First Year Chemistry Language Support at the University of Tasmania

2011 ◽  
pp. 58-97
Author(s):  
Brian Francis Yates ◽  
Michael Guy Gardiner
Keyword(s):  
Learning Strategies ◽  
Multiple Choice ◽  
First Year ◽  
Self Reflection ◽  
Language Support ◽  
Overhead Transparency ◽  
On Line ◽  
Delivery Strategies ◽  
The University ◽  
Key Terms

A number of in-class and post-lecture learning strategies are described that have recently been incorporated into the first year chemistry program at the University of Tasmania, Hobart. These methodologies are centered on supporting the various language based challenges that students face in achieving a firm introduction to the discipline. A number of delivery strategies were trialed for in-class activities that overcame institutional specific limitations in access to technologies in an attempt to increase student involvement in lectures and tutorials. Activities included mobile phone-based technologies (and simple overhead transparency/show-of-hand alternatives) for in-class audience surveys, word matching exercises, and chemical songs. The post-lecture approaches also covered a range of delivery platforms, including (i) on-line based quizzes that focused on providing specific, tailored feedback to allow maximal self-reflection on the understanding of key terms and concepts prior to attempting weekly summative assignments where feedback is deliberately kept limited; (ii) developing a broader range of weekly assignment questions (beyond conventional multiple choice) to focus on language issues; (iii) chemical Sudoku puzzles, and (iv) crossword activities. Evaluations of these approaches are presented.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

scholarly journals Building Learning Communities in Residential Colleges

2009 ◽  
Vol 6 (2) ◽  
pp. 54-68
Author(s):  
Robyn L. Muldoon ◽  
◽  
Ian Macdonald ◽  
Keyword(s):  
New England ◽  
Learning Communities ◽  
Learning Strategies ◽  
First Year ◽  
First Year Students ◽  
Low Socioeconomic ◽  
Regional University ◽  
Traditional Lectures ◽  
The University ◽  
Senior Students

This paper addresses the retention issues presented when large numbers of students from low socioeconomic backgrounds and associated disadvantaged educational histories live together on-campus. It reports research in progress on a new approach taken at the University of New England (UNE), Australia, aimed at encouraging the growth of learning communities in colleges through the training and subsequent support of senior students charged with helping first year students negotiate the transition to successful university study. It outlines the issues faced by both the first year students and the senior students, strategies implemented, outcomes to date and plans for further change. UNE is a regional university with 5,000 on-campus students, half of whom live in seven residential colleges. It appears that for these students, traditional lectures and workshops on learning strategies and techniques are not as effective as layered, personal ‘at the elbow’ learning support in a non-threatening, social environment.

scholarly journals A Model for On-Line Learning Networks in Engineering Education

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
J. R. Bourne ◽  
A. J. Brodersen ◽  
J. O. Campbell ◽  
M. M. Dawant ◽  
R. G. Shiavi
Keyword(s):  
Online Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
World Wide ◽  
Traditional Learning ◽  
First Year ◽  
Learning Networks ◽  
Computer Mediated ◽  
On Line ◽  
On Line Learning

This paper describes a model for implementing online learning in engineering education. Relationships between traditional learning strategies and network-enabled engineering education are discussed. The model proposed is based on a World Wide Web implementation that includes presentation materials, online conferencing, demonstrations, and interactive capabilities that permit computer-mediated question and answer sessions. An example of a course implemented using these techniques for a first year engineering course is given. Guidance for engineering educators who wish to implement components of the model is provided.

scholarly journals T ransitioning a L arge Biology Class from a n i n Person t o a n Online Exam During the COVID 19 Pandemic

2021 ◽  
Vol 3 (5) ◽  
pp. 1-4
Author(s):  
Dr. Niki Sharan ◽  
◽  
Dr. Meaghan Cuerden ◽  
Dr. Denis Maxwell ◽  
Dr. Anne Simon ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Student Understanding ◽  
First Year ◽  
First Year Students ◽  
Biology Class ◽  
Course Material ◽  
On Line ◽  
Highly Correlated ◽  
Multiple Choice Exam ◽  
Online Format

As occurred in many Universities worldwide, the response to the COVID-19 pandemic required us, professors at Western University (London, Canada), to quickly convert a first-year biology course with over 1200 enrolled students from an in-classroom format to an on-line format. This transition included the course exams. While the first multiple-choice exam in February 2020 was in-person and proctored, we changed the second multiple-choice exam in March 2020 so that it was completed by students online at home without a proctor. We had concerns about this online conversion, including whether the grades would represent student understanding of the course material when access to peers and other resources during the exam was not monitored. In this report we show student scores on the online exam were highly correlated with their prior in-person exam. A similar correlation was observed with prior first-year students who took similar exams in February and March 2019 which were both in-person and proctored. These results provide some reassurance that it is possible to rapidly transition the delivery of an exam from an in-person format to an online format without compromising the exam process.

scholarly journals The period of mandatory on-line education in the spring of 2020

2021 ◽  
Vol 3 (1) ◽  
pp. 103-114
Author(s):  
Ramon Garrote Jurado ◽  
Tomas Pettersson
Keyword(s):  
Multiple Choice ◽  
Theoretical Framework ◽  
Spring Semester ◽  
Special Situation ◽  
Concise Overview ◽  
On Line ◽  
Line Survey ◽  
The University

This contribution to the “notes-from-the-field” section of the JPHE aims to outline the experiences of lecturers at the University of Borås, Sweden (here and after UB), who turned to on-line education as a response to the spread of Covid-19 during the 2020 spring semester.   To obtain a concise overview of lecturers’ reflections and experiences, an on-line survey was conducted between May 18 and May 31, 2020. A questionnaire consisting of 11 questions with multiple choice alternatives was used. Respondents were also encouraged to comment and develop their responses further, via email. Due to confidentiality, these comments are not explicitly reported in this text.   This text is not intended to present a deep analysis of events, nor an investigation into whatever theoretical framework one may find appropriate for this type of situation. Rather, our contribution alerts researchers in the field to a special situation many of us experienced, in order to provide opportunities to investigate pedagogical challenges in a time of distress, as well as stimulate further discussion about these matters

scholarly journals DEVELOPING OF FACTOR STRUCTURE FOR LEARNING STRATEGIES OF ESTONIAN STUDENTS IN MATHEMATICS AT THE UNIVERSITY LEVEL

2019 ◽  
Vol 77 (3) ◽  
pp. 338-348 ◽  
Author(s):  
Indrek Kaldo ◽  
Kandela Õun
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
First Year ◽  
Component Structure ◽  
University Mathematics ◽  
Item List ◽  
Different Populations ◽  
University Level ◽  
The University ◽  
First Time

This research reports learning strategies of the first-year Estonian university students in mathematics. The data were collected during two years from 440 university students of different disciplines. The respondents were among students who take at least one compulsory mathematics course during their first study year. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The aim of this research was to examine the 69-item LIST questionnaire first time for Estonian university students. By means of an exploratory factor analysis, 9 factors out of 12 were confirmed. The research confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of learning strategies at the university level in Estonia. This gives a positive signal about the usefulness of the instrument, as the component structure remains stable in different populations. Keywords: learning strategies, LIST questionnaire, mathematics education, mathematics related affect, university mathematics.

Tutoring Experiences in PBL of Industrial Engineering and Management Program: Teachers vs Students

2017 ◽  
Author(s):  
Anabela C. Alves ◽  
Francisco Moreira ◽  
Celina P. Leão ◽  
Senhorinha Teixeira
Keyword(s):  
Normal Development ◽  
Management Program ◽  
Project Based Learning ◽  
Industrial Engineering ◽  
First Year ◽  
On Line ◽  
Project Objectives ◽  
Almost All ◽  
The University

Teamwork tutors are one of the characteristic elements of the Project-Based Learning (PBL) methodology. PBL is considered to be an active learning methodology that involves the students in their own learning, by promoting the development of a large interdisciplinary project. The project runs typically over one full semester, or longer, and it is supported by a number of Project Supporting Courses (PSC) that teach and also applies its own contents aligned with project objectives. A set of activities, tasks and milestones are planned for each team so that the project objectives are accrued, with the aid of a tutor that follows the normal development and reports on its progress. This paper discusses the role of the tutor from both sides: students’ and teachers’ tutors, and students in their first year of the Integrated Master in Industrial Engineering and Management program at the University of Minho. A total of thirteen tutors (four teachers and nine third year students) tutored six teams of students. Two on-line questionnaires were used to collect: 1) the perspectives of the tutored students with a total of 38 questions; 2) the perspectives of the tutors with a total of 22 questions. It was interesting to note that almost all students that answered to the questionnaire enjoyed having an older student tutoring them. The students’ tutors also enjoyed and they all had a good tutorship experience, being a special opportunity to help the first year colleagues.

Language Support Strategies in First Year Chemistry

2011 ◽  
pp. 18-57 ◽  
Author(s):  
Adam James Bridgeman
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Response ◽  
Peer Instruction ◽  
First Year ◽  
Group Discussions ◽  
Large Classes ◽  
Chemical Concepts ◽  
Active Learning Strategies ◽  
The University

In-class and online active learning strategies, which have been implemented at The University of Sydney, are described to respond to the challenge of teaching chemistry at a first year level, to students with a wide range of abilities and levels of motivations. Core to the design of these activities is the belief that students learn chemical concepts most effectively when they are actively engaged in doing and talking, rather than rote learning and listening. The strategies described have been developed within the context of large classes and limited resources. They are fully adaptable to other topics beyond first chemistry and to other sciences. They are also necessarily designed to be scalable to large or small classes and to be sustainable. Online resources are useful for helping students become familiar with chemical language and symbolism and to provide them with a means of practicing their use. Online quizzes are an invaluable means of students self-assessing their progress and of providing meaningful assessment of their level of mastery. In-class activities involving student response systems and student-centred, inquiry based approaches are built around active learning and on-going formative assessment. To develop language skills, social interaction via peer instruction and group discussions can be utilized to ensure that classes are vibrant and engaging.

scholarly journals Rolpersepsies van dosente van eerstejaars in die natuurwetenskappe: ’n Fokus op geslagsverskille

2014 ◽  
Vol 33 (1) ◽  
Author(s):  
Melanie Jacobs ◽  
Gerrie J. Jacobs
Keyword(s):  
Nontraditional Students ◽  
Community Of Practice ◽  
South African ◽  
Learning Strategies ◽  
School Performance ◽  
First Generation ◽  
First Year ◽  
First Year Students ◽  
Generation Status ◽  
The University

A marked increase in student enrolments in South African public universities over the last two decades, allowed substantially more ‘nontraditional’ students into the sector. These students typically have unsatisfactory levels of school performance, lack communication skills (especially in English) and mostly have first-generation status. The Faculty of Science at the University of Johannesburg (UJ) established its First Year Academy (FYA) in 2007. The FYA, a community of practice for lecturers of first-year students, promotes optimal student learning, and expects lecturers to optimise their facilitation of learning strategies. Not much is known (research-wise) about role adaptions that lecturers of first-year students (especially in science faculties) are expected (forced?) to make in such circumstances. A literature-validated Likerttype questionnaire, involving 53 first-year lecturers (almost 60% females), was subsequently administered. The survey gathered perceptions in respect of eight literature-based roles that lecturers (could or should) play when dealing with first-year students, as well as their selfappraised competence in fulfilling these roles. The Mann-Whitney U-test revealed significant differences between the perceived role importance and competence of male and female lecturers in respect of certain roles. The study revealed a significant relationship between the gender and opinions (and also behaviours) of science lecturers for first-year students at UJ. Capacity building geared at the more proficient execution of the roles of course designer, teacher, course manager and peer consultant is regarded as vital. A tailor-made professional development programme is offered by the Faculty of Science’s FYA as of 2014.

scholarly journals Innovative methodology at the university. Its effects on learning processes of university students.

2015 ◽  
Vol 31 (3) ◽  
pp. 901 ◽  
Author(s):  
Bernardo Gargallo ◽  
Isabel Morera ◽  
Eloïna García
Keyword(s):  
Learning Strategies ◽  
Evaluation System ◽  
Engineering Students ◽  
Team Work ◽  
First Year ◽  
Learning Approaches ◽  
Self Assessment ◽  
Learning Platform ◽  
The University ◽  
The Impact

We wanted to assess the impact of learning-centered methodology on learning strategies and learning approaches of a students’ group of Chemistry. They were first year engineering students from the Polytechnic University of Valencia. We used a pre-experimental design with pretest and posttest measures by means of the CEVEAPEU and CPE questionnaires. The sample consisted of 20 students. The teaching methods included expositive methodology, questions, problem solving, development of a monograph, presentations, laboratory practices, team work, tutoring in the classroom and an evaluation system that made use of training procedures that returned feedback to students (two diagnostic tests, assessment of solved problems, self-assessment using the e-learning platform of the university, oral assessment in class, written tests, etc..). Significant improvements in learning strategies scores in the posttest and increasing in deep approach were found.

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