scholarly journals Learning Experience in Computer-Based Pronunciation Package

2015 ◽  
Vol 5 (3) ◽  
pp. 161 ◽  
Author(s):  
Kretsai Woottipong
Keyword(s):  
Learning Experience ◽  
Simple Random Sampling ◽  
Average Score ◽  
First Year ◽  
First Year Students ◽  
Significance Level ◽  
English Pronunciation ◽  
Before And After ◽  
Computer Based ◽  
Face To Face Instruction

<p>The purposes of this study were 1) to evaluate the efficiency of the computer-based pronunciation package for enhancing English pronunciation of Thai university students in the field of sciences based on the criteria of 80/80 Standard 2) to compare English pronunciation ability before and after receiving English pronunciation treatment by the computer-based pronunciation package, and 3) to examine the students’ opinion towards the computer-based pronunciation package for enhancing English pronunciation. The sample of the student population for this study was 72 first-year students in the field of sciences in the second semester of the academic year 2013 at Thaksin University, Thailand. They were selected by simple random sampling. The study was conducted over 34 teaching periods. Regarding the data analysis, mean, percentage and t-test scores were employed. The result indicated that 1) the efficiency value of the computer-based pronunciation lessons was 81.88/82.66. 2) The learning achievement on English pronunciation among students using the computer-based pronunciation package was higher than those taught through the conventional face-to-face instruction at a significance level of 0.05. 3) Students had very good attitudes towards learning English pronunciation via the computer-based pronunciation package with an average score of 4.00.</p>

CAD Platform Independent Software for Automatic Grading of Technical Drawings

2017 ◽  
Author(s):  
Sanchit Ingale ◽  
Anirudh Srinivasan ◽  
Diana Bairaktarova
Keyword(s):  
Engineering Students ◽  
Spatial Reasoning ◽  
Learning Experience ◽  
Spatial Visualization ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Students Success ◽  
Mechanical Objects

Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

Cybernetic Model by Blended Learning Using Technological Applications About Mathematics in Higher Education

2020 ◽  
pp. 40-63
Author(s):  
Samuel Olmos Peña ◽  
Magally Martinez-Reyes ◽  
Anabelem Soberanes-Martín
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Mathematics Learning ◽  
First Year ◽  
Cybernetic Model ◽  
First Year Students ◽  
Before And After ◽  
Information And Communication ◽  
Education Of Students ◽  
The University

Traditional teaching has been changing with the development of information and communication technologies (ICTs). Blended learning is a new approach that enriches the education of students in order to improve their performance in their different subjects. Mathematics learning is a subject matter that is particularly difficult for students. The present chapter targets the application of a cybernetic model for blended learning in the teaching of mathematics, that is, the elements of communication and control are incorporated into this learning paradigm. It applies to first-year students of mathematics at the university level in the area of engineering. The results show an improvement in tests applied to students before and after the inclusion of activities with technological applications.

Development and Evaluation of an Objective Tympanic Membrane Visualization Assessment Technique

2020 ◽  
Vol 129 (8) ◽  
pp. 767-771 ◽  
Author(s):  
Amir A. Hakimi ◽  
Simon P. Lalehzarian ◽  
Aaron S. Lalehzarian ◽  
Ariel M. Azhdam ◽  
Benjamin D. Boodaie ◽  
...  
Keyword(s):  
Medical Students ◽  
Tympanic Membrane ◽  
Low Cost ◽  
Training Session ◽  
Standardized Patients ◽  
First Year ◽  
First Year Students ◽  
Before And After ◽  
Cohort Groups ◽  
Tympanic Membranes

Objectives: To introduce an inexpensive method for objectively evaluating otoscopic visualization of the tympanic membrane wherein learners match what they visualize in standardized patients to tympanic membrane photographs. Methods: Two standardized patients had photographs taken of their tympanic membranes using a commercially-available digital otoscope. First- and third-year medical students were asked to perform an otoscopic examination on each patient using a conventional handheld otoscope and to match what they saw with the correct tympanic membrane image among distractor photographs belonging to other patients. The ability of students to match the standardized patients’ tympanic membrane to the correct photographs was assessed before and after a didactic training session. These measurements were compared between the two cohort groups for construct validity. Results: Fifty-one first-year medical students (with no previous otoscopy experience) and 44 third-year medical students (with otoscopy experience from completing pediatric and family medicine clinical clerkships) were recruited to voluntarily participate in this study. At baseline, a larger percentage of third-year students correctly matched both tympanic membranes compared to first-year students (27% vs 8%, P < .01). After otoscopy training, correct matching of both tympanic membranes significantly improved among both first-year students (8-31%, P < .01) and third-year students (27-54%, P < .01). Conclusion: The use of tympanic membrane photographs from standardized patients provides a novel technique for objectively assessing proficiency in otoscopic visualization of the middle ear. The concept is low cost, uses live patients, and can be easily implemented in pre-clinical instruction and beyond.

Investigating the viability of a competency-based, qualitative laboratory assessment model in first-year undergraduate chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 629-637 ◽  
Author(s):  
Reyne Pullen ◽  
Stuart C. Thickett ◽  
Alex C. Bissember
Keyword(s):  
Learning Experience ◽  
Assessment Model ◽  
Chemistry Laboratory ◽  
First Year ◽  
Skills Acquisition ◽  
Laboratory Assessment ◽  
New Model ◽  
Before And After ◽  
Competency Based ◽  
Criterion Referenced

In chemistry curricula, both the role of the laboratory program and the method of assessment used are subject to scrutiny and debate. The ability to identify clearly defined competencies for the chemistry laboratory program is crucial, given the numerous other disciplines that rely on foundation-level chemistry knowledge and practical skills. In this report, we describe the design, implementation, results, and feedback obtained on a competency-based assessment model recently introduced into the first-year laboratory program at an Australian university. Previously, this laboratory program was assessed via a quantitative, criterion-referenced assessment model. At the core of this new model was a set of competency criteria relating to skills-acquisition, chemical knowledge and application of principles, safety in the laboratory, as well as professionalism and teamwork. By design, these criteria were aligned with the learning outcomes of the course and the degree itself, as well as local accrediting bodies. Qualitative and quantitative feedback from students (and staff) obtained before and after the implementation of this new model suggested this approach provided an enhanced learning experience enabling a greater focus on the acquisition of fundamental laboratory skills and techniques.

scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

scholarly journals Opinions towards Companion Animals and Their Welfare: A Survey of Croatian Veterinary Students

Animals ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 199 ◽  
Author(s):  
Tomislav Mikuš ◽  
Mario Ostović ◽  
Ivana Sabolek ◽  
Kristina Matković ◽  
Željko Pavičić ◽  
...  
Keyword(s):  
Veterinary Medicine ◽  
Animal Welfare ◽  
Companion Animals ◽  
First Year ◽  
The European Union ◽  
Veterinary Students ◽  
First Year Students ◽  
Study Programme ◽  
Study Results ◽  
Before And After

This survey was the first one investigating opinions of veterinary students in Croatia towards companion animals and their welfare, with special reference to dogs and cats as the most popular companion animals in the European Union. The study included students of all six years of the integrated undergraduate and graduate veterinary medicine study programme in Croatia. First-year students were surveyed twice, before and after having attended the course on animal welfare. Student opinions were assessed on the basis of their mean responses to five-point Likert scale questions and frequency of responses to Yes/No/I do not know questions and ratio scale questions. Study results revealed students to have strongly positive opinions towards companion animals and their welfare. The majority of student statements did not differ significantly between the first and sixth study years or before and after having attended the animal welfare course in the first study year, mostly yielding a straight, non-fluctuating line. Students were not sure whether welfare of companion dogs and cats was compromised. Study results pointed to reliable and reasonable opinions of veterinary medicine students in Croatia towards companion animals and their welfare, as well as to the welfare issues these species may be facing nowadays.

UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV

2017 ◽  
Vol 5 ◽  
pp. 855-861 ◽  
Author(s):  
Yordanka Tsokova ◽  
Tanya Taneva ◽  
Biyanka Tornyova ◽  
Todor Cherkezov
Keyword(s):  
Time Management ◽  
Management System ◽  
Learning Experience ◽  
Content Management ◽  
University Education ◽  
First Year ◽  
First Year Students ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Medical University

E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.

scholarly journals Effects of hatha yoga exercises on spine flexibility in young adults

2016 ◽  
Vol 8 (1) ◽  
pp. 113-116
Author(s):  
Małgorzata Grabara
Keyword(s):  
Range Of Motion ◽  
Hatha Yoga ◽  
First Year ◽  
Lateral Bending ◽  
First Year Students ◽  
Male And Female ◽  
Tourism Management ◽  
Yoga Class ◽  
Hamstring Muscles ◽  
Before And After

SummaryStudy aim: To assess the effects of yoga exercises on the flexibility of the spine in male and female students aged 19–22 years old. Material and methods: The study comprised 59 male and female first-year students, aged 19–22 years old (mean 19.6 ± 0.9), studying Sport and Tourism Management at the Jerzy Kukuczka Academy of Physical Education in Katowice. The participants took part in an obligatory yoga class, of 90 minutes duration, once a week over a 13-week period. The ranges of motion of the spine in the sagittal, frontal and transverse planes were measured using the Rippstein Plurimeter-V. Results: The study indicated a statistically significant increase of the spine flexibility in forward and lateral bending before and after the yoga classes in the entire studied group. In the men, a significant increase of the range of motion in backward bending was also noted. In the women, and in all of the participants (women and men together), a significant increase of the range of motion in the torsion was noted. Conclusions: Regular yoga exercises could increase the flexibility of the spine and the hamstring muscles. Hatha yoga training may be a good intervention for improving flexibility, but for better results it should be performed more often than once a week.

Lowering the threshold for online learning with Facebook

2015 ◽  
Vol 4 (2) ◽  
pp. 154-173 ◽  
Author(s):  
Christine Fourie
Keyword(s):  
Online Learning ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Learning Processes ◽  
Metacognitive Awareness ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Communication Course ◽  
Grounded Theory Method

Students’ understanding of their own learning needs can improve, if they can be made more aware of their own learning processes by supporting their metacognitive development. Research has shown that membership of online communities can positively contribute to the social acculturation process of first year students (Wohn, Ellison, Khan, Fewins-Bliss, & Gray, 2013). Moreover, these social networking sites could meet specific learning needs. A group of South African first year medical students doing a second language communication course were invited to become members of a closed Facebook group with the purpose of lowering the threshold of online learning. These students reported that their metacognitive awareness about their own learning processes was raised, which made it possible for them to progress towards and access the online learning experience. Data collected during the course were analysed following the grounded theory method and a framework for raising metacognitive awareness was created.

scholarly journals IMPROVING STUDENTS’ PROBLEM SOLVING SKILL IN MATHEMATICS THROUGH WRITING

2016 ◽  
Vol 4 (2) ◽  
pp. 231
Author(s):  
Linda Vitoria ◽  
Monawati Monawati
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Research Method ◽  
Average Score ◽  
First Year ◽  
First Year Students ◽  
Writing In Mathematics ◽  
Research Participants ◽  
Mathematical Word Problems ◽  
Written Test

This article describes the implementation of writing in Mathematics as an effort to improve students’ problem solving skill. The research method was classroom action research which was conducted in three cycles. Research participants were 24 first-year students at PGSD FKIP Syiah Kuala University. Data was collected using a written test consisted of mathematical word problems presented to the students at the end of each cycle, and interview. Students’ problem solving skill was analyzed based on the four steps of problem solving proposed by Polya: 1. the ability to understand the problem, 2. the ability to plan a strategy to solve the problem, 3. the ability to execute the plan, and 4. the ability to re-check. Result shows that writing in Mathematics improve students’ problem solving skill. In cycle 1, the average score of students’ problem solving skill was 51.7. In cycle 2, the average score was 75.6, and finally in cycle 3, the average score was 83.4. During interview, the students confessed that writing helped them organize their thinking so that they can solve a problem satisfactorily.

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