scholarly journals On Note-Taking

REMATEC ◽  
2019 ◽  
pp. 47
Author(s):  
John A. Fossa
Keyword(s):  
Interpersonal Relations ◽  
Personal Autonomy ◽  
Constructivist Theory ◽  
Education Student ◽  
College Level ◽  
Note Taking ◽  
Student Centered ◽  
Mathematics Classrooms ◽  
Authority Figure ◽  
Constructivist Position

<p>Note-taking, or copying quickly and accurately the material that the professor puts on the blackboard, is the predominate – and preferred – student activity in college-level mathematics classrooms. This activity is herein investigated in relation to the following eleven topics in the constructivist theory of mathematics education: student-centered environment, the professor as an authority figure, dialogue and participant activities, personal autonomy, self-reliance, real math, interconnected cognitive spaces, metacognition, assessment, interpersonal relations and social values. In each case, it is found that the activity of taking notes is not compatible with the constructivist position on these topics. A few remarks are also made regarding note-taking in more general, non-constructivist settings.</p>

scholarly journals Portraits of Undergraduate Discipline-Specific Thinking: Guiding Students from Novice to Proficient Learner

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Patricia Stovey ◽  
Tiffany Trimmer
Keyword(s):  
Undergraduate Students ◽  
Habits Of Mind ◽  
College Level ◽  
Student Centered ◽  
Cognitive Behaviors ◽  
Second Nature ◽  
Historical Methods ◽  
First Time

This case study presents our experiences, insights, and the pedagogical techniques used to guide undergraduate students toward discipline-specific thinking. It demonstrates the role of student-centered practices in moving students from what we categorize as novice to proficient, a common goal in rite-of-passage courses across the disciplines. Our study follows two semesters of students in undergraduate college-level Historiography and Historical Methods courses to identify common stumbling blocks encountered when learning contextualization (our discipline-specific thinking skill). We analyze students’ habits of mind, cognitive behaviors, and assumptions when learning to think differently. We present a qualitative portrait demonstrating the range of student cognitive behaviors as they attempt to move towards proficiency. As experts immersed in our fields of study and its practices, we can sometimes forget that what comes second-nature to us is far from natural to our students—regardless of their enthusiasm. We may overestimate the background knowledge that our students have, and underestimate the brain bandwidth required when trying—for the first time—to think differently.

Connecting Research to Teaching: A Study of Note Taking and Its Impact on Student Perception of Use in a Geometry Classroom

2006 ◽  
Vol 99 (9) ◽  
pp. 614-621
Author(s):  
Angela L. E. Walmsley ◽  
Aaron Hickman
Keyword(s):  
Teaching Methods ◽  
Student Perception ◽  
Note Taking ◽  
Mathematics Classrooms ◽  
Prolonged Retention ◽  
The Mind

In the Paideia Program, Mortimer Adler (1984) states that “the activity of the mind is occasioned or initiated by wonder, sustained by interest and excitement, and reinforced by the pleasure inherent in the activity itself and by delight in its success” (p. 47). Yet, in many mathematics classrooms, the teaching methods used are contrary to each piece of Adler's statement. More specifically, teachers insist on note-taking strategies that bind and inhibit the curiosity and creativity of students. Most of these strategies involve copying main points word for word from the board, copying theorems from the book word for word, or possibly matching words with their definitions on a worksheet. One might question whether these styles of note taking are effective in fostering genuine understanding and prolonged retention of the material being taught.

scholarly journals Analysis of Students’ Satisfaction on Quality Education at Government Colleges in Lahore Division

2021 ◽  
Vol 7 (1) ◽  
pp. 63-78
Author(s):  
Alia Sadiq
Keyword(s):  
Student Satisfaction ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Demographic Variables ◽  
Quality Education ◽  
Assessment Scale ◽  
Education Student ◽  
College Level ◽  
The Difference ◽  
Students Satisfaction

Quality education is the most important and considered as a pivot for progress to uplift the lives of a nation. The success of the educational institutions relies not only on quality education but also on the satisfaction of students. This study aims to explore the relationship between quality education and student satisfaction and difference regarding demographic variables at college level in Lahore Division. All the students from 80 government degree colleges of Lahore division were the population of this study. The study was descriptive in nature and has followed correlational research design. By using simple random sampling technique forty government degree colleges (50% of the population) were selected as sample by adopting lottery method. Self-constructed questionnaires for students “Quality Education Assessment Scale” and “Student Satisfaction Assessment Scale” were the instruments of this study. Appropriate statistical analysis techniques were used on the collected data. Product Moment Correlation Co-efficient were used for determining quality education and student satisfaction. Independent sample t-test was applied to find the difference between demographic variables. Results of the study indicated that quality education exits in colleges according to students. There was moderate significant correlation between two variables (r=.625, p<.05) of the quality education and the students’ satisfaction. As compared to male students, the female students’ had perceived more satisfaction towards students’ satisfaction. Both intermediate and bachelor students’ had perceived almost same level regarding students’ satisfaction. Keywords: Quality Education, Student Satisfaction

scholarly journals Value orientations of the Bologna process (1988-2009): regulatory aspect

2018 ◽  
pp. 43-51
Author(s):  
Iryna Reheilo
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Value Orientations ◽  
Education Student ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Education System ◽  
Process Formation ◽  
The Bologna Process

The value orientations of the Bologna process and these values’ implementation tools are revealed based on the analysis of international regulations. It is established that the Bologna process fundamental values are academic freedom, institutional (university) autonomy, indivisibility of teaching and research, preservation of the European humanism traditions. It is grounded that the following values were introduced in the list during the first decade of reforming the participating countries’ higher education: student centered learning, quality and innovative character of higher education, state responsibility for higher education and social equity, etc. It is enlightened that in accordance with the generally accepted values there was initiated the development of common, comparable indicators for determining the higher education institutions’ achievements in implementing the Bologna process principles. It made it possible not only to highlight the state of the European Higher Education Area development in the middle of the Bologna process, but also to identify the challenges and problems of higher education in general and to prevent their unpredictable consequences. It is proved that the established value orientations of the Bologna process for the higher education system provided an appropriate reflection on the academic staff activities and their following the corresponding requirements. Taking into account the positive results of the higher education reforming during the Bologna process formation and development in 1988-2009 the higher education value priorities for the next decade are defined, which should be implemented in all directions.

scholarly journals Program Directors' Perceptions of Programmatic Attributes Contributing to Athletic Training Student Persistence

2015 ◽  
Vol 10 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Student Retention ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Interpersonal Relations ◽  
Professional Socialization ◽  
Program Directors ◽  
Athletic Training Students ◽  
Student Centered ◽  
Athletic Training Student

Context Graduates of athletic training programs (ATPs) have identified factors contributing to their persistence through professional education. However, program directors have yet to elaborate on programmatic attributes that might contribute to athletic training student retention in their respective ATPs. Objective To determine program directors' perceptions of ATP strengths and areas for improvement regarding athletic training student retention. Design Qualitative study. Setting Bachelor's ATPs. Patients or Other Participants Sixteen ATP directors with 6.0 ± 4.0 years of experience in their current positions. Main Outcome Measure(s) The participants completed audio recorded telephone interviews. We analyzed the data using principles of grounded theory and maintained trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results We found 2 themes to describe the strengths of bachelor's ATPs. Our participants thought that they provided a student-centered approach and diverse clinical education experiences leading to a supportive and exciting environment to foster athletic training student learning. We categorized the student centered approach theme into 3 subthemes: program size, student engagement and program atmosphere, and academic and clinical cohesion. Conclusions Program directors should strive to provide athletic training students with individual attention to help them feel welcomed, valued, and important. A small program size or adequate personnel can foster interpersonal relations which can provide athletic training students with mentoring opportunities. Improving ATP cohesion can provide learning opportunities which assist students in making connections and promote the importance of the academic and clinical education components of the ATP. Engaging athletic training students early through a variety of clinical education experiences can assist professional socialization and foster excitement for the profession.

scholarly journals THE IMPACT OF A PROFICIENCY-BASED ASSESSMENT AND REASSESSMENT OF LEARNING OUTCOMES SYSTEM ON STUDENT ACHIEVEMENT AND ATTITUDES

2011 ◽  
Vol 10 (1) ◽  
pp. 3-14
Author(s):  
MICHAEL A. POSNER
Keyword(s):  
Learning Outcomes ◽  
Statistics Education ◽  
College Level ◽  
Final Exam ◽  
Student Centered ◽  
Traditional Assessment ◽  
Research Journal ◽  
Students Attitudes ◽  
The Impact ◽  
Specific Learning

This research compares a student-centered, proficiency-based assessment and reassessment of learning outcomes (PARLO) system to traditional assessment in a college-level introductory statistics class. The PARLO class was assessed on learning outcomes using a three-tiered proficiency scale and given the opportunity to resubmit assignments to increase their rating. Students’ attitudes towards statistics improved more in the PARLO group, but no differences between groups were found on the CAOS test or on a common final exam. Within the PARLO group, students with a higher resubmission rate scored better on the final exam and those who resubmitted and achieved proficiency performed similarly to those achieving proficiency with the first submission. Assessing proficiency on specific learning outcomes allowed both students and the instructor to better evaluate learning. First published May 2011 at Statistics Education Research Journal: Archives

scholarly journals Business and Economics Students’ Self-Reports on Academic Reading in English as L2: A Factor Analysis

2021 ◽  
Vol 7 (1) ◽  
pp. 31-42
Author(s):  
Tamara Sladoljev-Agejev ◽  
Svjetlana Kolić-Vehovec ◽  
Anamarija Jazbec
Keyword(s):  
Factor Analysis ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Repeated Reading ◽  
Perceived Competence ◽  
College Level ◽  
Note Taking ◽  
Business Economics ◽  
Self Reports ◽  
Student Reading

Abstract Adequate reading behaviour is vital for text comprehension across fields. In today’s professional environment, a well-developed reading skill is also expected in English as a second language (EL2), which happens already in college, although transition to college-level reading may be difficult even in the first language. It is therefore useful to analyse students’ use of reading strategies to facilitate their academic progress. This study investigates the reading behaviour of junior students of business/economics when reading academic texts in EL2. We conducted an exploratory factor analysis (N=134) of a 45-item questionnaire about students’ awareness of reading strategies and their reading confidence (i.e. self-perceived competence in text retelling). The majority of the items were based on self-reports found in the literature (Kolić-Vehovec, Bajšanski, 2001; Mokhtari, Reichard, 2002; Taraban, Kerr, Rynearson, 2004) and several items were added to the questionnaire (e.g. questions related to note taking). Five factors were interpretable: four factors related to Metacognitive Awareness of Reading Strategies (Repeated Reading, Monitoring/Regulation, Note Taking and Elaboration) and the fifth factor covering self-perceived competence in text retelling (Reading Confidence). Internal consistency of the factors indicated by standardized Cronbach’s alphas were 0.83 (Repeated Reading), 0.80 (Monitoring and Regulation), 0.77 (Note Taking), 0.63 (Elaboration) and 0.75 (Reading Confidence). Three strategies positively correlated with each other (Repeated Reading, Monitoring/Regulation and Elaboration), while negative correlation was found between Note Taking and Reading Confidence. The results provide valuable information on the patterns in student reading as a baseline for further analysis of L2 text comprehension in college.

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