scholarly journals The Development of Reflective Undergraduate Students: Assessing the Educational Benefits of Reflective Learning Logs in Entrepreneurship Module

2015 ◽  
Vol 8 (9) ◽  
Author(s):  
Yeoh Khar Kheng ◽  
Sethela June
Keyword(s):  
Undergraduate Students ◽  
Reflective Learning ◽  
Educational Benefits ◽  
Learning Logs

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

scholarly journals Topology-Optimization-Based Learning: A Powerful Teaching and Learning Framework under the Prism of the CDIO Approach

2021 ◽  
Vol 11 (7) ◽  
pp. 348
Author(s):  
Evangelos Tyflopoulos ◽  
Cecilia Haskins ◽  
Martin Steinert
Keyword(s):  
Topology Optimization ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Cost Savings ◽  
Optimization Method ◽  
The Finite Element Method ◽  
Educational Benefits ◽  
Learning Framework ◽  
Educational Framework ◽  
Academic Year

Topology optimization (TO) has been a useful engineering tool over the last decades. The benefits of this optimization method are several, such as the material and cost savings, the design inspiration, and the robustness of the final products. In addition, there are educational benefits. TO is a combination of mathematics, design, statics, and the finite element method (FEM); thus, it can provide an integrative multi-disciplinary knowledge foundation to undergraduate students in engineering. This paper is focused on the educational contributions from TO and identifies effective teaching methods, tools, and exercises that can be used for teaching. The result of this research is the development of an educational framework about TO based on the CDIO (Conceive, Design, Implement, and Operate) Syllabus for CAD engineering studies at universities. TO could be easily adapted for CAD designers in every academic year as an individual course or a module of related engineering courses. Lecturers interested in the introduction of TO to their courses, as well as engineers and students interested in TO in general, could use the findings of this paper.

scholarly journals Developing academic literacy through self-regulated online learning

2016 ◽  
Vol 7 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Emmaline Lear ◽  
Linda Li ◽  
Sue Prentice
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Group Discussion ◽  
Academic Literacy ◽  
Academic Skills ◽  
First Year ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Learning Logs

This study explores the self-regulated learning (SRL) experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

scholarly journals ENHANCING THE PRONUNCIATION OF ENGLISH SUPRASEGMENTAL FEATURES THROUGH REFLECTIVE LEARNING METHOD

2015 ◽  
Vol 1 (1) ◽  
pp. 87-96
Author(s):  
Suwartono Suwartono ◽  
Zainal Rafli
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Student Involvement ◽  
Positive Response ◽  
Reflective Learning ◽  
Learning Method ◽  
Spoken English ◽  
Suprasegmental Features ◽  
Teaching Learning ◽  
S Model

Suprasegmentals are of paramount importance in spoken English. Yet, these pronunciation features are marginalised in EFL/ESL teaching-learning. This article deals with a study through reflective learning method and That aims to describe the increase in supramental english skill find out if the improvements achieved in the english pronounciation. Kemmis and Taggart’s model of action research was adopted. The study involved twenty-four undergraduate students at Muhammadiyah University of Purwokerto, Indonesia. The investigation contained two cycles, each of which comprised three sessions. Data were gathered through observation, recorded conversation, diary, interview, and test. Overall, the study has shown that reflective method using video integrated into communicative activities enhanced student involvement in learning the pronunciation of English suprasegmentals. Students got involved in monitoring and evaluating their own learning. In addition, a majority of the students gave positive response to the instruction. Level of pronunciation mastery rose sharply from only 4.16% of students passing the test in the pre-intervention (baseline) to 65.21% in first cycle, and 73.9% in second cycle. Most students’ pronunciation to some degree sounded “more English”.

scholarly journals The effect of whatsapp messenger as e- learning tool on performance of undergraduate students of a Public Sector Medical College in Pakistan.

2021 ◽  
Vol 28 (01) ◽  
pp. 113-119
Author(s):  
Nauman Aziz ◽  
Zahid Kamal ◽  
Ahmad Zeeshan Jamil ◽  
Muhammad Waseem ◽  
Raees Abbas Lail ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Group Discussion ◽  
Learning Activity ◽  
Knowledge Gain ◽  
Learning Tool ◽  
Feedback Form ◽  
Educational Benefits ◽  
Medical College ◽  
E Learning ◽  
Teaching Learning

Objectives: To verify the usability of social media like WhatsApp in delivering knowledge to 4th year and Final year MBBS students and to compare the improvement of knowledge gain through e-learning and didactic lecture. Concurrently, perception of students about e-learning via WhatsApp will also be gathered. Study Design: Prospective Analytical Interventional study. Setting: Department of Medical Education of Sahiwal Medical College Sahiwal. Period: 01.01.2020 to 31.03.2020. Material & Methods: On 4th year and Final year MBBS students two Whatsapp group were made, one for each class. Then the students were taught different topics by WhatsApp. Assessment of knowledge of e-learning through WhatsApp was done by feedback form. Results: The results revealed that technical, educational and instructional advantages of teaching learning activity via WhatsApp out pars disadvantages. Increase in interaction with peers and getting a fair chance to participate in group discussion were top two educational benefits of learning through WhatsApp with 64.10% and 62.80% students agreeing to it. A majority of the students (89.8%) agreed to the facts that the availability of smart phones was not an issue for them and they are very comfortable in using Whatsapp as e learning tool (61.6%). on the other hand 29.5 % of the students were disagreed with the fact that they are getting more chances in clearing their concepts on Whatsapp. Conclusion: Increase in interaction with the peers and getting more chance to discuss a particular topic with group has made WhatsApp a new and convenient tool for teaching/learning activity. Students also found Whatsapp as less time consuming as compared to conventional lectures. A few disadvantages, like lesser chance of clearing the concepts on Whatsapp can be overruled by making small groups and using mobiles with bigger screen.

PERSONALITY AND LEARNING STYLE: EVIDENCE FOR BIG FIVE TRAITS

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Keka Varadwaj
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Big Five ◽  
Learning Processes ◽  
Reflective Learning ◽  
Big Five Personality ◽  
Regression Analyses ◽  
Elaborative Processing ◽  
Big Five Traits

The study examined the relationships between Big Five traits and learning styles of college students. Participants were 360 undergraduate students who completed the NEO-FF) and the Inventory of Learning Processes (ILP). While FFI measured the Big Five personality traits, the ILP measured student’s adoption of the four learning styles; Synthesis-analysis and Elaborative processing for reflective learning, and Methodical study and Fact retention for agentic learning. The data were analyzed by correlation and multiple regressions. The findings of the study were: (i) conscientiousness was positively and neuroticism was negatively associated with all four learning styles; (ii) both agreeableness and openness were positively associated with reflective learning styles; and (iii) extraversion is associated positively only with elaborative processing. The results of multiple regression analyses showed that respectively 37%, 26%, 35% and 9% of the variances of Synthesis-analysis, Elaborative processing, Methodical study and Fact retention were explained by the Big Five traits. The findings of study have implications for teachers in planning their instructions to the appropriateness of students’ personality trait.

scholarly journals Undergraduate Students’ Perceptions of and Engagement in Research Participation to Fulfill an Introductory Psychology Course Requirement

2019 ◽  
Vol 47 (1) ◽  
pp. 74-83
Author(s):  
Vanessa Beanland ◽  
Erin I. Walsh ◽  
Kristen Pammer
Keyword(s):  
Undergraduate Students ◽  
Research Participation ◽  
Psychology Students ◽  
First Year ◽  
Theory Approach ◽  
Educational Benefits ◽  
Wide Range ◽  
Psychology Course ◽  
Actual Learning ◽  
Grounded Theory Approach

It is a common, if controversial, practice to recruit undergraduate psychology students as research participants. There is substantial research concerning putative educational benefits for students, but as students increasingly have freedom to choose between studies to meet participation requirements, factors underlying student choice of participation activities have been understudied. This research was designed to gain insight into what influences students’ choice of research participation activities. Respondents were first-year psychology students at a research-intensive university. In Study 1, 43 students provided open-ended responses reflecting on their participation experience. A grounded theory approach was used to identify themes. In Study 2, 135 students completed a short questionnaire designed using the themes extracted in Study 1, with additional questions to probe self-reported and actual learning via questions about study contents and procedure. Across both studies, the dominant reasons for choosing a particular study were interest and convenience. However, 29% of respondents in Study 2 indicated that they had not learned anything during participation. This suggests that it is beneficial to offer a wide range of potential studies as students can tailor participation to match their interests, but improved debriefing strategies may be required to ensure students derive educational benefit and understand what they learned.

scholarly journals The effectiveness of writing techniques in improving students’ writing ability with different self-esteem

2022 ◽  
Vol 9 (1) ◽  
pp. 30-44
Author(s):  
Ida Yulianawati ◽  
Mursid Saleh ◽  
Januarius Mujiyanto ◽  
Djoko Sutopo
Keyword(s):  
Undergraduate Students ◽  
Private University ◽  
Self Esteem ◽  
Reflective Learning ◽  
Teaching Writing ◽  
Writing Ability ◽  
Post Test ◽  
Quasi Experimental ◽  
Writing Tests ◽  
Better Than

Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique. 

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