scholarly journals Phishing risks in a university student community

2020 ◽  
Author(s):  
Roderic Broadhurst ◽  
Katie Skinner
Keyword(s):  
International Students ◽  
Social Engineering ◽  
University Student ◽  
First Year ◽  
Domestic Students ◽  
First Year Students ◽  
Internet Safety ◽  
Student Community ◽  
Quasi Experimental ◽  
Orientation Week

In an exploratory quasi-experimental study, 138 students recruited during a university orientation week were exposed to social engineering directives in the form of fake emails, or phishing, over several months in 2017. The study assessed the risks of cybercrime for students by observing their responses. Three types of scam emails were distributed that varied in the degree of individualisation: generic, tailored, and targeted or ‘spear’. The study explored the influence of scam type, cybercrime awareness, gender, IT competence and perceived internet safety on susceptibility to email scams. Although tailored and individually crafted email scams were more likely to induce engagement than generic scams, differences were not significant. Analysis of the variables showed that international students and first year students were deceived by significantly more scams than domestic students and later year students.

scholarly journals Phishing and Cybercrime Risks in a University Student Community

2019 ◽  
Vol 2 (1) ◽  
pp. 4-23
Author(s):  
Roderic Broadhurst ◽  
Katie Skinner ◽  
Nicholas Sifniotis ◽  
Bryan Matamoros-Macias ◽  
Yuguang Ipsen
Keyword(s):  
Personal Information ◽  
Social Engineering ◽  
Future Research ◽  
First Year ◽  
First Year Students ◽  
Internet Safety ◽  
Student Community ◽  
Before And After ◽  
Quasi Experimental ◽  
Orientation Week

In an exploratory quasi-experimental observational study, 138 participants recruited during a university orientation week were exposed to social engineering directives in the form of fake email or phishing attacks over several months in 2017. These email attacks attempted to elicit personal information from participants or entice them into clicking links which may have been compromised in a real-world setting. The study aimed to determine the risks of cybercrime for students by observing their responses to social engineering and exploring attitudes to cybercrime risks before and after the phishing phase. Three types of scam emails were distributed that varied in the degree of individualization: generic, tailored, and targeted or ‘spear.’ To differentiate participants on the basis of cybercrime awareness, participants in a ‘Hunter’ condition were primed throughout the study to remain vigilant to all scams, while participants in a ‘Passive’ condition received no such instruction. The study explored the influence of scam type, cybercrime awareness, gender, IT competence, and perceived Internet safety on susceptibility to email scams. Contrary to the hypotheses, none of these factors were associated with scam susceptibility. Although, tailored and individually crafted email scams were more likely to induce engagement than generic scams. Analysis of all the variables showed that international students and first year students were deceived by significantly more scams than domestic students and later year students. A Generalized Linear Model (GLM) analysis was undertaken to further explore the role of all the variables of interest and the results were consistent with the descriptive findings showing that student status (domestic compared to international) and year of study (first year student compared to students in second, third and later years of study) had a higher association to the risk of scam deception. Implications and future research directions are discussed.

scholarly journals First Year Experience: How We Can Better Assist First-Year International Students in Higher Education

2016 ◽  
Vol 6 (1) ◽  
pp. 35-51
Author(s):  
Zi Yan ◽  
Patricia Sendall
Keyword(s):  
International Students ◽  
English Language ◽  
Language Skills ◽  
First Year Experience ◽  
First Year ◽  
Domestic Students ◽  
First Year Students ◽  
College Setting ◽  
Academic Resources ◽  
Quantitative And Qualitative Methods

While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students’ (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for IS in a college setting. Nineteen IS and eight domestic students (DS) who attended FYE classes completed a survey; 18 of the 19 IS were interviewed. Overall, the FYE class was successful in terms of helping IS to familiarize themselves with academic resources and expectations, understanding American culture, making more American friends, and improving their English language skills. Suggestions for future integration of IS into FYE programs are discussed.

scholarly journals Stress, wellbeing, and help seeking in first year university students

2021 ◽  
Author(s):  
Genevieve Dingle ◽  
Dianna Vidas ◽  
MengXun Hong
Keyword(s):  
International Students ◽  
Undergraduate Students ◽  
Help Seeking ◽  
Psychological Symptoms ◽  
Well Being ◽  
First Year ◽  
Domestic Students ◽  
First Year Students ◽  
Illness Onset ◽  
Risky Alcohol Consumption

The transition into the first year at university can be a difficult adjustment to new students. The majority of lifetime mental disorders onset by the mid-20s, making undergraduate students in this age-range most at risk for mental illness onset. This project surveyed first year students about the factors that cause them stress, the coping strategies they find helpful, their preferred help-seeking options, and what potential barriers prevent them from seeking help when required. The project further investigated wellbeing and mental health of domestic and international first year students, and correlated these measures with their end of semester academic achievement. The final sample consisted of 475 participants (61.9% domestic students, 38.1% international students; Mage(international) = 21.61, Mage(domestic) = 18.89). The survey revealed that domestic students reported a greater number of stressors than international students overall, whereas the international students reported more components of academic study as causes of stress. The survey indicates that domestic and international students show similar levels of well-being, although domestic students reported significantly more stressors and more psychological symptoms than international students, and also showed more risky alcohol consumption. Furthermore, GPA is similar between domestic and international students, and for domestic students at least, higher semester GPA is associated with reporting fewer stressors and fewer psychological symptoms earlier in the semester. The findings also suggest that University staff could better communicate to students where to seek help and that it is available to anyone who considers that they are struggling.

A Comparison of South African and International First-Year Students’ Counselling Needs and Preferred Counselling Sources

2012 ◽  
Vol 23 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Lionel Nicholas ◽  
Maria Damianova ◽  
Mzamo Ntantiso
Keyword(s):  
International Students ◽  
South African ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
Learning Skill ◽  
Counselling Needs ◽  
First Year University ◽  
Personal Career ◽  
Structured Questionnaire

This study investigated the personal, career and learning skill needs of first-year university students, their preferred counselling sources, and compared South African and international students. Respondents completed a structured questionnaire (N = 567) with more than half reporting a moderate to high need for assistance with their concerns. Women had a significantly greater need for assistance with the bulk of listed concerns than men. International students had a significantly greater need for assistance than South African students and were particularly concerned about xenophobia. These results may assist administrators and counsellors to develop strategies to address identified student needs.

scholarly journals Developing Animated Cartoons for Economic Teaching

2012 ◽  
Vol 9 (2) ◽  
pp. 67-80
Author(s):  
Yu Aimee Zhang ◽  
Keyword(s):  
International Students ◽  
Teaching And Learning ◽  
Qualitative Interviews ◽  
Class Discussion ◽  
Long Term Memory ◽  
First Year ◽  
First Year Students ◽  
Positive Feedbacks ◽  
Learning Efficiency ◽  
Economic Studies

Purpose – A picture is worth a thousand words. Multimedia teaching materials have been widely adopted by teachers in Physics, Biotechnology, Psychology, Religion, Analytical Science, and Economics nowadays. To assist with engaging students in their economic study, increase learning efficiency and understanding, solve misconception problems, encourage in class discussion, and increase final performance for students (especially for international students and RA students), some animations and cartoons are developed to explain basic economic concepts for both macroeconomic and microeconomic concepts, issues and events. Methodology – Two surveys were first conducted to collect first year and international students’ requirement and suggestions. Cartoons and animations were then designed and developed to solve the major misconception and misunderstanding problems facing first year students or international students in their economic studies. Qualitative interviews were conducted to collect feedbacks for the cartoons developed for this project from economic lecturers, tutors, students and other teachers and students without economic backgrounds. Learning efficiencies from animations and text materials are also compared by the length of learning time in this paper. Findings – Surveys in this study support the view that different students have different preferred learning methods. However, practice case studies are the preferred learning method for both first year university students and international students. The animated cartoons developed in this research received strong positive feedbacks from peer colleagues in Economics, teachers from other faculties, tutors in Economics, first year students, international students and RA students with dyslexic problems. Utilisation of these resources can improve learning efficiency, help students in their understanding and long-term memory of the subject, engage students in their studies, and increase interest in undertaking economic studies amongst all other students. Value – The results of this study could be used in any Economics subject, as well as for self-study by Economics students and others. As part of the Teaching and Learning Project, these materials are capable of being further used in mobile applications to assist in engaging students in their learning.

scholarly journals THE EFFECTS OF INDEXING PROMPTS ON PROBLEM-SOLVING IN CASE LIBRARY LEARNING

2020 ◽  
Vol 78 (3) ◽  
pp. 394-409
Author(s):  
Jongchan Park ◽  
Jinju Lee ◽  
Dongsik Kim
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
First Year ◽  
Case Based Reasoning ◽  
First Year Students ◽  
Case Library ◽  
Quasi Experimental ◽  
Scaffolding Strategies ◽  
Development Course ◽  
Effective Case

Researchers have suggested that case library learning is an effective instructional method that promotes argumentation skills for ill-structured problem-solving. However, little research has examined scaffolding strategies to implement effective case library learning. The aim of this research was to examine the effects of indexing prompts as scaffolds on argumentation skills during problem-solving in case library learning. A quasi-experimental design was employed for the research. A total of 111 first-year students in a university across three sections in a career development course participated in the experiment. Participants were provided with three different indexing prompts: explanation-based indexing prompts (focused on self-explaining anomalies of individual cases), difference-based indexing prompts (focused on self-explaining similarities and differences between cases), and no prompts (allowing spontaneous self-explanations when studying cases). Learners’ argumentation essays comprising initial arguments, counterarguments, and rebuttals were collected. The results found that learners who were prompted to generate mental indices outperformed the learners in the control group when constructing argumentation. More specifically, explanation-based indices were beneficial in making counterarguments and rebuttals, and difference-based indices were helpful when making rebuttals. These findings suggest that indexing cases based on both exploration of the anomalies of each case and comparisons between cases improves argumentation by facilitating case retention, retrieval, and reuse. Keywords: argumentation skills, case library learning, case-based reasoning, indexing prompts.

scholarly journals The Use of Circle Games to improve the Mastery of English Vocabulary of the Indonesian Maritime Academy Students

2019 ◽  
Vol 5 (3) ◽  
pp. 239
Author(s):  
Nur Aeni ◽  
Fitriani Fitriani ◽  
Nur Fitri
Keyword(s):  
Experimental Technique ◽  
Random Sampling ◽  
First Year ◽  
Important Distinction ◽  
First Year Students ◽  
Class A ◽  
Quasi Experimental ◽  
Study Population ◽  
Academic Year ◽  
Cluster Random Sampling

The research's aim was to find out if the use of circle games substantially enhances the vocabulary competence of the learners and to find out whether or not the learners are interested in using circle games. The study used a quasi-experimental technique. The study population was AMI AIPI Makassar's first year students in the academic year 2018/2019. The sample consisted of 50 students in Technical Class A and B. The research used cluster random sampling. In AMI AIPI Makassar, the investigator took two classes of the first year Technical Class students. The classes were split into the experimental class and class control. The results showed an important distinction between the score of the learners taught using circle games and without Circle Games. It was demonstrated by the experimental class ' mean score, which in the posttest was greater than the control class. The test outcome showed that the use of Circle Games substantially increased the mastery of the students. Analysis using the Likert Scale showed that learners wanted to learn English through Circle Games.

scholarly journals Labor Market Consideration as Course Selection Criteria among First Year Students in a Faculty in a Malaysian University

2012 ◽  
Vol 2 (1) ◽  
pp. 243
Author(s):  
Thirunaukarasu Subramaniam ◽  
Mohammad Raduan Mohd Ariff ◽  
Hanizah Idris
Keyword(s):  
Social Sciences ◽  
Labour Market ◽  
Undergraduate Students ◽  
Selection Criteria ◽  
Selection Process ◽  
First Year ◽  
Course Selection ◽  
First Year Students ◽  
Post Entry ◽  
Orientation Week

This paper aims to identify factors that are considered by the first year undergraduate students from Faculty of Arts and Social Sciences (FASS), University of Malaya  in course selection process in two different stages namely pre-entry and post-entry. Findings from this study reveals that in  pre-entry selection criteria, ‘teacher’  and ‘family’ factors appears to be more important. ‘Labour market consideration’ only appears to be the third important factor in this stage. These three factors collectively explains  approximately 54 percent of the variation in pre-entry selection criteria.  In post-entry  selection criteria, ‘peers influence’ , ‘orientation week’ and ‘limited choices’ factors emerged as important dimensions. These three factors in turn collectively explains approximately 49  percent of the variation in post-entry selection criteria.  ‘Labour market consideration’  emerges only  as the second last important  factor  in  post-entry  selection criteria.   Keywords: Pre-Entry; Post-Entry; Selection Criteria; Labour Market Consideration; Malaysia

Investigating High School Students’ Self-Efficacy in Reading Circles

2015 ◽  
Vol 39 (1) ◽  
pp. 15 ◽  
Author(s):  
Catherine LeBlanc
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Repeated Measures ◽  
First Year ◽  
School Students ◽  
First Year Students ◽  
Reading Anxiety ◽  
Quasi Experimental ◽  
Academic Year

The purpose of this quasi-experimental longitudinal study is to investigate the effects of EFL reading circles on Japanese high school students’ reading self-efficacy and reading anxiety. The participants (N = 316), first-year students at a Japanese coeducational high school, participated in regular reading circles over the course of one academic year. Quantitative data were collected through questionnaires measuring reading self-efficacy, reading anxiety, and attitudes towards reading circles. A repeated-measures analysis of variance (ANOVA) was performed to evaluate changes in reading self-efficacy and anxiety. Reading self-efficacy was shown to improve significantly over the course of the academic year, while reading anxiety significantly decreased. Reasons for these changes are discussed. この特定の被験者に対する継続的実験研究の目的は、日本の高校生の英文読解に対する自己効力感と不安感に、EFLリーディングサークルがどのような効果をもたらすかについて調査することである。316人の被験者は日本の男女共学の高校一年生であり、1年間を通して定期的にリーディングサークルに参加した。定量的データは、読解における自己効力感、不安感、そしてリーディングサークルに対する態度を測る質問票から集計されたものである。読解に対する自己効力感と不安感の変化を評価するために反復測定分散分析（ANOVA）が行われた。1年の間に、読解に対する自己効力感は有意に向上し、不安感は有意に減少した。本論では、こういった変化の理由についても論じている。

scholarly journals Friendship Within and Across Borders

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Kaleb L. Briscoe ◽  
Christina Yao ◽  
Evangela Oates ◽  
Jennifer N. Rutt ◽  
Kathleen Buell
Keyword(s):  
Social Networks ◽  
International Students ◽  
Predominantly White ◽  
Students Of Color ◽  
Future Research ◽  
First Year ◽  
Domestic Students ◽  
Predominantly White Institution ◽  
Shared Experiences ◽  
White Institution

Establishing social networks can be extremely challenging when international students, particularly those of Color, move to a new academic and social environment. We examined first-year international students of Color perceptions of their social networks and how these networks affect their experiences at a predominantly White institution (PWI). This study illuminated participants' relationships with U.S. domestic students and the power of language, culture, and shared experiences through a longitudinal narrative inquiry. Implications for practice and recommendations for future research are described in-depth for practitioners.

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