scholarly journals The Effect of Sleepaway Camp Attendance on College Homesickness

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Liora Tuchman ◽  
Ida Williams
Keyword(s):  
Online Survey ◽  
Positive Impact ◽  
College Experience ◽  
Text Message ◽  
Future Research ◽  
First Year ◽  
Minimal Effect ◽  
First Year Students ◽  
University Of Florida ◽  
The University

The purpose of this study was to examine if going to sleepaway camp before the age of 16 was a factor that reduced levels of homesickness in first-year students at the University of Florida. In this study, the researcher sent out an online survey to first-year students at the University of Florida through social media, email, and text message. The questions asked the participants about both college and camp experience and asked the participants if they attended sleepaway camp before the age of 16. The results show going to sleepaway camp had a minimal effect on homesickness levels in first-year students at the University of Florida, but attending sleepaway camp had a positive impact on “college experience.” These findings provide implications for future research by showing factors of the camp experience that help in the college experience. Ultimately, discovering if there is a connection in attending sleepaway camp and a positive camp experience will not only help the students themselves but also the camp community and parents of children who attend sleepaway camp.

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

scholarly journals Substantiation of the Impact of Fitball Gymnastics and Fitness Yoga Activities on the Health Level of University Students

2020 ◽  
pp. 206-213
Author(s):  
E.K. Gilfanova ◽  
T.B. Gorbatenko ◽  
O.Yu. Sharova
Keyword(s):  
University Students ◽  
Positive Impact ◽  
Educational Process ◽  
First Year ◽  
Recreational Facilities ◽  
First Year Students ◽  
Health Level ◽  
Pedagogical Research ◽  
The University ◽  
The Impact

The article considers the possibility of using non-traditional recreational facilities in the educational process with university students. The purpose of the study is to assess the impact of the developed methodology for fitball gymnastics and fitness yoga on the health level of students. To achieve the goal, the following tasks were set: theoretically substantiate the proposed methodology of classes; identify and conduct a comparative analysis of adaptive potential according to the method of R.M. Baevsky and the level of the functional state of first-year students during an experimental study. Scientific novelty lies in the expansion of theoretical and practical approaches to physical education at the university. The positive impact of the proposed teaching methods on the level of functional readiness of first-year students is substantiated and experimentally proved. To improve the methodology, a set of methods was used: analysis of scientific and methodological literature, the method of pedagogical research, pedagogical experiment, methods of mathematical statistics.

scholarly journals Who Are Their Leaders? College Students Perceptions of and Engagement with Campus Leaders and Administrators

2021 ◽  
Vol 11 (3) ◽  
pp. 43
Author(s):  
Stephanie Rizzo ◽  
Dana J. Tribble ◽  
Louis S. Nadelson
Keyword(s):  
College Students ◽  
Campus Climate ◽  
Online Survey ◽  
Future Research ◽  
First Year ◽  
Exploratory Research ◽  
Cross Sectional ◽  
First Year Students ◽  
Campus Leaders ◽  
Campus Administrators

College students’ interactions with campus leaders is critical to their success, particularly in situations of distress. Yet, little is known about college students’ knowledge, perceptions, and identification of campus administrators, faculty members, and staff as leaders and their interactions with these campus leaders. To fill the gap in the literature, we applied a cross-sectional methodology to gather a combination of quantitative and qualitative data using an online survey. We had 60 first-year students participate in our exploratory research by fully completing our survey. We found that students identified their advisors as leaders on campus. We also found most of our participants avoided campus administrators in fear of judgment, intimidation, and feelings of anxiety. Our results have implications for campus leadership, college administrators, student retention, and campus climate. Following our results, we discuss implications for practice and offer additional recommendations for future research.

scholarly journals Methods of Applying Machine Learning to Student Feedback Through Clustering and Sentiment Analysis

2018 ◽  
Author(s):  
Eric Andersson ◽  
Christopher Dryden ◽  
Chirag Variawa
Keyword(s):  
Machine Learning ◽  
Sentiment Analysis ◽  
Online Survey ◽  
Inverse Correlation ◽  
Student Feedback ◽  
First Year ◽  
First Year Students ◽  
University Of Toronto ◽  
The University ◽  
Key Events

Machine learning is used to analyze student feedback in first-year engineering courses. This exploratory work builds on previous research at the University of Toronto, where a multi-year investigation used an online survey to collect quantitative and qualitative data from incoming first-year students. [1] (N ~1000)Sentiment analysis, a machine learning method, is used to investigate the relationship between hours of study outside of scheduled instructional hours and qualitative survey feedback sentiment. The results are visualized with chronological sentiment graphs, which contextualize the results in relation to key events during the school year.Large drops in sentiment were seen to occur during weeks with major assessments and deadlines. An inverse correlation between hours spent outside of class and feedback sentiment was also noticed

scholarly journals 'The Emperor is Naked!': Exposing (In) efficiency of Self- Assessment and Group – Assessment in Higher Education

Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 45-60
Author(s):  
Inga Minelgaitė ◽  
Rasa Nedzinskaitė-Mačiūnienė ◽  
Kari Kristinsson ◽  
Sigurdur Gudjonsson
Keyword(s):  
Learning Strategy ◽  
Future Research ◽  
First Year ◽  
Homo Economicus ◽  
Self Assessment ◽  
First Year Students ◽  
Group Assessment ◽  
Self Interest ◽  
The Mean ◽  
The University

In this study, we examine how students grade themselves in comparison with their peers and teachers. Results were formed from a sample of 169 first-year students signed up to the course “Introduction to Management”, run by the School of Business at the University of Iceland and based on a cooperative learning strategy. Irrespective of whether students were evaluating their individual or group work, the mean outcomes suggest that their own grading is much higher than that of their peers, and higher again than their teachers. These results suggest that the self-interest of the Homo economicus was clouding objectivity, and it is also likely that the inexperience of the new undergraduates in such grading approaches played a role. Future research should not abandon the idea of self-assessment as a means of developing critical capacities among students, but rather seek to explore whether these results are replicated in other educational settings, such as different disciplines and sub-disciplines, and whether more experienced students, such as third-year undergraduates, demonstrate similar behavioral responses.

scholarly journals Utilising Online Gamification to Promote Student Success and Retention in Tertiary Settings

2021 ◽  
Vol 10 (7) ◽  
pp. 45
Author(s):  
Ingrid Harrington ◽  
Marc J. Mellors
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Learning Activities ◽  
First Year ◽  
First Year Students ◽  
Gamified Learning ◽  
The University ◽  
Competitive Nature ◽  
Enhance Student Learning

The role of gamification in Australian higher educational learning has gained increasing currency in recent years, with many proponents promoting its usefulness for improving the university student experience by increasing progression and lowering attrition, particularly among first year students (Charles, Charles, McNeill, Bustard, & Black, 2011). However, some students express reservations that the inherently competitive nature of some gamified learning activities negatively impact their learning experience, especially when compared to classic instructional methods (Charles et al., 2011). This discussion and instructional paper undertakes a review of the gamification literature within the Australian higher education context, concurrently exploring what it means and how to use gamification to enhance student learning. The paper provides a short biographic summary of the positive impact selected popular gamified activities has had on improving student engagement, participation and retention in tertiary settings.

scholarly journals Perfil de competencias digitales en alumnos universitarios e influencia por el confinamiento COVID-19

2021 ◽  
Author(s):  
Marta Ingelmo Palomares ◽  
José Ángel Sanz Lara ◽  
Ana Bedate Centeno ◽  
Sara Pinillos-Franco
Keyword(s):  
Online Survey ◽  
Evaluation Model ◽  
First Year ◽  
The European Union ◽  
Information And Communications Technologies ◽  
Digital Resources ◽  
First Year Students ◽  
Communications Technologies ◽  
Digital Skills ◽  
The University

The incorporation of Information and Communications Technologies in society has generated a new context in higher education and in relation to training in digital skills to respond to professional and social demand. The objective of this research is to analyse the profile of digital competences of university students, from their perception, as well as whether they have been influenced by the confinement situation caused by COVID-19. Taking as reference the research consulted and the evaluation model proposed by the European Union, an online survey is designed and sent to the students of the Faculty of Commerce of the University of Valladolid and of the Faculty of Economic and Business Sciences of the Autonomous University of Madrid.The results reveal that, although students have a positive perception of their abilities, significant differences are observed in first-year students and by gender. On the other hand, students' perception of digital skills has been improved during the confinement stage. In short, the results indicate that students take advantage of technology and digital resources adapting them to the needs of each moment.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

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