scholarly journals Trefasemodellen – didaktisk planlægning af lokalprogression

2014 ◽  
Vol 9 (16) ◽  
pp. 18-30
Author(s):  
Claus Michelsen ◽  
Nadia Rahbek Dyrberg
Keyword(s):  
Phase Model ◽  
First Year ◽  
First Year Students ◽  
Preliminary Results ◽  
Three Phase ◽  
Academic Courses ◽  
The University ◽  
Academic Year ◽  
Three Phases

Ved Det Naturvidenskabelige Fakultet, Syddansk Universitet, blev trefasemodellen anvendt som et didaktisk redskab til at understøtte progression i de studerendes læring lokalt i de enkelte faglige forløb på første studieår 2012/13. Artiklen beskriver baggrunden for og udviklingen af trefasemodellen og præsenterer med udgangspunkt i de studerendes evalueringer de første erfaringer med modellen.  In the academic year 2012/13 the Faculty of Science at the University of Southern Denmark, implemented a didactical tool called the three phase model. The model was used to track the progress of first year students on the university’s academic courses. The paper describes both the incentive for and the development of the three phases model and presents preliminary results based on the evaluations of the first cohort of students.

scholarly journals Health Sciences (HSS) Buddy Program: Evaluation of its First Year

2014 ◽  
Vol 4 (1) ◽  
pp. 52
Author(s):  
Mostafa Abdul-Fattah ◽  
Rita Hafizi ◽  
Hiba Abdul-Fattah ◽  
Sonia Gulati ◽  
Raywat Deonandan
Keyword(s):  
School Administrators ◽  
Social Groups ◽  
Pilot Project ◽  
Health Sciences ◽  
First Year ◽  
Student Needs ◽  
Older Students ◽  
First Year Students ◽  
The University ◽  
Academic Year

<p>In the 2011-2012 academic year, the HSS Buddy Program pilot project was implemented in the Interdisciplinary School of Health Sciences at the University of Ottawa. Intended to address rising student anxiety levels, the program teamed freshmen (first year) students with groups of older students to promote more instances of casual social interaction. Participants’ perceptions of the program were universally positive in terms of how enjoyable it was, its usefulness, and its relevance to student needs. Suggested improvements include recruiting of more male participants, liaising with school administrators to help avoid scheduling conflicts, starting the program earlier in the academic year, and forming social groups with fewer students. Overall, the approach undertaken by the Buddy Program was seen to be a valuable one worthy of continuation and growth.</p>

scholarly journals Sharing learning outcomes in chemistry teaching at HE level: Beneficial or detrimental?

2011 ◽  
pp. 31-35
Author(s):  
David Read ◽  
Joanne Boniface ◽  
Andrea E Russell
Keyword(s):  
Learning Outcomes ◽  
Good Practice ◽  
Retention Rates ◽  
First Year ◽  
Chemistry Teaching ◽  
First Year Students ◽  
University Level ◽  
The University ◽  
Support Students ◽  
Academic Year

The sharing of explicit learning objectives and/or learning outcomes is considered to be good practice in schools, with OFSTED observation criteria indicating that this is a pre-requisite to a good or outstanding lesson1. Such practice does not appear to be widespread in chemistry teaching at HE level. Whilst a statement of aims/objectives/outcomes can normally be found in the documentation accompanying any given unit of teaching, these are typically in a less student-friendly format than those used in school, or are too vague to be useful. At the same time, many lecturers do communicate aims at the start of a lecture, but there may be scope for doing this in a more effective way. The extent to which students are exposed to „learning outcomes‟ varies greatly from institution to institution, discipline to discipline and from teacher to teacher, and as such it is difficult to discern the best approach.This article presents some background on developments at pre-university level that have influenced practice in this area, and outlines the findings of a research project carried out in the School of Chemistry at the University of Southampton. The project probed the views of staff and students regarding the usefulness of learning outcomes. Several different approaches to sharing learning outcomes with first year students were trialled and evaluated during the course of the 2010-11 academic year. This work is part of an on-going initiative which aims to identify effective methods to support students in becoming independent learners when making the transition to university, and to improve retention rates.

scholarly journals Features of adaptation of school graduates to the educational activities of the university

2021 ◽  
Author(s):  
А.З. Минахметова ◽  
А.Ю. Погодина
Keyword(s):  
Education System ◽  
Social Group ◽  
First Year ◽  
Adaptation Process ◽  
Educational Activities ◽  
First Year Students ◽  
Testing Method ◽  
The University ◽  
Academic Year

Актуальность статьи обусловлена необходимостью воздействия на адаптационный процесс в период обучения в вузе. Цель статьи заключается в выявлении особенностей адаптации выпускников школ к учебной деятельности вуза. Ведущим методом к исследованию данной проблемы является метод тестирования. В исследовании приняли участие студенты первых курсов в количестве 75 человек. В статье проводится анализ результатов тестирования студентов-первокурсников в начале учебного года и во втором семестре (в конце учебного года). Доказана эффективность психолого-педагогического сопровождения студентов-первокурсников, направленная на решение проблем с адаптацией. Исследование показало, что адаптация к учебной деятельности вуза выпускников школ строится через приспособление индивида к новой социальной группе и формируется благодаря внешним и внутренним индикаторам (отношение к себе, отношение к другим, психическая устойчивость, доминирование). Статья будет полезна работникам системы образования, кураторам академических групп, педагогам-психологам. The relevance of the article is due to the need to influence the adaptation process during the period of study at the university. The purpose of the article is to identify the features of the adaptation of school graduates to the educational activities of the university. The leading method to investigate this problem is the testing method. The study involved first-year students in the number of 75 people. The article analyzes the results of testing of first-year students at the beginning of the academic year and in the second semester (at the end of the academic year). The effectiveness of psychological and pedagogical support of first-year students aimed at solving problems with adaptation is proved. The study showed that the adaptation of school graduates to the educational activities of the university is built through the adaptation of an individual to a new social group and is formed due to external and internal indicators (attitude to oneself, attitude to others, mental stability, dominance). The article will be useful to employees of the education system, curators of academic groups, teachers-psychologists.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

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