Empirical Research into Students’ Mobile Phones and their Use for Learning

This paper reports on empirical research conducted to find out about higher education students’ mobile phone ownership, and the ways in which they are using their mobiles for learning. A survey with a group of first-year students has been followed up by an in-depth study, in which three students were lent Flip Video Camcorders to capture their mobile learning activities and were interviewed to discover more about their practice. The video footage and interview data have been compiled into three rich case studies which help us to better understand students’ practice and attitudes towards mobile learning. The paper focuses on the survey data and the three case studies, which were analysed using grounded theory. The outcomes of this research can inform the work of educators seeking to design effective mobile learning activities that build on existing student practice and extend mobile learning within the blend of learning activities that we offer students.

Download Full-text

Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

journal for the education of the gifted ◽

10.1177/0162353218781753 ◽

2018 ◽

Vol 41 (3) ◽

pp. 217-241 ◽

Cited By ~ 2

Author(s):

Angie L. Miller ◽

Amber D. Dumford

Keyword(s):

Student Engagement ◽

General Education ◽

First Year ◽

Integrative Learning ◽

Education Students ◽

First Year Students ◽

General Education Students ◽

Honors College ◽

Faculty Interaction ◽

College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

Download Full-text

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-02-2021-0060 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Fermín Sánchez-Carracedo ◽

Daniel Romero-Portillo ◽

Bàrbara Sureda Carbonell ◽

Francisco Manuel Moreno-Pino

Keyword(s):

Sustainable Development ◽

Engineering Students ◽

Education For Sustainable Development ◽

First Year ◽

Education Students ◽

First Year Students ◽

Content Type ◽

Spanish Higher Education ◽

Percentage Measure ◽

University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

Download Full-text

Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.19.10.11 ◽

2020 ◽

Vol 19 (10) ◽

pp. 194-213

Author(s):

Daflizar Daflizar

Keyword(s):

Language Learning ◽

English Language ◽

Autonomous Learning ◽

Learning Activities ◽

First Year ◽

English Language Learning ◽

First Year Students ◽

Significant Difference ◽

English Major ◽

Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

Download Full-text

Book Review: Planning Academic Library Orientations: Case Studies from Around the World

Reference & User Services Quarterly ◽

10.5860/rusq.58.4.7155 ◽

2019 ◽

Vol 58 (4) ◽

pp. 259

Author(s):

Holly Luetkenhaus

Keyword(s):

College Students ◽

Case Studies ◽

Academic Library ◽

First Year ◽

Orientation Program ◽

First Year Students ◽

Online Tutorials ◽

The World ◽

The Many

For those engaging with first-year students and planning first-year programs in academic libraries, the library orientation is a key part of the work we do. “Library orientation” is often a catch-all term that is used to describe many types of library activities aimed at new college students, including in-class sessions, tours, online tutorials, and more. For a librarian revising an existing orientation program or starting from scratch, the possibilities are almost limitless, and it can be daunting to weed through the many options and settle on one that works for your library, your institution, and your students.

Download Full-text

Closing the Gap: Preparing Computing Students for Employment through Embedding Work-Related Learning in the Taught Curriculum

Industry and Higher Education ◽

10.5367/ihe.2012.0106 ◽

2012 ◽

Vol 26 (4) ◽

pp. 317-322 ◽

Cited By ~ 3

Author(s):

Sabine McKinnon ◽

June McCrae

Keyword(s):

Student Feedback ◽

Learning Activities ◽

Employability Skills ◽

First Year ◽

First Year Students ◽

Work Related ◽

Confidence Levels ◽

Closing The Gap ◽

Computing Curriculum ◽

The Impact

This paper presents the findings from a pilot study which explored the impact of embedding work-related learning activities in the first-year computing curriculum at Glasgow Caledonian University. Students worked in teams on practical projects which were formally assessed and the researchers gathered student feedback using two online surveys (n=159) and focus groups (n=29). The findings indicate that 85% of the students felt that their learning on the module had improved their employability skills but that their confidence levels in most skills were lower at the end of the module. The paper suggests that first-year students' realistic awareness of their own skills gaps leads to more focused learning in their remaining years of study.

Download Full-text

By Measure: Creativity in Design

Industry and Higher Education ◽

10.5367/000000007782311830 ◽

2007 ◽

Vol 21 (5) ◽

pp. 353-359 ◽

Cited By ~ 2

Author(s):

Brad Hokanson

Keyword(s):

Problem Solving ◽

Empirical Research ◽

Research Methodology ◽

Creative Thinking ◽

First Year ◽

Specific Training ◽

Creative Problem Solving ◽

First Year Students ◽

Design Students ◽

Creative Problem

Specific training may be required to develop creativity in design students. At the very least, training is valuable in developing creativity in first-year students. Creativity is a skill that can be examined, used and taught - and it is one that is central to designing. This paper presents the results of empirical research from a class in creative problem solving for design students. The nature of creativity and the structure of the class are described, and this is followed by an outline of the research methodology and the use of the verbal Torrance Test of Creative Thinking. Creativity, as measured through the test, significantly increased.

Download Full-text

Analysis of Understanding of First-Year Chemistry Education Students on Molecular Forces Topic

International Journal of Chemistry Education Research ◽

10.20885/ijcer.vol2.iss2.art3 ◽

2018 ◽

Vol 2 (2) ◽

pp. 71-76

Author(s):

Muhammad Miqdam Musawwa ◽

Beta Wulan Febriana ◽

Widinda Normalia Arlianty

Keyword(s):

Chemistry Education ◽

Student Understanding ◽

First Year ◽

Multiple Choice Questions ◽

Education Students ◽

Study Program ◽

First Year Students ◽

Concept Understanding ◽

Molecular Forces ◽

Material Concept

This research aims to investigate the concept understanding of first year students of study program chemistry education, faculty of mathematics and natural sciences, Universitas Islam Indonesia Yogyakarta, Indonesia. The sample used in this study was 49 students. Data collection instruments used are multiple choice questions. The results of the study show that there are still many students who have difficulty in determining the example of the force between molecules that occurs in several molecules. Students also have difficulty in determining the molecuar forces between molecules from the example case given. The level of student understanding in the material concept of moleculecular forces is classified intermediate.

Download Full-text

Influence of Practical Lesson on Some Morphological Characteristics of Female Students of Sports Education Department

Soshum Jurnal Sosial dan Humaniora ◽

10.31940/soshum.v11i2.2272 ◽

2021 ◽

Vol 11 (2) ◽

pp. 211-216

Author(s):

Arazw Mahmood ◽

Keyword(s):

Physical Activity ◽

Experimental Method ◽

Morphological Characteristics ◽

Female Students ◽

First Year ◽

Education Students ◽

Education Department ◽

First Year Students ◽

Sports Teams ◽

Study Participants

Through observation of first-year students, the current study found that a group of students does not engage in any physical activity before being admitted to college, whether in clubs or sports teams. Physical lessons have become a new affair for them, and they need good fitness to perform the required duties. The current study aims to know the effect of the practical lesson on some of the morphological characteristics of female students in the Department of Sports Education. The experimental method has been applied for the study (N= 18). Random selection is employed to select study participants from the first-year female students of the Department of Sports Education, Soran University (mean age = 19.5 +-2). Results have shown no statistically significant moral effect between tribal and remote tests of practical lessons in the development of variables, all of which are met by female students. There are differences in mathematical circles in favour of remote but non-moral tests. Practical lessons for the first stage of the Department of Sports Education students are not enough to develop and develop functional variables.

Download Full-text

Taking Retention Seriously: Rethinking the First Year of College

NACADA Journal ◽

10.12930/0271-9517-19.2.5 ◽

1999 ◽

Vol 19 (2) ◽

pp. 5-9 ◽

Cited By ~ 101

Author(s):

Vincent Tinto

Keyword(s):

Learning Communities ◽

Student Retention ◽

Learning Environments ◽

Faculty Members ◽

Learning Activities ◽

First Year ◽

First Year Students ◽

Shared Learning ◽

First Year Of College

Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.

Download Full-text