首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 38 毫秒
1.
Research suggests that students entering Higher Education are doing so with greater expectations around their graduate employability. Students’ volunteering activities have been of interest to academics, but the impact of these activities on learning, employability and student satisfaction has been neglected. The current study investigated whether students who volunteered felt it benefited them, whether they felt they were more employable and whether they perceived their course as satisfying in combination with their volunteering. This small-scale qualitative study used a sample of psychology undergraduate students in focus groups (n = 11), and also a number of psychology graduate interviews (n = 6) from one UK university. Thematic analysis produced several key themes including students’ motivations to begin volunteering, which were mainly career-oriented; their motivations to continue, which included rewarding feelings and personal development; the impact of volunteering on their psychology degree, which included situated learning; and their perceptions of their volunteering and its impact on their employability. The findings indicated many reasons for both starting and continuing with volunteering activities with a clear narrative among this sample that volunteering enhanced their employment and postgraduate prospects. Findings are discussed in line with the current context of Higher Education and the implications for both students and Higher Education Institutions.  相似文献   

2.
  相似文献   

3.
The growing competitive environment in which Higher Education Institutions (HEIs) are immersed has caused them to be constantly focused on implementing new strategies that allow them to consolidate student loyalty. Among the strategies are those related to the use of social media, virtual brand communities and Brand Fan Pages (BFPs). This research aims to show the HEIs some new ways to increase brand loyalty through their BFP. Both qualitative techniques, 2 focus group sessions with students from public and private universities, and quantitative techniques, 200 interviews with young university students aged 18–23, were used to develop this research. Partial Least Squares (PLS) analysis was utilized to determine the relationship between variables. The main findings of the analysis indicate that it is possible for a higher education institution to increase student loyalty by generating positive experiences on their Brand Fan Page and generating greater platform use intensity.  相似文献   

4.
ABSTRACT

In an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches.  相似文献   

5.
To date, there has been little research in non-Western contexts exploring the research experience of research higher degree (RHD) students and the effect of research experience on student outcomes. The purposes of this study were to validate the Student Research Experience Questionnaire (SREQ) developed in Australia in the Hong Kong context and to explore the relationships between student research experiences and their perceived skill development and overall satisfaction with their research degree experiences. Data were collected from 599 RHD students. The results supported the construct validity of four SREQ scales (supervision, infrastructure, intellectual climate and skill development). The results of the structural equation modelling suggested that supervision related to students' perceived skill development and overall satisfaction, while intellectual climate and infrastructure were related to overall satisfaction only. The data provide a better understanding of how we can promote positive learning outcomes of RHD students.  相似文献   

6.
Since the early years of the twenty‐first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be difficult and cites problems with issues such as student compliance. We adopt a learner‐centred perspective and explore students’ (rather than their educators’) understanding of how blogs and blogging can support distance learning in Higher Education. We report on a study of UK Open University (OU) students on an online distance learning Masters course, that has enabled us to determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course.  相似文献   

7.
Abstract

Within the European Higher Education Area (EHEA) the student is the main protagonist of the learning process. This means that teachers must be aware of the cognitive-motivational aspects that influence their learning. This study analyses the academic goals, learning strategies and levels of academic engagement shown by university students in their first year of adaptation to the European Higher Education Area, as well as the relationship between these variables. The results indicate that most students are averagely oriented towards learning goals and highly oriented towards achievement goals, regularly use a wide variety of learning strategies, and show average levels of academic engagement. The correlations between some of these variables are positive and significant. Further research needs to be carried out to understand the role played by different variables in constructing quality autonomous learning processes, not only in relation to students, as in the case of this study, but also in relation to teachers, tasks, contexts, and academic institutions, as well as the different interactions between them.  相似文献   

8.
The increasing calls for diversity research signal a need to explore contemporary learning and instruction strategies that respond to diversity in courses and curricula. The major objective of this research was to measure the level of openness to diversity and challenge (ODC) among college students as a function of their perceived constructivist learning environment in traditional lecture-based courses (LBE) and seminars (SM). The study included 243 undergraduate students. Data were gathered using the Constructivist Learning in Higher Education Settings scale (CLHES), which measures students’ perceptions of the occurrence of constructivist practices in learning environments along three dimensions of constructive activity, teacher–student interaction and social activity, and the Openness to Diversity and Challenge scale. Structural equation modelling (SEM) results indicated a positive connection between the general factor of CLHES and ODC over and above several pre-entry variables such as gender and culture. According to a further SEM analysis, the social activity variable mainly explained the ODC variable whereas the teacher–student interaction factor was mainly connected to the constructive activity variable. Multivariate analysis of variance results indicated that students enrolled in SM perceived this environment as more constructivist and reported having higher levels of feelings of ODC than LBE students. Interpretation of these findings, in conjunction with theory, applications, and implications for future research are discussed.  相似文献   

9.
Non-traditional students entering Higher Education (HE) via university-based foundation courses often encounter significant personal risk upon their return to study, and this can be exacerbated by a lack of understanding of the academic demands of HE at the point of entry.

As part of a wider qualitative, grounded theory study of the effect of diversity on the student experience on a university-based foundation course, which identified themes related to social interaction theory – competition, camaraderie and self-preservation – this research paper considers the theme of self-preservation and discusses Beck’s ‘individualisation’ theory and the different ‘risks’ evident among foundation course students upon their return to study. The risks highlighted in the narratives related to poverty of time, changing identity and relationships and failure. The effect that these risks had on the learning experience is then considered.

University-based foundation courses provide a successful route of entry for a diverse group of students returning to education, yet these courses are currently at risk due to the changing climate of HE. Based upon the findings in this study, recommendations are suggested to help encourage student interaction, reduce student fear of failure and increase their confidence, in order to assist non-traditional students with their transition to university-based foundation courses and their successful progression to degree course programmes.  相似文献   

10.
There are arguably many factors that affect the way a student learns. A recent report by the Higher Education Policy Institute (HEPI) and the Higher Education Academy (HEA) on student academic experience in the UK states that class size is an important factor in the quality of the student experience and that smaller class sizes provide greater educational benefit than the delivery of lectures. This article assesses research related to lectures, lecture attendance of medical students and their learning approaches in higher education outside the clinical setting. A questionnaire and focus groups were employed to gather quantitative and qualitative data. The results show that students value lectures in the curriculum alongside other teaching and learning methods.  相似文献   

11.
Using an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer and an Education Coordinator from a regional social enterprise organisation. The paper explores how the use of co-creation and creativity enhances the professional development and employability of graduates. Drawing on data collected from the students, this paper presents a range of perspectives and identifies how ‘meaningful’ problem-solving, co-creation and collaboration lead to transformative learning and enhanced student engagement. By doing this, we explore how complex challenges create agency for learning and develop critical thinking.  相似文献   

12.
Can social media be used to enhance the process of learning by students in higher education? Social media have become widely adopted by students in their personal lives. However, the application of social media to teaching and learning remains to be fully explored. In this study, the use of the social media tool Twitter for teaching was considered. Undergraduate students in Business and Management (n = 252) were encouraged to use Twitter for communicating with their tutor and each other during a 12‐week course. Their involvement was evaluated using a survey considering amount of Twitter usage and students' attitudes and experiences. The data were analysed using factor analyses, which revealed a single usage construct and three attitudinal factors. Three findings emerged. Firstly, a positive correlation was found between amount of Twitter usage and student engagement in university‐associated activities including organising their social lives and sharing information. Secondly, course‐related tweeting was not related to interpersonal relationships between students and their tutor. Thirdly, Twitter usage did not impact class attendance. The results are salient for educational practitioners wishing to introduce social media into their teaching.  相似文献   

13.
Provision of computers in universities for self‐study is taken for granted and is seen as a “must have” educational resource, yet it is very expensive to fund. Students report that they use the Internet as their first stop in approaching research tasks. Learning theorists posit the important role of social interaction in contributing to learning. The use of collaborative methodologies such as group work also illustrate the importance, and perceived beneficial role of, learning with others. However, in general, student access to computers for self‐study in UK Higher Education is provided through large rooms furnished with serried ranks of computers, which do not allow or encourage computer‐based collaborative working. This study addresses this mismatch between approaches to learning and the way universities make computers available to learners. The University of Wolverhampton provides a social learning space with 24 computers on four fishbone‐shaped tables, in a room without any restrictions on talking, eating, or drinking. It was provided so as to encourage learners to work collaboratively and to be able to integrate the use of a computer whilst doing so. This paper reports the initial findings of a study into its use, through questionnaires, observational data, and interviews. Has the provision of a computer‐based collaborative learning space positively affected approaches to computer‐based self‐study? The results of this study inform how best Higher Education institutions might provide computer access to learners so as to encourage collaborative working and positively affect student approaches to their learning.  相似文献   

14.
Research comparing continuous assessment (e.g. coursework) with examinations generally reveals a student preference for the former. The perceived increased use of continuous assessment periodically captures media attention, with claims of greater numbers of higher degree classifications being awarded. This paper takes a case-study approach to investigate the extent to which different types of assessment allow students to effectively demonstrate and apply their learning. By considering data gathered from second-level, undergraduate students completing 60 point, online psychology modules, this paper investigates assessment effectiveness in terms of student satisfaction, pass rate and level of pass rate. Findings reveal that modules with an end of module assessment (EMA), rather than an examination, have higher completion and pass rates. Whilst students who took a seen examination also performed well, those who completed an unseen examination recorded the lowest overall pass and completion rates, despite high ratings of student satisfaction. Findings are discussed in terms of implications for improved pedagogy and student experience.  相似文献   

15.
Student satisfaction has received growing attention in Higher Education systems in recent years, and are increasingly used for internal and external accountability in the sector. This does leave us with questions on the extent to which variance in student satisfaction can be explained by Higher Education Institution (HEI) and course attended rather than by individual student characteristics; and on what factors may predict student satisfaction. In this study we used the Postgraduate Taught Experience Survey (PTES) to look at these questions in a sample of approximate 70000 UK postgraduate students from 100 HEI's. Firstly, confirmatory factor analyses were used to test the validity of the proposed multidimensional structure of student satisfaction in PTES. Then multilevel models were used to look at variance at three levels (HEI, course and student), and the relationships between institutional and student factors collected in PTES and student satisfaction. Two years of data (2014 and 2015) were used. Findings suggest that over 90% of variance is explained at the student level for all dimensions of student satisfaction in both years, with variance at the HEI level being particularly low. Individual student characteristics explain more variance than institutional characteristics, but only some (such as BME status) are significant, and explained variance is low. These findings suggest using student satisfaction as an accountability measure in HE may be highly problematic.  相似文献   

16.
Computational tools and methods have permeated multiple science and engineering disciplines, because they enable scientists and engineers to process large amounts of data, represent abstract phenomena, and to model and simulate complex concepts. In order to prepare future engineers with the ability to use computational tools in the context of their disciplines, some universities have started to integrate these tools within core courses. This paper evaluates the effect of introducing three computational modules within a thermodynamics course on student disciplinary learning and self-beliefs about computation. The results suggest that using worked examples paired to computer simulations to implement these modules have a positive effect on (1) student disciplinary learning, (2) student perceived ability to do scientific computing, and (3) student perceived ability to do computer programming. These effects were identified regardless of the students’ prior experiences with computer programming.  相似文献   

17.
Little research has simultaneously examined the differential effects of autonomy support from parents, teachers, and peers (social agents) on students’ psychological need satisfaction, motivation, and school engagement. Drawing from Self-Determination Theory, this study examined the joint effects of perceived autonomy support from these three social agents on psychological needs, motivation, and engagement of 614 Chinese primary school students. Results revealed that perceived autonomy support from parents, teachers, and peers positively and uniquely predicted student psychological need satisfaction. The effect was strongest for parental autonomy support, although a model constraining the paths from all three social agents to be equal fit equally well. Need satisfaction predicted greater self-determined motivation and student engagement and mediated the effects of all three social agents on student motivation and engagement. The model showed strong gender invariance. The results highlight the importance of targeting all three social agents in multi-level interventions that aim to optimize student motivation and school engagement.  相似文献   

18.
Student satisfaction is used as one of the key elements to evaluate online courses, while perceived learning is considered as an indicator of learning. This study aimed to explore how online learning self-efficacy (OLSE), learner–content interaction (LCI), learner–instructor interaction (LII), and learner–learner interaction (LLI) can predict student satisfaction and perceived learning. A total of 167 students participated in this study. Regression results revealed that the overall model with all four predictor variables (OLSE, LCI, LII, and LLI) was significantly predictive of satisfaction and perceived learning. The study found that LCI was the strongest and most significant predictor of student satisfaction, while OLSE was the strongest and most significant predictor of perceived learning. However, LLI was not predictive of student satisfaction and perceived learning. This study suggests that instructors employ strategies that enhance students’ OLSE, LCI, and LII. Research is needed to understand how LLI fosters student learning and satisfaction.  相似文献   

19.
A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students – both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of ‘The Interaction for Learning Framework (ILF)’, that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts.  相似文献   

20.
The use of project work (PW) or project-based learning has escalated in Singapore since its inception by the Ministry of Education in the year 2000. There is however little information on students' motivation, and their experience of PW over time. This study sought to identify homogeneous groups of students with distinct perceived locus of causality (PLOC) profiles using a cluster analytic approach, and to examine group differences in their perceived psychological needs, emotions, metacognition, and perceived skills learned in PW over time. Four distinct clusters of students were identified. The “high self-determined/low controlled” group was the most adaptive cluster, and the “low self-determined/high controlled” group was the least adaptive cluster. The study affirms that the self-determination theory (SDT) can provide important insights into the motivational processes in PW. It establishes that students' motivational regulations and their perceived needs satisfaction at the start of PW are related to their experience of and learning in PW.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号