scholarly journals Study Buddy Teams: First-Year Cooperative Learning Inspired by Hevruta

2021 ◽  
Vol 2020 (1) ◽  
pp. 207
Author(s):  
Natasha Hashimoto
Keyword(s):  
Academic Writing ◽  
Proficiency Test ◽  
Learning Strategy ◽  
Test Preparation ◽  
First Year ◽  
Spring Semester ◽  
Class Time ◽  
Student Teams ◽  
Learning Strategy Use

This report examines a learning method that fosters engagement and cooperation between 1st-year university students in an academic writing and English proficiency test preparation course. The class was taught online in the spring semester. The students worked in long-term fixed study buddy teams of three or four both during and outside class time. Student teams regularly met online to practice English, share and reflect on their learning strategy use, and prepare for upcoming class sessions. Furthermore, during the summer break, the teams continued to meet weekly online to speak English and share what they were practicing individually, which they later reported kept them motivated. This report describes how the study buddy teams were utilized and how the students reacted. Student feedback about the course and teamwork throughout the semester was positive, the rate of active participation and attendance was high, indicating that the approach was successful. 本研究では、大学1年生のアカデミックライティングと英語能力テスト対策の授業において、学生同士の協力関係を育む学習方法を検討した。学生たちはstudy buddiesと呼ばれる少人数の長期固定チームで、授業の内外で活動した。春学期の授業はオンラインで行われたが、チームは授業内外で定期的にオンラインで会い、英語の練習、学習ストラテジーの使い方の共有と振り返り、次回の授業の準備などを行った。さらに夏休み中もオンラインで集まり、英語を話したり、個人的に練習していることを共有したりして、モチベーションを維持した。本研究では、チームがどのように活用され、学生がどのように反応したかを紹介する。学期を通してstudy buddiesシステムに関する学生の評価はポジティブなものであった。また学生の各セッションへの参加は積極的であり、授業の出席率も高かったことが、このアプローチの成功を示している。

scholarly journals Kjønnsforskjeller i motivasjon, læringsstrategibruk og selvregulering i naturfag

2012 ◽  
Vol 3 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Eyvind Elstad ◽  
Are Turmo
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Teacher Behaviors ◽  
First Year ◽  
General Science ◽  
School Students ◽  
Learning Strategy Use ◽  
Students Attitudes

The Norwegian school reform “Knowledge Promotion”, implemented from 2006 onwards, focuses on the schools’ responsibilities for fostering student learning strategies. This article reports from an empirical study of high school students’ motivation, learning strategy use and self-regulation in science. An extensive questionnaire was administered to 532 students in five high schools in Oslo. The students (16-17 year olds) attended the first year of the 3-year academic specialization program, where they take a compulsory general science course. The questionnaire also asked the students about their science teacher’s behaviors and about student-teacher interactions. The relationships between teacher behaviors and students’ attitudes and habits are studied in the article. The results show several distinct gender differences. For example, the girls report using memorization strategies more than the boys do in science, while boys emphasize elaboration strategies and critical thinking more.

scholarly journals Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Gert Vanthournout ◽  
David Gijbels ◽  
Liesje Coertjens ◽  
Vincent Donche ◽  
Peter Van Petegem
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Learning Strategy ◽  
Self Regulation ◽  
First Year ◽  
Freshmen Students ◽  
Academic Motivation Scale ◽  
Learning Strategy Use

The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.

CARDIOLOGICAL PROBLEMS IN THE LONG-TERM PERIOD IN CHILDREN AFTER AORTIC COARCTATION SURGERY TREATMENT IN THE FIRST YEAR OF LIFE

2018 ◽  
Vol 97 (3) ◽  
pp. 24-28
Author(s):  
M.R. Tumanyan ◽  
◽  
A.A. Svobodov ◽  
E.G. Levchenko ◽  
A.G. Anderson ◽  
...  
Keyword(s):  
Aortic Coarctation ◽  
First Year ◽  
First Year Of Life

THE INSTRUMENT TO MEASURE ENGLISH PROFICIENCY OF THE PROSPECTIVE EMPLOYEES: BETWEEN TOEFL AND TOEIC

2018 ◽  
Vol 2 (01) ◽  
Author(s):  
Besin Gaspar ◽  
Yenny Hartanto
Keyword(s):  
University Students ◽  
Proficiency Test ◽  
English Proficiency ◽  
Job Applicants ◽  
First Year ◽  
University Graduates ◽  
Recruitment Process ◽  
New Employees ◽  
The University ◽  
Higher Institutions

Recently the university students are required by their institutions to have the TOEFL score in the fisrt year or in the last year of their study before graduation. Some other higher institutions require their students to submit TOEIC, not TOEFL, before graduation. Companies, in the recruitment process, require the applicants to submit TOEFL score to show their level of English proficiency. The first question is which one is more appropriate for job applicants in the compay: TOEFL  or TOEIC. Another question for university students before graduation is whether to have TOEFL  in the first year or in the last year before graduation. This article aims at answering the two questions raised. The first part will give an overview of various versions of TOEFL  and  TOEIC  and the second part proposes the appropriate English proficiency test  for the recruitment process for new employees and for the university graduates, that is, TOEIC for the company  and TOEFL  for universities  and  colleges. 

Muenke syndrome: long-term outcome of a syndrome-specific treatment protocol

2019 ◽  
Vol 24 (4) ◽  
pp. 415-422 ◽  
Author(s):  
Bianca K. den Ottelander ◽  
Robbin de Goederen ◽  
Marie-Lise C. van Veelen ◽  
Stephanie D. C. van de Beeten ◽  
Maarten H. Lequin ◽  
...  
Keyword(s):  
Treatment Protocol ◽  
First Year ◽  
Ventricular Size ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Skull Growth ◽  
Muenke Syndrome ◽  
First Year Of Life

OBJECTIVEThe authors evaluated the long-term outcome of their treatment protocol for Muenke syndrome, which includes a single craniofacial procedure.METHODSThis was a prospective observational cohort study of Muenke syndrome patients who underwent surgery for craniosynostosis within the first year of life. Symptoms and determinants of intracranial hypertension were evaluated by longitudinal monitoring of the presence of papilledema (fundoscopy), obstructive sleep apnea (OSA; with polysomnography), cerebellar tonsillar herniation (MRI studies), ventricular size (MRI and CT studies), and skull growth (occipital frontal head circumference [OFC]). Other evaluated factors included hearing, speech, and ophthalmological outcomes.RESULTSThe study included 38 patients; 36 patients underwent fronto-supraorbital advancement. The median age at last follow-up was 13.2 years (range 1.3–24.4 years). Three patients had papilledema, which was related to ophthalmological disorders in 2 patients. Three patients had mild OSA. Three patients had a Chiari I malformation, and tonsillar descent < 5 mm was present in 6 patients. Tonsillar position was unrelated to papilledema, ventricular size, or restricted skull growth. Ten patients had ventriculomegaly, and the OFC growth curve deflected in 3 patients. Twenty-two patients had hearing loss. Refraction anomalies were diagnosed in 14/15 patients measured at ≥ 8 years of age.CONCLUSIONSPatients with Muenke syndrome treated with a single fronto-supraorbital advancement in their first year of life rarely develop signs of intracranial hypertension, in accordance with the very low prevalence of its causative factors (OSA, hydrocephalus, and restricted skull growth). This illustrates that there is no need for a routine second craniofacial procedure. Patient follow-up should focus on visual assessment and speech and hearing outcomes.

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