scholarly journals Teamwork in First Year Law Units: Can It Work?

2012 ◽  
Vol 9 (2) ◽  
pp. 35-66
Author(s):  
Tracey L. Carver ◽  
◽  
Amanda Stickley ◽  
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Early Experience ◽  
Positive Influence ◽  
First Year ◽  
University Courses ◽  
University Of Technology ◽  
The Revolution

There is an abundance of literature on the importance of teamwork in undergraduate degrees; how to teach it, how to assess it and how to manage it. However, there is also much recorded about students’ dislike of teamwork, especially where an early experience is unsatisfactory and builds resistance against such assessment. Accordingly, despite the revolution of embedding skills into undergraduate university courses, this article commences by examining the issues which commonly arise as impediments to implementing teamwork in this environment – both generally, and in the context of the particular discipline of law. It then examines how the teaching and assessment of teamwork was embedded into a first year law unit at the Queensland University of Technology (‘QUT’). Finally, student perceptions of the model implemented are described. These show that, despite the odds, students generally considered that the model had an effective and positive influence upon their learning experience and outcomes.

scholarly journals Perceptions of First-Year Students from Disadvantaged Backgrounds on E-Learning at a South African University of Technology

2021 ◽  
Author(s):  
Serathi Molokwane ◽  
Luther-King Zogli
Keyword(s):  
Student Perceptions ◽  
South African ◽  
Specific Reference ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Learning And Teaching ◽  
University Of Technology ◽  
School Career ◽  
E Learning

The introduction of innovative e-learning and teaching methods at universities of technologies necessitates the examining of students’ perceptions of these methods in the promotion of student success. In South Africa, the majority of first-year students are not exposed to technology-aided learning methodology during their high school career, especially those from disadvantaged demographics. The purpose of the study is to examine student perceptions regarding their experience of e-learning at a South African university of technology with specific reference to the success of first-year students from disadvantaged backgrounds. Using qualitative research methods through semi-structured interviews, the researchers discovered that first-year students from disadvantaged backgrounds are experiencing challenges in terms of access to resources such as computers, laptops and reliable internet connection. Furthermore, inadequate training on the use of online resources and unsatisfactory performance during online assessment were discovered and these are heightened by the Covid-19 pandemic. First-year students from disadvantaged backgrounds are exposed to a variety of barriers that have an adverse impact on their success. The study recommends that higher education institutes provide the necessary resources to facilitate seamless assimilation of first-year students into the new environment.

scholarly journals Active learning activities

2021 ◽  
Author(s):  
Lenita Brodin Berggren ◽  
Ika Jorum
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Intelligent Systems ◽  
Computer Game ◽  
Learning Activities ◽  
Learning Activity ◽  
First Year ◽  
University Courses ◽  
Learn By Doing ◽  
Live Action

First year architecture students are introduced to the library by taking part in an “Escape Room” activity in the KTH library. The aim of this initiative is to introduce the students to the library space and the library ́s resources in an interactive and playful way and to enable them to learn and reflect upon their learning within the frame of an active learning activity.1 Another objective with this active learning introduction is to engage students in a collaborative peer-to-peer learning activity that gives them opportunities to share knowledge and solve problems together. In this presentation, we will talk about the introduction in more detail and discuss the benefits of the live-action method as well as share results and improvements. “Escape room” is a live-action game, developed from a computer game. Gamification is a new trend in education to support cooperation, learn by “doing” and develop new knowledge through a more playful way.2 During the workshop, the students worked in groups, which gave them the opportunity to socialize and learn from each other while solving the tasks on time.The results of the students’ assessment after the game indicates that the students enjoyed the game, the teamwork, the competition and the creativity of the introduction compared to a lecture. They also found it a pedagogical way of learning about the library’s resources. During the workshop,the librarians had the opportunity to adjust instructions that were not clear enough. These adjustments effected the comments in the last group where some answers indicated a wish for more difficult clues.   1Brian Detlor et. al., “Student perceptions of information literacy instruction: The importance of active learnings”, Education for Information29 (2012), DOI 10.3233/EFI-2012-0924, 147-161 2Cassano, Fabio, Antonio Piccinno, Teresa Roselli, and Veronica Rossano. “Gamification and Learning Analytics to Improve Engagement in University Courses”,Advances in Intelligent Systems and Computing804 (2019),156-63

Designing an intuitive interface to enhance trigonometry learning

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Francisco ZAMORANO ◽  
Catalina CORTÉS ◽  
Mauricio HERRERA
Keyword(s):  
User Interfaces ◽  
Learning Experience ◽  
Positive Influence ◽  
First Year ◽  
Test Results ◽  
Tangible User Interfaces ◽  
First Year Students ◽  
Post Test ◽  
Teaching Learning ◽  
Intuitive Interface

In the last three decades, the application of TUIs (tangible user interfaces) in education has demonstrated its positive influence on performance and learning of students. At Universidad del Desarrollo in Chile, monitoring of diagnostic tests over time evidences difficulties and challenges in the teaching-learning of trigonometry in first-year Engineering education. This study consisted in designing and validating a tangible interface to learn trigonometry in the classroom setting. The methodology used was a quasi-experiment with first-year students from the Schools of Design and Engineering at Universidad del Desarrollo in Chile. Principles of the theory of Embodied Cognition and Blended Interaction were applied to model an intuitive, collaborative and meaningful learning experience. During the design process, three Intermediate Models were tested with several types of users, and two Prototypes were tested with an experimental group. User-testing highly contributed to the design of the interaction experience and the interface, progressively defining the functional and pedagogical aspects. Comparative analysis of Pre and Post-Test results, demonstrate that students’ performance increased by 37.1% after two sessions using the interface.

scholarly journals Web-Based Homework Systems: Students’ Perceptions of Course Interaction and Learning in Mathematics

2019 ◽  
Vol 1 (2) ◽  
pp. 57-62
Author(s):  
Derar Serhan
Keyword(s):  
Student Perceptions ◽  
Student Motivation ◽  
Learning Experience ◽  
Positive Influence ◽  
Study Data ◽  
Management Systems ◽  
Immediate Feedback ◽  
Web Based ◽  
The Past ◽  
The Impact

The use of web-based homework management systems has been on the rise for the past few years. These systems provide digital alternatives to the traditional paper-and-pencil assignments. The current study aimed at investigating student perceptions of the impact of the use of web-based homework systems on students’ active learning in mathematics. The study also investigated the effects of specific features of these systems such as immediate feedback and multiple attempts on student motivation and practice. Ninety-seven college students enrolled in a mathematics course participated in this study. Data were collected using a 5-point Likert-type questionnaire. The results indicated that students had a positive attitude toward the use of web-based homework systems and they also felt motivated to do more practice using the different features of these systems. Students perceived the web-based homework systems to have a positive influence on their learning experience in the classroom.

scholarly journals First-Year Undergraduate Student Expectations of two UK Chemistry Degree Programmes

2019 ◽  
Author(s):  
Dylan P Williams ◽  
Shane Lo Fan Hin ◽  
Erlina Erlina
Keyword(s):  
Student Perceptions ◽  
Contact Time ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Year ◽  
Learning Approaches ◽  
Student Expectations ◽  
The Difference ◽  
Academic Year

Recent work on student perceptions of skills development and engagement with different teaching and learning approaches have provided useful evidence bases for practitioners aiming to enhance the student learning experience. Although there has been some useful research on student expectations in non-STEM (Science, Technology, Engineering and Mathematics) disciplines, there remains an opportunity to measure and analyse the expectations of students in STEM disciplines, particularly chemistry. The aim of this study was to measure the expectations that first year undergraduate chemists have of the types of learning experiences that will be included in their degree programmes, the amount of time per week that they will devote to different aspects of study and the types of learning behaviours they will adopt. Data was collected using questionnaires deployed at the Universities of Leicester and Sussex in the 2017/18 academic year. The study has shown that many students overestimate the amount of lecture based (59%) and small group based (57%) contact time they expect to have. Students appear to place a high value on the importance of feedback in the learning process but the proportion of students who agree they will read and act on feedback decreases over the course of the academic year. A number of factors feed into student reflections on the difference between expectation and reality including the quality of student life (e.g. quality of accommodation and social activities), value-for-money concerns (e.g. the amount of contact time and the quality of teaching) and matters related to workload and learning support.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

scholarly journals Study of Live Lecture Attendance, Student Perceptions and Expectations

2021 ◽  
Author(s):  
Johnathan Emahiser ◽  
John Nguyen ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
First Year ◽  
First Year Students ◽  
Study Materials ◽  
Class B ◽  
Second Year ◽  
To Come ◽  
Perceptions And Expectations ◽  
Insight Into

AbstractDeclining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

scholarly journals Need for Assessment of MDS Paper I Examination at the End of the First Year of MDS: A Survey

2021 ◽  
pp. 030157422097623
Author(s):  
Shweta A. Kolhe ◽  
Shivani S. Khandelwal ◽  
Amol A. Verulkar ◽  
Twinkle D. Bajaj ◽  
Niyati Bhupesh Potode
Keyword(s):  
Positive Attitude ◽  
Learning Experience ◽  
First Year ◽  
Dental Surgery ◽  
Postgraduate Students ◽  
New Learning ◽  
Patient Work ◽  
Clear Information ◽  
Gain Access ◽  
New Framework

Introduction: Pursuant to the notification published by Dental Council of India, dated May 17, 2018, no. DE-14-MDS-2018/2131, the committee amended the regulation on postgraduate (PG) Masters of Dental Surgery (MDS) students and made provision of giving MDS paper I at the end of the first year. Assessment of this survey will provide clear information between the responses of PG students and teachers. The focus of this article is to report and discuss the characteristics of new learning process. Material Method: A total of 150 sample sizes and 50 PG teachers were included. Questions were generated using Google Form to gain access and establish rapport with participants and to obtain open, honest understanding of the participants’ “learning experience.” The link was sent to the participants, using emails or WhatsApp number. Result: The analysis of survey data was carried out using Likert scale. The comparison of mean scores was carried out using unpaired t-test. Figures 1 to 10 provide responses of participants. Conclusion: Postgraduate students and PG guides are neutral toward the initial protocol of examination. The participants have a positive attitude toward new framework. But curriculum activities such as library dissertation (LD), dissertation selection, and patient work get disturbed somewhere. It might take time for both students and guides to get familiar with the new framework.

The critical role of experience in the early development of multisensory perception

2012 ◽  
Vol 25 (0) ◽  
pp. 200
Author(s):  
David J. Lewkowicz
Keyword(s):  
Selective Attention ◽  
Critical Role ◽  
Early Experience ◽  
Multisensory Perception ◽  
First Year ◽  
Early Deprivation ◽  
Human Infants ◽  
Perceptual Skills ◽  
First Year Of Life ◽  
Perceptual Narrowing

Human infancy is a time of rapid neural and behavioral development and multisensory perceptual skills emerge during this time. Both animal and human early deprivation studies have shown that experience contributes critically to the development of multisensory perception. Unfortunately, Bodison because the human deprivation studies have only studied adult responsiveness, little is known about the more immediate effects of early experience on multisensory development. Consequently, we have embarked on a program of research to investigate how early experience affects the development of multisensory perception in human infants. To do so, we have focused on multisensory perceptual narrowing, an experience-dependent process where initially broad perceptual tuning is narrowed to match the infant’s native environment. In this talk, I first review our work demonstrating that multisensory narrowing characterizes infants’ response to non-native (i.e., monkey) faces and voices, that the initially broad tuning is present at birth, that narrowing also occurs in the audiovisual speech domain, and that multisensory narrowing is an evolutionarily novel process. In the second part of the talk, I present findings from our most recent studies indicating that experience has a seemingly paradoxical effect on infant response to audio–visual synchrony, that experience narrows infant response to amodal language and intonational prosody cues, and that experience interacts with developmental changes in selective attention during the first year of life resulting in dramatic developmental shifts in human infants’ selective attention to the eyes and mouth of their interlocutors’ talking faces.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

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