scholarly journals Graduate Students’ Needs for a Mentoring Program in a Saudi Context

2019 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shorouq Ali AL-Garni ◽  
Khawlah Al-Muhammadi ◽  
Abrar AL-Sulami ◽  
Nadia Shukri
Keyword(s):  
Graduate Students ◽  
Mixed Method ◽  
Support Services ◽  
Academic Support ◽  
Literary Work ◽  
Library Services ◽  
Mentoring Program ◽  
Psychological Counselling ◽  
Educational Environments ◽  
Method Approach

Mentoring programmes are very common in many educational environments, especially for MA students. This study focuses on MA students' needs for a mentoring programme in the ELI of king Abdul-Aziz University (KAU), Saudi Arabia. It examines the type of services that graduate students might need in the mentoring programme. The sample of participants were 30 MA students in TESOL at KAU. The data was collected through distributing a questionnaire consisting of 21 questions in which 19 items were open-ended questions and 2 items were closed-ended questions. The study followed a mixed method approach. The closed-ended questions were analysed quantitatively while the open-ended questions were analysed thematically. The findings showed that MA students are in urgent need of a mentoring programme that offers academic support, library services, and other support services like psychological counselling and guidance with MA dissertations. This study is a thorough literary work since it focuses on the needs of MA students in the Saudi context before the actual implementation of the mentoring programme. It also suggests that after a period of initiating the mentoring programme, a survey can be sent to MA students via email to ask about their opinions of it and any further recommendations to enhance it. Finally, it suggests that further research can be tackled from the male perspective through investigating their needs.

scholarly journals Peer feedback to facilitate project-based learning in an online environment

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Yu-Hui Ching ◽  
Yu-Chang Hsu
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Mixed Method ◽  
Peer Feedback ◽  
Project Based Learning ◽  
Online Learning Environment ◽  
Online Environment ◽  
Online Instructional Design ◽  
Method Approach

<p>There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.</p>

scholarly journals What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

2017 ◽  
Author(s):  
Murat AKÇAYIR
Keyword(s):  
University Students ◽  
Mixed Method ◽  
Data Collection Tool ◽  
Structured Interviews ◽  
Face To Face ◽  
Educational Environments ◽  
The Social ◽  
Turkish University Students ◽  
Research Findings ◽  
Method Approach

Social network sites (SNS) have become a popular technology topic in recent years and are currently used in educational environments. Although SNS have attracted much scholarly attention, students’ experiences with and expectations about SNS uses in education have not been deeply explored. This study investigates educational uses of SNS by analyzing university students’ perceptions, experiences, expectations, and concerns. A mixed method approach was used. The participants were 206 Turkish university students aged 18-28. As a quantitative data collection tool, “the social networking use survey” was employed. To better understand the students’ perceptions, expectations, and concerns about using SNS for educational purposes, face-to-face semi-structured interviews were conducted with 58 participants. The results of the study reveal that the students actively used SNS for different purposes. The participants also exhibited positive perceptions of SNS use for educational purposes. Among the biggest expectations is that instructors would share materials using SNS. When the students’ general expectations were examined, notably different results were obtained. The greatest concern of the students was that their posts could be seen by their instructors. All of the research findings are discussed in a detailed manner.

scholarly journals When the labs closed: graduate students’ and postdoctoral fellows’ experiences of disrupted research during the COVID-19 pandemic

FACETS ◽  
2021 ◽  
Vol 6 ◽  
pp. 966-997
Author(s):  
Celeste Suart ◽  
Theresa Nowlan Suart ◽  
Katherine Graham ◽  
Ray Truant
Keyword(s):  
Graduate Students ◽  
Mixed Method ◽  
Online Survey ◽  
Structured Interviews ◽  
Employment Opportunities ◽  
Shared Experiences ◽  
Working From Home ◽  
Inconsistent Communication ◽  
The Impact ◽  
Method Approach

Government imposed lockdown measures in response to the COVID-19 pandemic resulted in widespread laboratory closures. This study aimed to examine the impact of this disruption on graduate students and postdoctoral fellows completing laboratory-based research in Canada. We used an anonymous online survey and semi-structured interviews to document the experiences of graduate students and postdoctoral fellows during laboratory closures and following the transition to working from home. We employed a mixed-method approach using survey and interview data to identify shared experiences, concerns, and supports. The emotions reported by respondents at different points during laboratory closures align with the Kübler-Ross model of grief following change. Respondents describe closure processes as chaotic and confusing, primarily resulting from inconsistent communication. Respondents reported increased indications of distress while working from home. Concerns about how COVID-19 might impact trainees were identified, including decreasing competitiveness of applicants while limiting future employment opportunities. Finally, we outline five types of supports that can be implemented by supervisors and administrators to support graduate students and postdoctoral fellows to return to the laboratory. Overall, we document shared experiences of respondents during the COVID-19 laboratory shutdown and identify areas of improvement in the event widespread laboratory closures occur in the future.

Mixed Method Evaluation: A Case Study

1997 ◽  
Vol 18 (3) ◽  
pp. 227-237 ◽  
Author(s):  
Mark Waysman ◽  
Riki Savaya
Keyword(s):  
Mixed Methods ◽  
Nonprofit Organizations ◽  
Mixed Method ◽  
Support Services ◽  
Evaluation Research ◽  
Method Evaluation ◽  
Organizational Consultation ◽  
Nonprofit Agency ◽  
Method Approach

While there is growing interest in employing mixed methods in evaluation research, there are few documented examples describing how to implement this in practice. This article describes the use of a mixed method approach to evaluate a nonprofit agency that provides organizational consultation and other support services to nonprofit organizations in Israel. It uses conceptualizations proposed by Greene, Caracelli, and Graham (1989) and by Rossman and Wilson (1994) to discuss the unique benefits of such methodology and also addresses the limitations and disadvantages of mixed method evaluation.

Underpining the Relaionships between Burnout, Depression and Somatic Stress - A Mixed Method Approach

2018 ◽  
Vol 2 (1) ◽  
pp. 5-16
Author(s):  
Syed Gohar Abbas ◽  
◽  
Jalil Ahmed ◽  
Zainab Fakhr
Keyword(s):  
Mixed Method ◽  
Mixed Method Approach ◽  
Somatic Stress ◽  
Method Approach

A case study evaluation of a community multidisciplinary team in South East England using a mixed-method approach

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711569
Author(s):  
Jessica Wyatt Muscat
Keyword(s):  
Mental Health ◽  
Mixed Method ◽  
Social Care ◽  
Free Form ◽  
Normalisation Process Theory ◽  
Multidisciplinary Teams ◽  
Mixed Method Approach ◽  
Health And Social Care ◽  
Method Approach

BackgroundCommunity multidisciplinary teams (MDTs) represent a model of integrated care comprising health, social care, and the voluntary sector where members work collaboratively to coordinate care for those patients most at risk.AimThe evaluation will answer the question, ‘What are the enablers and what are the restrictors to the embedding of the case study MDT into the routine practice of the health and social care teams involved in the project?’MethodThe MDT was evaluated using a mixed-method approach with normalisation process theory as a methodological tool. Both quantitative and qualitative data were gathered through a questionnaire consisting of the NoMAD survey followed by free-form questions.ResultsThe concepts of the MDT were generally clear, and participants could see the potential benefits of the programme, though this was found to be lower in GPs. Certain professionals, particularly mental health and nursing professionals, found it difficult to integrate the MDT into normal working patterns because of a lack of resources. Participants also felt there was a lack of training for MDT working. A lack of awareness of evidence supporting the programme was shown particularly within management, GP, and nursing roles.ConclusionSpecific recommendations have been made in order to improve the MDT under evaluation. These include adjustments to IT systems and meeting documentation, continued education as to the purpose of the MDT, and the engagement of GPs to enable better buy-in. Recommendations were made to focus the agenda with specialist attendance when necessary, and to expand the MDT remit, particularly in mental health and geriatrics.

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