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2022 ◽  
Vol 22 (1) ◽  
pp. 1-40
Author(s):  
Madeleine Lorås ◽  
Guttorm Sindre ◽  
Hallvard Trætteberg ◽  
Trond Aalberg

As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.


Author(s):  
Chang Lu ◽  
Maria Cutumisu

AbstractIn traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.


2022 ◽  
Vol 11 (1) ◽  
pp. 573-586
Author(s):  
Elizabeth J. ◽  
Marie Gitschthaler ◽  
Susanne Schwab

<p style="text-align: justify;">In Austria, segregated German language support classes (GLSC) were introduced in the school year 2018/19 to intensively support students who had previously little or no contact with German, the official language of instruction. These classes have been widely criticised; however, a formal evaluation of their effects has yet to be published. In absence of this evaluation, this article describes the language support model as it currently exists in Austria and reviews existing evidence about its efficacy. The literature review synthesises findings from educational research undertaken in other contexts that offer insight into features of ‘good practice’ in language support models. The article then explores the extent to which GLSC comply with these features. As such, this review allows insights into ways of ensuring students’ language and socio-emotional development – all central aspects of academic success – in language support models. It therefore allows research-informed understanding of the effects of the newly implemented model of German support classes in Austria and makes recommendations for further development.</p>


2022 ◽  
Vol 11 (1) ◽  
pp. 587-597
Author(s):  
Ricarda Corinna ◽  
Svea Isabel ◽  
Matthias Wilde*

<p style="text-align: justify;">For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners’ academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students’ use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (Mage=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students’ level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students’ age as the covariate to analyse our data. Results revealed a significant effect of gender on the students’ use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.</p>


2022 ◽  
Vol 11 (1) ◽  
pp. 130
Author(s):  
Oscar Navarro-Martinez ◽  
Beatriz Peña-Acuña

In the last two decades, the great technological advances sweeping society have made inroads into the educational sphere. The use of information and communication technology and social networks has opened up new possibilities for student learning, which require appropriate treatment by family and teachers. This quantitative study takes a new approach to investigating the relationship between Spanish teenage students’ academic success and their use of technology and social networks. It analyses data published in the 2018 PISA report to assess whether the use of these resources is appropriate, and to determine their impact on students’ learning and performance in reading, mathematics and science. The study takes a new approach in terms of the variables selected and the analysis of the data through two statistical measures. The results suggest that excessive use of technology and social networks, both during the week and at weekends, impairs performance. This finding is more acute in the case of male students, as the data indicates that they start at an earlier age and are more likely to use social media for the detrimental activity of online gaming.


2022 ◽  
Vol 12 ◽  
Author(s):  
Andrea Greco ◽  
Chiara Annovazzi ◽  
Nicola Palena ◽  
Elisabetta Camussi ◽  
Germano Rossi ◽  
...  

Academic self-efficacy beliefs influence students’ academic and career choices, as well as motivational factors and learning strategies promoting effective academic success. Nevertheless, few studies have focused on the academic self-efficacy of university students in comparison to students at other levels. Furthermore, extant measures present several limitations. The first aim of this study was to develop a reliable and valid scale assessing university students’ self-efficacy beliefs in managing academic tasks. The second aim was to investigate differences in academic self-efficacy due to gender, years of enrollment, and student status. The study involved 831 students (age M = 21.09 years; SD = 1.34 years; 66.3% women) enrolled in undergraduate programs. Indicators of academic experiences and performance (i.e., number of exams passed and average exam rating) were collected. A new scale measuring students’ academic self-efficacy beliefs was administered. Results from a preliminary Exploratory Factor Analysis were consistently supported by findings from a Confirmatory Factor Analysis. Multigroup CFA supported the presence of measurement invariance. Analyses revealed that the new scale has eight factors: “Planning Academic Activities,” “Learning Strategies,” “Information Retrieval,” “Working in Groups,” “Management of Relationships with Teachers,” “Managing Lessons,” “Stress Management,” and “Thesis Work.” Self-efficacy dimensions showed significant relations with academic experiences and students’ performance indicators, as well as differences due to gender, years of enrollment, and student status. Findings are discussed in terms of practical implications for the implementation of intervention programs aimed at fostering self-efficacy beliefs and academic success.


PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0262562
Author(s):  
Tianhua Chen ◽  
Mike Lucock

Higher education students’ mental health has been a growing concern in recent years even before the COVID-19 pandemic. The stresses and restrictions associated with the pandemic have put university students at greater risk of developing mental health issues, which may significantly impair their academic success, social interactions and their future career and personal opportunities. This paper aimed to understand the mental health status of University students at an early stage in the pandemic and to investigate factors associated with higher levels of distress. An online survey including demographics, lifestyle/living situations, brief mental well-being history, questions relating to COVID-19 and standardised measures of depression, anxiety, resilience and quality of life was completed by 1173 students at one University in the North of England. We found high levels of anxiety and depression, with more than 50% experiencing levels above the clinical cut offs, and females scoring significantly higher than males. The survey also suggested relatively low levels of resilience which we attribute to restrictions and isolation which reduced the opportunities to engage in helpful coping strategies and activities rather than enduring personality characteristics. Higher levels of distress were associated with lower levels of exercising, higher levels of tobacco use, and a number of life events associated with the pandemic and lockdown, such as cancelled events, worsening in personal relationships and financial concerns. We discuss the importance of longer-term monitoring and mental health support for university students.


2022 ◽  
pp. 036168432110641
Author(s):  
shola shodiya-zeumault ◽  
Michelle Aiello ◽  
Cassandra L. Hinger ◽  
Cirleen DeBlaere

Though findings are mixed, collective action engagement has been shown to be positively associated with greater academic success, social support, political efficacy, and well-being with racially marginalized individuals. Despite these findings, however, investigations of collective action engagement with Black American adult women within psychological science are scarce. Consistent with Black feminist thought, the construct of resistance may provide a necessary expansion to include all the ways that Black women actively work to transform their communities toward justice, beyond collective action. To ascertain the breadth and scope of psychological research related to Black women’s resistance (i.e., collective action engagement) to interpersonal discrimination and structural oppression, in this systematic review and content analysis we sought to identify participants’ and scholars’ definitions of resistance, as well as thematic dimensions and specific strategies of resistance. Additionally, we sought to determine the outcomes of resistance that have been assessed and the degree to which psychological health and well-being have been examined as an outcome of resistance within the literature. Findings from the analysis suggest the need for future examinations of the specific influence of Black American women’s collective action engagement and resistance to oppression on their well-being. Additionally, the findings of this review may have important implications for Black women’s well-being and as such, we discuss resistance work as a therapeutic intervention that can be encouraged by therapists, healers, community leaders, and educators.


2022 ◽  
Vol 12 ◽  
Author(s):  
Erin M. Burr ◽  
Kimberle A. Kelly ◽  
Theresa P. Murphrey ◽  
Taniya J. Koswatta

From co-authored publications to sponsored projects involving multiple partner institutions, collaborative practice is an expected part of work in the academy. As evaluators of a National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP) grant awarded to four university partners in a large southern state, the authors recognized the increasing value of collaborative practice in the design, implementation, evaluation, and dissemination of findings in the partnership over time. When planning a program among partnering institutions, stakeholders may underestimate the need for, and value of, collaborative practice in facilitating partnership functioning. This method paper outlines an evaluative model to increase the use of collaborative practice in funded academic partnership programs. The model highlights collaborative practice across multiple stakeholder groups in the academic ecology: Sponsors of funded programs (S), Program partners and participants (P), Assessment and evaluation professionals (A), academic researchers (R), and the national and global Community (C). The SPARC model emphasizes evidence-based benefits of collaborative practice across multiple outcome domains. Tools and frameworks for evaluating collaborative practice take a view of optimizing partnership operational performance in achieving stated goals. Collaborative practice can also be an integral element of program activities that support the academic success and scholarly productivity, psychosocial adjustment, and physical and psychological well-being of stakeholders participating in the program. Given the goal of our alliance to promote diversification of the professoriate, the model highlights the use of collaborative practice in supporting stakeholders from groups historically underrepresented in STEM fields across these outcome domains. Using data from a mixed-methods program evaluation of our AGEP alliance over 4 years, the authors provide concrete examples of collaborative practice and their measurement. Results discuss important themes regarding collaborative practice that emerged in each stakeholder group. Authors operationalize the SPARC model with a checklist to assist program stakeholders in designing for and assessing collaborative practice in support of project goals in funded academic partnership projects, emphasizing the contributions of collaborative practice in promoting diversification of the professoriate.


2022 ◽  
pp. 54-62
Author(s):  
Valerie Oji ◽  
Katherine Dillion ◽  
Salome Weaver

Background: Hybrid teaching methodologies involve the purposeful combination of traditional teaching with technology advances. Despite some challenges, they have gained popularity recently, especially during the coronavirus pandemic. This study evaluated hybrid e-learning with multiple inquiries involving students’ receptiveness, preferences, behaviours and instructor observations. Method: The methodology involved a mixed-method approach with a qualitative observational case study, surveys and interviews for problem-based learning alternatives to traditional lectures. Instruction included: 1) Assigned primary literature reading with study questions to be completed before class; 2) Out-of-class online video-clips with visual, practical application (i.e. lithium and non-lithium induced tremor assessment) and online discussion in CANVAS Learning Management System; 3) Start-of-class quiz in ExamSoft, in-class team-based application questions with instructor-led discussion; 4) Out-of-class team final exam review assignment in CANVAS. Results: Qualitative themes were student engagement, flexibility, preferences, academic and non-academic stressors, etiquette, and defining responsibility for academic success. The majority of students preferred primary literature review, video clips, followed by online CANVAS discussions. Written assignments were the least desirable. Conclusion: These experiences are useful for qualitative evaluation of teaching and learning methods.


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