Going digital to enhance the learning of undergraduate students

The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.

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Teachers' Difficulties in Developing Learning Resources

KnE Social Sciences ◽

10.18502/kss.v6i2.10024 ◽

2021 ◽

Author(s):

Dian Wahyuningsih ◽

Sugeng Bayu Wahyono ◽

Ariyawan Agung Nugroho

Keyword(s):

Instructional Strategy ◽

Online Survey ◽

Learning Resources ◽

Digital Learning ◽

Learning Materials ◽

Data Presentation ◽

Technical Ability ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Digital Learning Resources

This study aimed to identify the main problems faced by teachers in developing learning resources, and to provide recommendations for these problems. A qualitative descriptive approach was used. This study’s paticipants were recruited randomly, and included 55 teachers of SMP, SMA, and SLB. Data were collected through an online survey with a digital questionnaire instrument. Data analysis was carried out through three steps: data reduction, data presentation, and concluding. The results showed that there are three main problems that teachers face in developing learning resources: 1) the technical ability to use tools and devices to create digital learning resources; 2) the strategy of organizing learning materials to be applied to learning resources; and 3) the lack of skills in managing learning materials to be applied to digital learning resources. Based on these findings, it is recommended that teachers collaborate with educational technologists who are masters of learning resource development. Keywords: teachers’ difficulties, learning resources, instructional strategy

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Motivate or Demotivate? Factors Influencing Choice of Media as a Career

International Journal of Higher Education ◽

10.5430/ijhe.v10n1p239 ◽

2020 ◽

Vol 10 (1) ◽

pp. 239

Author(s):

Kavitha Iyer ◽

Anupam Siddhartha

Keyword(s):

Undergraduate Students ◽

Online Survey ◽

Deep Understanding ◽

Female Students ◽

First Year ◽

Young Generation ◽

Undergraduate Level ◽

Career Option ◽

Starting Point ◽

Undergraduate Programme

The choice of media as a career has conventionally not been a top priority amongst undergraduate students in India. Despite the surging need for responsible media professionals in a developing country like India, this career is not widely accepted or chosen. This research aimed at determining specific motivations among the first-year undergraduate students choosing a career in media. The same were determined through expert interactions followed by an online survey to include over 400 students pursuing an undergraduate programme at various colleges across India. The analysis showed that undergraduate media students are passionate with a deep interest in the concerned field and have an enhanced need to be different from others. They are creative, highly communicative, would like to pursue their interest and passion as well as distinguish themselves from conventional career seekers. Choice of media as a career at the undergraduate level is preferred more by female students compared to their male counterparts. Most interestingly and importantly, media as a career is mostly against the wishes of parents; the influence of parents being negative. This study contributes to a deep understanding of motivational factors and their criticalities in influencing the young generation in India. The factors can aid the educational policymakers, academicians, industry experts, and researchers to develop strategies to encourage students to choose a career in media. This research also serves as a starting point to generate discussions to change the belief and attitudes of parents towards media as a career option for their wards.

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The academic outcomes of first-in-family in an Australian university: An exploratory study.

10.31234/osf.io/rxnc3 ◽

2017 ◽

Author(s):

Mark Rubin

Keyword(s):

Undergraduate Students ◽

Academic Outcomes ◽

Liberal Arts ◽

Online Survey ◽

First Generation ◽

First Year ◽

Family Status ◽

The Usa ◽

First In Family ◽

University Services

Although the first-generation and first-in-family status (FIF) of university students has been of intense interest in the USA, it has received very little consideration in Australia. The present research redressed this imbalance by investigating the academic outcomes of FIF undergraduate students at a large, public, Australian university. Undergraduate students (N = 227) who were enrolled in education, nursing and liberal arts degrees completed an online survey. Data are representative of typical gender enrolment patterns for these degrees. In contrast to US research, there was no clear relationship between socioeconomic status and FIF status in this sample. Consistent with US research, FIF students had poorer academic outcomes than non-FIF students. However, this difference was only significant after the first-year of study when students were less likely to receive scaffolded learning support within courses. FIF students were more likely than non-FIF students to seek support from university services. The implications of these results for Australian universities are considered.

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Online lecture recordings and lecture attendance: Investigating student preferences in a large first year psychology course

Journal of Learning Design ◽

10.5204/jld.v9i1.243 ◽

2016 ◽

Vol 9 (1) ◽

pp. 55 ◽

Cited By ~ 4

Author(s):

Alexandra Yeung ◽

Sadhana Raju ◽

Manjula D. Sharma

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Psychology Students ◽

First Year ◽

Intention To Use ◽

Learning Resources ◽

Student Preferences ◽

Lecture Recordings ◽

Online Lecture ◽

Psychology Course

<p>While blended learning has been around for sometime, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1450 first year psychology students’ who indicated whether they frequently attended lectures or not. The division helped ascertain differences and similarities in preferences for utilising online recordings. Overall, non-frequent attendees were more likely not to use lecture recordings (48.1%) to make up a missed lecture than frequent attendees (34.3%). Surprisingly, in the last week of semester, 29% of students reported not yet accessing lecture recordings. Students had the intention to use lecture recordings as they envisaged these to be helpful for learning and commented that they would be adversely affected if recordings were not available. In fact, students are passionate about lecture recordings. Analytics show that after lecture 7, each lecture recording attracted 600 or less unique visits (hits) supporting the finding that most students make strategic use of learning resources available within the blended learning environment.</p>

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The UTILIZATION OF DIGITAL CONTENT OF LEARNING SOURCES CENTER (LRC) IN SCHOOL OF PASS RECEIVER ASSISTANCE DEVICES OF LRC

Jurnal Pendidikan ◽

10.33830/jp.v21i2.954.2020 ◽

2020 ◽

Vol 21 (2) ◽

pp. 77-93

Author(s):

Eni Susilawati Siswo wardoyo ◽

Ai Sri Nurhayati ◽

Kusnandar

Keyword(s):

Evaluation Research ◽

Policy Support ◽

Independent Learning ◽

Digital Content ◽

Learning Resources ◽

Digital Learning ◽

Input Process ◽

Learning Materials ◽

Ict Tools

Abstract: Learning Resources Center (LRC) in schools provides a wide selection of learning resources to support learning activities and encourage effective learning so as to achieve learning goals. LRC assistance has been provided from 2016 to 2019, so a research is needed to determine its utilization in schools.This research aims to determine the description of the utilization of ICT tools to support the learning process, as well as obstacles encountered, and recommendations for solution in use of ICT tools and content of LRC for learning in schools. Research uses evaluation research using CIPP (context, input, process and product). The samples are headmasters, teachers, and education staff in schools receiving PSB assistance from Data Center and Information Technology (Pusdatin) Ministry of Education and Culture Education Center in the 2016 to 2019 which is spread in various regions of Indonesi. Data collection using online questionnaires, interviews, limited observation, and documentation. The results showed that:1) the forms of utilizing PSB digital content in schools vary including: most teachers present in front of the class using projectors with the lecture method and some have integrated with other learning models, forms of use are used as independent learning resources for students both individually and in groups or on scheduled;2) in general the availability of inovative teachers is quite adequate, as many as 31% of schools have more than 5 teachers who are able to make independent digital learning materials and 53% of schools have less than 5 teachers who are able to make independent digital learning materials; 3)some recommendations in an effort to improve the quality of utilizing PSB digital content and PSB assistance tools, namely the need: increasing the availability of ICT infrastructure, improving the quality of HR management of PSB, increasing the quality of applications and quantity of PSB digital content, and improving the quality of policy support. Keywords: Learning resources, digital conent, ICT utilization, innovative instruction Abstrak: Pusat Sumber Belajar (PSB) di sekolah menyediakan berbagai macam pilihan sumber belajar untuk mendukung kegiatan pembelajaran dan mendorong cara belajar yang efektif sehingga dapat mencapai tujuan pembelajaran. Bantuan PSB telah diberikan sejak tahun 2016 sampai dengan tahun 2019, sehingga perlu dilakukan kajian untuk mengetahui pemanfaatannya di sekolah. Penelitian ini bertujuan untuk mengetahui gambaran pemanfaatan bantuan perangkat TIK untuk menunjang proses pembelajaran, serta kendala yang dihadapi, dan rekomendasi solusi dalam pemanfaatan bantuan perangkat TIK dan konten PSB untuk pembelajaran di sekolah penerima bantuan PSB. Penelitian menggunakan penelitian evaluasi dengan menggunakan model CIPP (context, input, process dan product). Sampel adalah kepala sekolah, guru-guru dan tenaga kependidikan pada sekolah penerima bantuan perangkat PSB dari Pusdatin Kemendikbud Tahun 2016 s/d. Tahun 2019 yang tersebar di berbagai wilayah Indonesia. Pengumpulan data menggunakan kuesioner online, wawancara, observasi terbatas, dan dokumentasi. Hasil penelitian menunjukkan bahwa: 1) bentuk pemanfaatan bantuan konten digital PSB di sekolah beragam diantaranya: sebagian besar guru menyajikan di depan kelas menggunakan projector dengan metode ceramah dan ada yang sudah mengintegrasikan dengan model pembelajaran lainnya, bentuk pemanfaatan digunakan sebagai sumber belajar mandiri bagi siswa baik individu maupun kelompok atau secara terjadwal; 2)pada umumnya ketersediaan guru penggerak cukup memadai, sebanyak 31% sekolah memiliki lebih dari 5 orang guru yang mampu membuat bahan belajar digital mandiri dan 53% sekolah memiliki kurang dari 5 orang guru yang mampu membuat bahan belajar digital mandiri; 3) beberapa rekomendasi dalam upaya peningkatan kualitas pemanfaatan konten digital PSB dan perangkat bantuan PSB yaitu perlunya: peningkatan ketersediaan sarana prasarana TIK, peningkatan kualitas SDM pengelola PSB, peningkatan kualitas aplikasi dan kuantitas konten digital PSB, serta peningkatan kualitas dukungan kebijakan. Kata kunci: Sumber belajar, konten digital, pemanfaatan TIK, pembelajaran inovatif.

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Students as partners in e-contents creation: A case study exploring student-staff partnership for learning and student engagement using digital applications for co-creation of e-learning materials

International Journal for Students as Partners ◽

10.15173/ijsap.v4i1.3775 ◽

2020 ◽

Vol 4 (1) ◽

pp. 109-119

Author(s):

Nurun Nahar ◽

Duncan Cross

Keyword(s):

Student Engagement ◽

Undergraduate Students ◽

Digital Literacy ◽

First Year ◽

Learning Needs ◽

Learning Materials ◽

Content Creation ◽

E Learning ◽

Enhanced Learning

In order to enable learners to take control of their learning needs and actively contribute in their learning processes, educators can partner with students in various reciprocal student-staff partnership (SSP) settings where students can be co-creators, co-producers, curators, or co-deliverers of the curriculum. Our project, undertaken to enhance the curriculum as part of a teaching qualification, places emphasis on educators partnering with first-year undergraduate students over e-content creation within an existing module, using readily accessible digital applications in order to promote active learning in students and improve student engagement. In this case study, we evaluate the extent to which SSP, as an approach to the creation of e-learning materials using digital applications, enhanced learning and student engagement in an existing module. Our student partners perceived SSP to be an excellent platform for learning, actively engaging in the classroom, and developing skills such as communication and digital literacy. However, they expressed some concerns about overcoming the traditional hierarchies within our SSP initiative

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Prevalence of depression, anxiety and stress (By DASS 42 Scoring System) among the undergraduate students of Sahiwal Medical College.

The Professional Medical Journal ◽

10.29309/tpmj/2021.28.03.5437 ◽

2021 ◽

Vol 28 (03) ◽

pp. 407-414

Author(s):

Raees Abbas Lail ◽

Nauman Aziz ◽

Hafiza Swaiba Afzal ◽

Sajjad Hussain Sabir ◽

Tooba Waseem ◽

...

Keyword(s):

Undergraduate Students ◽

Online Survey ◽

Male Students ◽

First Year ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Medical College ◽

Preventive Actions ◽

Validated Questionnaire ◽

Prevalence Of Depression

Objective: The purpose of this study is to observe the prevalence of depression, anxiety and stress among undergraduate MBBS students of Sahiwal Medical College Sahiwal stratified by their gender, class and residences. Study Design: Cross-sectional Survey. Setting: Sahiwal Medical College Sahiwal. Period: 15th March, 2020 to May 15, 2020. Material & Methods: A validated questionnaire was distributed through Whatsapp to different students of all the five MBBS classes. The online survey was done because of countrywide lockdown due to COVID-19 pandemic. Depression Anxiety and Stress Scale (DASS-42) accomplished by 209 students. Results: Depression, anxiety and stress levels of temperate to severe range were found in 48.30, 59.80 and 44.40% of our study group, respectively. Depression was more prevalent in male students (62.50%) while anxiety and stress totals were greater amongst female students (69.40% and 63.60% respectively). First- and final-year students had high prevalence of depression (71.00% and 72.40% respectively) and stress (64.50% and 72.40% respectively) while first year and 2nd year students were more prevalent with anxiety (77.40% and 79.60% respectively) then the others. Hostel residents were found to be high in depression (61.50%) while day scholars were having greater prevalence rates of anxiety and stress (70.40% each). Students who were pleased with their training had lesser depression, anxiety and stress scores than individuals who were not contented. Conclusions: The increased prevalence of depression, anxiety and stress signs amongst college students is disturbing. This displays the necessity for major and ancillary preventive actions, by the improvement of suitable and fitting support facilities for this group.

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Does Dispositional Mindfulness Predict the Development of Grit?

Journal of Individual Differences ◽

10.1027/1614-0001/a000252 ◽

2018 ◽

Vol 39 (2) ◽

pp. 76-87 ◽

Cited By ~ 9

Author(s):

Buaphrao Raphiphatthana ◽

Paul Jose ◽

Karen Salmon

Keyword(s):

Undergraduate Students ◽

Online Survey ◽

Cross Sectional Study ◽

Self Report ◽

Dispositional Mindfulness ◽

Cross Sectional ◽

Report Data ◽

Self Report Data ◽

Acting With Awareness ◽

Mindfulness Facets

Abstract. Grit, that is, perseverance and passion for long-term goals, is a novel construct that has gained attention in recent years ( Duckworth, Peterson, Matthews, & Kelly, 2007 ). To date, little research has been performed with the goal of identifying the antecedents of grit. Thus, in order to fill this gap in the literature, self-report data were collected to examine whether mindfulness, a mindset of being-in-the-present in a nonjudgmental way, plays a role in fostering grittiness. Three hundred and forty-three undergraduate students completed an online survey once in a cross-sectional study, and of these, 74 students completed the survey again 4.5 months later. Although the cross-sectional analyses identified a number of positive associations between mindfulness and grit, the longitudinal analysis revealed that the mindfulness facets of acting with awareness and non-judging were the most important positive predictors of grit 4.5 months later. This set of findings offers implications for future grit interventions.

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