Academic Motivation and Self-Discipline Strategies for Online Learners

2022 ◽  
pp. 111-128
Author(s):  
Emily Guetzoian
Keyword(s):  
Graduate Students ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
First Generation ◽  
Digital Learning ◽  
Underrepresented Populations ◽  
Online Learners ◽  
Students First ◽  
The Difference

The purpose of this chapter is to examine the academic motivation and self-discipline of online learners and how online academic strategies can translate to the modern-day workforce in the post-pandemic world. The chapter examines digital learning trends and skills students need to prepare them for online learning, such as self-directedness. It discusses the difference between motivation and self-discipline. It also covers strategies specific for different types of learners, such as undergraduate students, graduate students, first-generation students, students with disabilities, and students from underrepresented populations. It provides tips for various levels of educators to support student motivation and self-discipline in the online environment. It also provides tips for students themselves to address their own motivation and self-discipline strategies, such as eliminating distractions, setting goals, using technology effectively, and developing a routine. The chapter concludes with suggestions of how to implement these online academic skills into the workplace.

scholarly journals Perceptions of the Persistent: Engagement and Learning Community in Underrepresented Populations

2018 ◽  
Vol 22 (2) ◽  
Author(s):  
Wendy Athens
Keyword(s):  
Learning Community ◽  
Students With Disabilities ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Public Institution ◽  
Pell Grant ◽  
Underrepresented Populations ◽  
Online Learners ◽  
Minority Males ◽  
Strong Positive Relationship

In an effort to characterize perceptions of learning community and engagement in relation to success for underrepresented populations of online learners at a public institution in southeastern United States, a survey was conducted in Spring 2016. The results of the survey were paired with institutional data to create a baseline engagement and learning community profile for the online student population, which comprised 22% of total enrollments. The subpopulations of interest were: Age, gender, race/ethnicity, disability, Pell grant eligibility, first-generation, and orphan. For all students, a very strong positive relationship was observed between student perceptions of engagement and learning community and student outcomes (grades). This strong and positive relationship was confirmed across the subpopulations, but there were a few noteworthy exceptions:  Hispanic and Black students were more engaged than Whites, but earned lower grades. Younger students and students with disabilities were less engaged than their counterparts, but earned equivalent grades. These patterns corresponded to withdrawal statistics, which revealed a higher percentage of young minority males withdrawing from online courses.

Effective Student-Advisor Engagement and Relationship Building in Online Graduate Programs

2019 ◽  
pp. 176-191
Author(s):  
Jennifer Varney
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Graduate Students ◽  
Student Success ◽  
Undergraduate Students ◽  
First Generation ◽  
Graduate Programs ◽  
Relationship Building ◽  
Critical Component ◽  
Student Advisor

The goal of this chapter is to discuss the importance of advisor-student engagement as a critical component of student success. Much has been written about advising undergraduate students and strategies for working with first generation students and other challenges specific to undergraduate students, and this chapter will focus on working with online graduate students. Heisserer and Parette noted that contact with a significant person within an institution of higher education is a crucial factor in a student's decision to remain in college. The focus on this chapter is on how advisors can be the significant person within the institution for their graduate students, and how advisors can help students successfully integrate into the institution academically and socially to increase their likelihood of retention and success.

scholarly journals The reading strategy of undergraduate and graduate students in the direction of preparation “Library and Information Activities”

2020 ◽  
pp. 29-48
Author(s):  
N. V. Grushevskaya ◽  
L. S. Finogina ◽  
N. L. Golubeva
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Reading Strategies ◽  
Professional Activity ◽  
Strategic Approach ◽  
Leisure Reading ◽  
Students First ◽  
Cultural Self ◽  
Relationship Of ◽  
The Relationship

The article presents the results of a study on the use of reading strategies among students of the information and library faculty The developed method is based on the types of reading (by purpose and methods), information resources necessary for each type. The types of “reading for educational purposes” in this strategy are arranged according to their priority: for undergraduate students, first comes educational, then general cultural, self-educational, scientific and leisure reading; for graduate students – scientific, educational, self-educational, general cultural and leisure reading. It was revealed that the differentiation of “reading for educational purposes” is a condition for the implementation of a strategic approach in the formation of the reader’s competency for the future librarian, and allows one to successfully master all the competencies necessary for professional activity and the development of a holistic system of training library staff on a single conceptual basis. The authors reveal the methodology of working with types of reading separately for undergraduate and graduate students. The experimental results of control and experimental groups of students are given. Particular attention is paid to the relationship of reading types with the generated competencies required by future library specialists. The article is intended for teachers and specialists in the field of library and information activities.

Creating Support for Graduate Students' Writing and Publication Endeavors

2018 ◽  
pp. 360-376
Author(s):  
Tonette S. Rocco ◽  
Lori Ann Gionti ◽  
Maria S. Plakhotnik ◽  
Sunny L. Munn ◽  
Joshua C. Collins
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Center ◽  
Writing Centers ◽  
Review Literature ◽  
Writing For Publication ◽  
Students First ◽  
History Of ◽  
Florida International University

Although research and writing for publication are seen as important responsibilities for most graduate students and faculty, many struggle to understand the process and to succeed. Unfortunately, writing centers at most universities do not cater to these kinds of needs, but rather to course-specific needs of undergraduate students. This chapter describes a writing center, The Office of Academic Writing and Publication Support, at Florida International University, USA that was specifically designed to aid the scholarly writing endeavors of graduate students. First, the authors review literature on how individual instructors and programs assist graduate students in improving their writing skills. Then they provide a history of university writing centers and examine the evolution of their purpose. In the second half of the chapter, the authors share their experiences envisioning and building this writing center and creating, implementing, and improving its services. In doing so, they also reflect on successes and missteps along the way. The authors hope this chapter may be especially helpful to educators who seek to create similar centers or services at their own institutions.

scholarly journals The Academic Motivation of Papuan Students in Sebelas Maret University, Indonesia

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882344 ◽  
Author(s):  
Triyanto
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Student Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Primary Objective ◽  
Social Conditions ◽  
Learning Motivation ◽  
West Papua ◽  
Economics And Politics

The primary objective of learning engaged in higher education is to build graduate students who have great competence. This study aims to analyze the academic motivation of Papuan students at Sebelas Maret University. Data were collected through questionnaires and interviews. The participants were undergraduate students of Papua and West Papua. The results showed that the extrinsic motivation of the Papuan student is more dominant than is intrinsic motivation. The factors that influenced the low motivation of Papuan students are peers, family, teacher, the background of education, social conditions, economics, and politics. This research is expected to provide information and a basis for lecturers, universities, and policymakers to pay more attention to Papuan student motivation and further increase their learning motivation.

scholarly journals Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Sabila Naseer ◽  
Shamim Rafique
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Academic Support ◽  
Sampling Strategy ◽  
Digital Learning ◽  
Role Of Teachers ◽  
Students Satisfaction ◽  
Moderating Role

The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

Inheritance of Some Morphological Characteristics of Parental Lines in Mustard-Rape Hybrid

2020 ◽  
pp. 23-30
Keyword(s):  
First Generation ◽  
Agronomic Traits ◽  
Morphological Characteristics ◽  
Morphological Characters ◽  
Hybrid Plant ◽  
Distant Hybridization ◽  
Degree Of Dominance ◽  
Whole Plant ◽  
Row Width ◽  
The Difference

Distant hybridization is known to play an important role in expanding the gene pool of any crop. It is believed that the combination of different genomes in one nucleus, as a rule, is accompanied by the phenomenon of “genomic shock”, resulting in a variety of genetic and epigenetic changes. This provides a wealth of material for the selection of genotypes adapted to different environmental conditions. Interspecific hybrids in different combinations were obtained in the genus Brassica, however, until now, interest in distant hybridization in this genus has not died out, since such important crops as rapeseed and mustard demand an improvement of many important agronomic traits. The aim of this work was to study the degree of manifestation of morphological characters of a leaf, flower, and plant as a whole in the hybrid obtained by crossing of brown mustard of the variety Slavyanka and a collection specimen of spring rape. Seeds were sown in the spring of 2019 in a field with 30 cm row width. During the flowering period a number of morphological characters of a flower, leaf, and the whole plant were analyzed. Each parameter was evaluated with 10 plants. The degree of dominance in first-generation hybrid was calculated by the formula of Beil, Atkins (1965). The dominance coefficients were not determined in the case when the difference between the parental samples was insignificant. Differences between parental samples were determined by Student t-test. The level of heterosis was calculated according to the formula of Rasul et al (2002). In a mustard-rapeseed hybrid, the size of the leaves of the lower row was inherited by the type of rapeseed, which had larger leaves than mustard. The height of the hybrid plant was inherited by the type of mustard (hp = 1.32, Ht = 4.89%), and intermediate inheritance was observed for the length of the internodes (hp = -0.48). The size of the flower petals and sepals was inherited by the type of rapeseed, and significant heterosis was observed for the length of the pistil (Ht = 33.57%). The data obtained are of interest for understanding the interaction of genes of different genomes in the genus Brassica.

A checklist to help students analyze published articles in basic medical sciences.

1995 ◽  
Vol 268 (6) ◽  
pp. S21 ◽  
Author(s):  
P K Rangachari ◽  
S Mierson
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Biomedical Sciences ◽  
Medical Sciences ◽  
Student Responses ◽  
Life Long Learning ◽  
Research Article ◽  
Reading Textbooks ◽  
Scientific Life ◽  
Basic Medical

Because critical analysis of published information is an essential component of scientific life, it is important that students be trained in its practice. Undergraduate students who are more accustomed to reading textbooks and taking lecture notes find it difficult to appreciate primary publications. To help such students, we have developed a checklist that helps them analyze different components of a research article in basic biomedical sciences. Students used the checklist to analyze critically a published article. The students were assigned an article and asked to write a paper (maximum 2 pages of single-spaced type) assessing it. This assignment has been found useful to both undergraduate and graduate students in pharmacology and physiology. Student responses to a questionnaire were highly favorable; students thought the exercise provided them with some of the essential skills for life-long learning.

THE PRINCIPLES OF SELECTION OF THE CONTENT OF DESIGN EDUCATION FOR THE COMPETENCE-BASED TRAINING OF STUDENTS WITH DISABILITIES

2021 ◽  
Vol 53 (1) ◽  
pp. 89-99
Author(s):  
N. A. Eremina ◽  
Keyword(s):  
Vocational Education ◽  
Students With Disabilities ◽  
Design Education ◽  
Educational Process ◽  
Design Activity ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Sociocultural Environment ◽  
The Difference ◽  
Mixed Groups

The modern sociocultural environment puts forward requirements for ensuring equal opportunities for vocational education for active members of the society. The established requirements for the organization of the educational process in mixed groups, including normo-typical students and students with disabilities, indicate the need to search for new methodological approaches to ensure the successful implementation of vocational education. The article highlights the problem of choosing didactic components of practice-oriented content for teaching students with disabilities. The aim of the work was to identify the principles of new didactics, which make it possible to adapt the structure of basic design education to the special educational needs of students and to optimally organize educational activities in a mixed group without losing the quality of professional development and an increase in general competencies. The article provides some of the fundamental meanings of design practice, which make it possible to find permits for the introduction of inclusive methods in the system of special-purpose training programs. The approaches to the formulation of combined tasks are disclosed that allow the variability of equivalent design solutions of different levels of complexity. New approaches to the choice of methodological and didactic techniques were determined in the course of a pedagogical experiment, using elements of a longitudinal study. The author gives examples from the experience of training students in secondary vocational education in mixed groups, points out aspects that have a particular impact on the achievement of equal positive results by students, names the methods of formulating practical tasks that minimize the difference in time spent by students with different abilities. The conclusion about a sufficient basis for the chosen direction of methodological and didactic support was made on the basis of signs of positive dynamics of mastering the techniques of project design activity by students with disabilities.

Sign in / Sign up

Export Citation Format

Share Document