Utilization of Smartphones for Retrieving Research Information Resources in Libraries by Undergraduates

2020 ◽  
pp. 328-349
Author(s):  
Jane Igie Aba ◽  
Theresa Osasu Makinde
Keyword(s):  
Academic Performance ◽  
Mobile Devices ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Information Resources ◽  
Smart Phones ◽  
University Staff ◽  
Research Information ◽  
The University

This chapter examined the utilization of smart phones for retrieving research information resources in libraries by undergraduates. The study covers awareness, utilization, benefits, effects, and constraints that affect smart phones for retrieving research information resources by undergraduates. These concepts generally implied that awareness facilitates interest for use. It was concluded that smartphones were used by undergraduate students to retrieve research information resources, and this had positive impact on research out of students will produce positive impact on academic performance of students. It was recommended among others that efforts should be made by the university to inculcate mobile teaching and learning curriculum in to the school syllabuses at the various levels, and library staff, lecturers, and university staff generally should be sensitized and trained in the use of mobile devices for teaching and learning.

scholarly journals Enhancing Teaching and Learning at the University of Venda Utilising Digital Mobile Devices

2017 ◽  
Vol 3 (4) ◽  
pp. 11
Author(s):  
Ratchel Chikurunhe ◽  
Armstrong Kadyamatimba
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Academic Experience ◽  
Learning And Teaching ◽  
Tablet Pcs ◽  
Level Of Use ◽  
The University ◽  
Quality Learning ◽  
Rural Student

The University of Venda(Univen) distributed tablets to students for facilitating and enhancing their studies. However, the provision of tablet PCs to students may not be a panacea for quality learning, especially to technological disadvantaged rural student  population. The aim of study was to investigate the use of digital mobile devices for enhancing teaching and learning at the Univen. The research questions focused on determining the current level of use of mobile devices, how they can be used effectively for teaching and learning. Mixed methods approach was applied with data being solicited from a convenient sample of students, lecturers and an IT technician. The results of the study indicated that many students and lecturers are active and have higher perceptions of mobile devices usage. The results of the study are to be used to explicate and advance the integration of the mobile devices for promoting learning and teaching accomplishments. The findings clearly showed that mobile devices have a positive impact on the academic experience. The results also indicate that there is a gradual acceptance of the Learners Management Systems (Blackboard) by both academics and students. The digital mobile devices are eventually enhancing teaching and learning at Univen.

Mobile Devices and Apps, Characteristics and Current Potential on Learning

2015 ◽  
Vol 8 (4) ◽  
pp. 26-37 ◽  
Author(s):  
Laura Briz-Ponce ◽  
Juan Antonio Juanes-Méndez
Keyword(s):  
Mobile Devices ◽  
Undergraduate Students ◽  
New Technologies ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Daily Routine ◽  
Medical Sector ◽  
Depth Analysis ◽  
The University ◽  
Future Work

Mobile devices and apps are placed in a prominent position in the daily routine of all people. The ubiquity and mobility are their main advantages. They are really becoming tools available for students and professionals in order to be totally connected anywhere and for consulting and accessing information of any field. In fact, the use of these devices has sparked a positive impact on medical sector as they allow implementing and including new technologies to make students more prepared for their future work. The goal of this paper is to describe the main characteristics and the use of mobile technologies in this field. The mobile technology's scope covers tablets and Smartphones. To achieve this goal, a survey was conducted in the University of Salamanca and the participants were undergraduate students of Medical Schools and medical professionals. Results reveal that the usage of mobile devices and apps are spread out among them. However, it is still necessary an in-depth analysis of the potential and the use of specialized apps for medical education.

Use of Social Media in Libraries and Impact on Undergraduates

2020 ◽  
pp. 350-370
Author(s):  
Jane Igie Aba ◽  
Theresa Osasu Makinde
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Information Search ◽  
Positive Impact ◽  
Use Of Technology ◽  
Social Media Platforms ◽  
Awareness Programs ◽  
Use Of Social Media ◽  
The University

This chapter examined the use of social media in libraries and impact on undergraduates. The study covers concepts of utilization of social media: benefits, impact, and challenges that affect the use of social media and academic performance of undergraduate students. The concepts generally implied that social media is the use of technology as the best medium to explore wide area of knowledge to produce positive impact on academic performance of students. There is a direct relationship between social media usage and the academic performance of students. It was recommended among others that awareness programs of use of social media platforms should be provided by the university and library to students; access to use of social media resources and services by librarians should be provided to students; educational forums that will facilitate group collaboration and discussion on academic performance should be promoted in universities; connectivity to social media network sites and internet should be improved to facilitate instant information search by students.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

scholarly journals Using Flipgrid to develop social learning

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
John Stoszkowski
Keyword(s):  
Social Interaction ◽  
Social Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Online Video ◽  
Potential Barriers ◽  
The University ◽  
Future Plans

Flipgrid is an online video discussion platform designed to empower learners and facilitate social interaction between students. This paper reviews the use of Flipgrid to develop social learning with a cohort of undergraduate students at the University of Central Lancashire. Strengths and weaknesses of the Flipgrid platform are outlined, as well as potential barriers to its use, and future plans for incorporating it in teaching and learning.

scholarly journals O ENSINO DE CIÊNCIAS BIOLÓGICAS - UMA EXPERIÊNCIA TEÓRICO-PRÁTICA COM ALUNOS DO ENSINO MÉDIO DE ESCOLAS PÚBLICAS

2016 ◽  
Vol 7 (2) ◽  
pp. 99-104
Author(s):  
Alexsandra Martins Da Silva ◽  
Camila Zanesco ◽  
Angélica Ribolli Cazarotto ◽  
Felipe Tecchio Borsoi ◽  
Camila Dervanoski ◽  
...  
Keyword(s):  
Biological Sciences ◽  
High School Students ◽  
Public Schools ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Practical Experience ◽  
School Students ◽  
Santa Catarina ◽  
The University

Resumo: Este trabalho foi uma iniciativa do projeto “Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental”, cuja ação de destaque foi o incentivo ao ensino de Ciências Biológicas para alunos de ensino médio de dois municípios. Foram oferecidas aulas teóricas e práticas em laboratórios da Universidade Federal da Fronteira Sul (UFFS), promovendo o contato de alunos e professores de escolas públicas com a universidade. Neste contexto, foi possível aproximá-los de atividades, materiais e equipamentos de prática científica e de ensino nas áreas de Ciências Biológicas, visando melhorias das condições de aprendizagem e estimulando os jovens dessas escolas para a participação no meio acadêmico-científico, aumentando a interação universidade/escola pública. Foram atendidas 15 turmas, totalizando cerca de 320 estudantes, que presenciaram as aulas de “Microscopia, células e tecidos”, “Tipagem sanguínea” e “Biodecomposição de alimentos orgânicos”. Esse trabalho possibilitou que os alunos tivessem contato prévio com o mundo das ciências e os incentivou para ingressar na universidade. Já os professores que acompanharam os alunos se sentiram instigados a manter a criatividade em sala de aula. Para os acadêmicos envolvidos, o projeto possibilitou o crescimento pessoal, instigando os mesmos a desenvolver aptidões, além do que lhes é ensinado em sala de aula. Palavras-chave: Práticas laboratoriais, ensino-aprendizagem, escola pública, extensão universitária.   The teaching of Biological Sciences - a theoretical and practical experience with students of high public schools Abstract: This article promotes the project ‘Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental’ (Biological Sciences – a way to integrate and to build experimental practices).  This initiative encouraged the teaching of biological sciences to high school students of two municipalities. Theoretical and practical classes were offered in the university labs of Universidade Federal Fronteira Sul –UFFS (Chapecó, Santa Catarina State, Brazil) in order to promote the contact of students and teachers of public schools with the university. In this context, it was possible to put the students in contact with procedures, equipments scientific and teaching practices in the areas of Biological Sciences. These activities aimed at improving learning and stimulating the students from the schools in which were part of the academic and scientific community, and as a result, to promote the interaction between university and public schools. Fifteen student groups took part in the project, which totaled around 320 students who had lessons on microscopy, cells and tissues, blood typing and biological decomposition of organic food. This project encouraged students that had a previous contact with the world of science to enter university. In addition, the teachers who accompanied the students were encouraged to continue being creative in their classes. For the undergraduate students involved, the project enabled personal growth and encouraged them to develop skills beyond what they were taught in the classroom. Key-words: Laboratory Practices, Teaching and Learning, Public School, University Extension.   La enseñanza de Ciencias Biológicas - una experiencia teórica y práctica con los estudiantes de la escuela secundaria en escuelas públicas Resumen: En este artículo, se hace un relato de un trabajo que tuvo una iniciativa del proyecto ‘Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental’ (Ciencias Biológicas – Una Forma de Integrar y Construir la Práctica Experimental), cuya acción principal fue el incentivo a la enseñanza de Ciencias Biológicas para alumnos de enseñanza media de dos municipios. Se les ofreció clases teóricas y prácticas en los laboratorios de la Universidade Federal da Fronteira Sul – UFFS (Santa Catarina, sur de Brasil) promoviendo el contacto de alumnos y profesores de escuelas públicas con la universidad. En este espacio, fue posible aproximarlos a actividades, materiales y equipamientos de la práctica científica y de la enseñanza en las áreas de Ciencias Biológicas, buscando mejorías en las condiciones de aprendizaje y estimular los jóvenes de esas escuelas a la participación en el medio académico-científico, aumentando la interacción universidad/escuela pública. Han sido atendidos 15 grupos y cerca de 320 estudiantes, que fueron testigos de las lecciones de “Microscopía, células y tejidos”, “Tipo sanguíneo”, y “Biodescomposición de alimentos orgánicos”. Ese trabajo ha posibilitado que los alumnos tuvieran un contacto previo con el mundo de las ciencias y los ha incentivado a ingresar a la universidad. Por otro lado, los docentes que han acompañado a los alumnos se han sentido instigados a mantener la creatividad en las clases. Para los académicos involucrados, el proyecto ha posibilitado el crecimiento personal, instigándolos a crear aptitudes, más allá de lo que les es enseñado en el salón de clase. Palabras-clave: Extensión Universitaria, Popularización de la Ciencia, Escuela Secundaria, Enseñanza Científica.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

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