapy students. Results A response rate of 62% (n = 38) was achieved. There were no differences in stress and burnout scores between sexes, nor differences in stress and burnout over time. Highest median CSE scores were seen at T1, with highest median MBI-GS (S) cynicism scores at T2, exhaustion (EX) at T1 and T2, and professional efficacy at T1 and T2. The greatest mean CSE changes were seen from T1-T2 and T1–3, and PE greatest changes from T2-T3 and T1-T3. No strong correlation was found between stress and burnout. Curriculum coursework was a frequently reported stressor, along with clinical placement and transition periods. Coping strategies utilized by students were both positive and maladaptive. Positive strategies included sporting activities, baking, listening to music, and social connections, whereas maladaptive strategies included alcohol consumption, excessive eating, and gaming. Conclusion Student consistently identified periods of stress and burnout, with curriculum coursework in particular being a trigger. Findings acknowledge the need for further investigation on sources of perceived stress, burnout, and coping mechanisms to optimise student welfare and enhance Higher Education Institution outcomes.

scholarly journals Enhancing Learning for Early Years Foundation Degree Students: Empowerment through Heutagogy and Reflecting on the Notion of Knowledgeable Others

2019 ◽  
Vol 72 (1) ◽  
pp. 24-44
Author(s):  
Eleonora Teszenyi ◽  
Cristina Devecchi ◽  
Tanya Richardson
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Education Institution ◽  
Theory And Practice ◽  
Early Years ◽  
Small Scale ◽  
Higher Education Institution ◽  
Student Autonomy ◽  
Education Community ◽  
Direct Input

AbstractThis paper reports on a small-scale practitioner enquiry undertaken with 17 work-based learners studying on a two-year Early Years Foundation Degree programme in a higher education institution in England. The first aim of the enquiry was to identify the perspectives of a cohort of work-based Early Years Foundation Degree students on teaching strategies they experienced at a higher education institution in the English midlands. The second aim was to identify how the findings could be applied to curricular and andragogic enhancements for future students. Beliefs and attitudes questionnaires were administered to the students half way through their programme. Findings indicate that students valued strategies that included the direct input of the lecturers they regarded as ‘more knowledgeable others’ (Vygotsky, 1978), yet they rated peer support as less effective for their learning. Findings indicate that early years students’ applications of learned theory to work-based practice may need to go beyond a singular notion of ‘communities of practice’ (Lave & Wenger, 1991). Although these students are positioned and position themselves as more knowledgeable others in their own workplace communities, they regard themselves as lacking knowledge in their higher education community. As members of these various communities, they straddle heutagogic and andragogic approaches in their respective communities of practice. In recognition of this, the paper argues that not only should higher education lecturers working with work-based students adopt andragogic strategies but they should also promote heutagogic approaches that increase student autonomy. They should also communicate explicitly to their students the value of such strategies for learning in the field, both in theory and practice.

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