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1.
《Australian Journal of Learning Difficulties》2013,18(2):129-136
This study considered the previous educational experiences, decision-making, and first-year experiences of four students who self-identified as learning with dyslexia within one university in New Zealand. The study showed that despite achieving the required standards for entrance to study at university, some students lacked the knowledge and self-advocacy skills necessary to access the learning support available to them at the university. Without good quality, relevant and focused course advice, students with dyslexia are at risk of being mismatched in academic programs, failing to complete their courses of study and incurring financial costs. With appropriate course advice, connecting to support services early, and applying proven study and time management strategies, these students are able to achieve grades higher than in compulsory education, suggesting that high school academic results should not be used as a predictor of their success at university. By understanding the learning experiences of successful students with dyslexia as they transition to university, we can improve how we encourage and support academically capable students who struggle with literacy in their compulsory and tertiary education. 相似文献
2.
Researchers investigated the impact that a first-year college experience course had on students?? first-year grade point averages (GPAs) and retention rates. A sample of 109 first-year students enrolled in the course was compared to a sample of 326 students from the same university who had not taken the course. The goals of the experience course were to reduce attrition, increase grade point averages, and enhance academic skills. Without accounting for selection bias, those who took the course had similar retention rates and lower GPAs than those who did not take the course. After matching on propensity scores, the negative effects of the program on GPA were nullified and those in the program were more likely to enroll for a second year. Although the benefits from the course were weak, the positive impact of the program was more apparent after accounting for individual differences. 相似文献
3.
While research on English-medium instruction (EMI) has proliferated in the past decades, little research has examined how students from a monolingual background actually experience EMI, or the learning processes involved in such experiences. Drawing upon in-depth interviews and student reflection journals, this study examines the experiences of Chinese university students currently studying in an EMI university in Macau. The findings show that while the students were satisfied with their learning in the EMI context, and they all expressed a perceived necessity for EMI, EMI presented major challenges to their learning and increased their study burden, and the students had experienced numerous frustrations, difficulties and challenges in the transition from the CMI context to the EMI context. The findings also indicate that the students took various measures to address these difficulties and frustrations. This study can provide a better understanding of the real learning needs of Chinese students in an EMI context, and the strategies used by them to address the difficulties and challenges experienced in the transition from the CMI context to the EMI context. 相似文献
4.
AbstractFirst-year university students’ underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understanding of students’ perceptions and needs. This study investigates first-year Chinese students’ perceptions and experiences related to assessment of academic literacies in an English-as-a-foreign-language university context. The datasets include student focus groups at two different time points over their first university year, self-reflective essays written by students at the end of the year, and audio records of nine units of teaching in three teachers’ classes. Findings highlight that fostering students’ academic literacies incorporates both linguistic development and epistemological adaptation. Students held mixed feelings towards alternative assessment other than examinations. Their personal learning goals of using English in everyday scenarios dampened their commitment to teachers’ goals of developing learners’ academic literacies. Findings suggest assessment can be an effective ‘card’ played by teachers to nurture students’ appreciation of new learning goals, communicate areas for improvement in learning strategies, and demonstrate their visible progress. 相似文献
5.
Stephen J. Marshall 《高等教育研究与发展》2018,37(6):1216-1230
Internationally, first-year student experience surveys suggest that modern students are investing increasingly less time in their study at university, raising concerns about the impact this may have on their success. This paper describes a case study exploring student workload at a New Zealand university interested in understanding how student time allocation decisions are being made during actual weeks of study rather than hypothetical ‘typical’ weeks. The results show that the sampled students allocated time in line with university expectations. Time allocation on course work was significantly affected by assessment deadlines and by student achievement striving. Student grade point average was strongly correlated with time spent, and strongly influenced by students’ beliefs regarding their motivation and self-efficacy. Universities are encouraged to explore mechanisms that support students being better informed about the implications of their choices, actively influencing their sense of priorities and expectations regarding the effort needed to be successful in their studies. 相似文献
6.
Thomas Menkhoff Magnus Lars Bengtsson 《Educational Research for Policy and Practice》2012,11(3):225-242
This evaluative?Cexploratory case study reports pedagogical experiences with using mobiles phones, wikis, and other mobile learning approaches such as podcasts and walking tours as educational tools in the context of an undergraduate course on Chinese Entrepreneurship and Asian Business Networks taught at a university in Singapore. Conceptualized as mobile learning, the paper argues that information and communication technologies (ICT) devices used by Gen Y students as part of their everyday life such as hand phones in combination with social media platforms such as course wikis and other proven pedagogical methods such as mini lectures, field visits, and walking tours can greatly enrich learners?? experience and produce valuable learning outcomes on the basis of blended learning provided their usage is easy and effectively integrated into the respective instructional strategy. 相似文献
7.
The differentiated experiences of young mature-age students are under-researched and often unacknowledged in higher education literature and university policy. This article contends that, due to their age (early 20s to early 30s), many younger mature-age students feel ‘out of the loop’ and ‘alienated’ from university culture. The sample is drawn from a large first-year subject and analyses students’ written ethnographic reflections on their identities as students within university culture. Using interpretive theory and NVivo coding software to analyse the written assignments, the experience of isolation amongst the young mature-age demographic was a prominent and unanticipated finding. Students in this age range want academic-based sociality but do not identify as either school leaver or ‘mature-age’. They feel like isolated learners. We argue young mature-age students’ experiences of social isolation pose a significant barrier to full participation, negatively impacting their identities as students and their university transition. In Australia and internationally, governments and universities have increased their enrolments of young mature-age students, but their capacity to structure learning environments to suit them are limited without greater knowledge of their diverse experiences. Taking a cultural, socially situated view of learning allows insights into students’ experiences and suggests opportunities for understanding and supporting them. 相似文献
8.
《Australian Journal of Learning Difficulties》2013,18(1):19-24
Abstract There has been much attention given to the needs of students with learning disabilities in Australian schools in recent years. The needs and experiences of university students with learning disabilities have received less attention. This article reports on the results of a small study of students who identified as having a range of difficulties with learning at one Australian university. Eight students across a range of discipline areas and year levels were asked about the nature of their difficulties, the kinds of adjustments they receive and their effectiveness, and for their suggestions about how these adjustments could be improved. The results pointed to the need for university lecturers to better understand the kinds of learning difficulties experienced by such students. Such an understanding can assist lecturers in knowing how to adjust their teaching and learning practices so these students can more fully participate and be successful in their university studies. 相似文献
9.
Wendy McMillan 《高等教育研究与发展》2014,33(6):1123-1135
Most new students experience school to university transition as challenging. Students from backgrounds with little or no experience of higher education are most vulnerable in this transition, and most at risk of academic failure. Emotion appears implicated in the differential way in which first-generation students and students with family familiarity of university experience the transition. This article draws on the voices of first-year dental and oral hygiene students at a South African dental faculty regarding university transition experiences. It draws on the construct of capital and Archer's [(2002). Realism and the problem of agency. Journal of Critical Realism Alethia, 5(1), 11–20] understanding of ‘competing concerns’ to examine how emotion shapes students' experiences of university transition and how they position themselves with regard to these experiences. The article explicates the ways in which emotional commentary and classed locations intersect, exploring the extent to which this intersection shapes young people's framing of their concerns of ‘being a student’ and ‘becoming a dentist’. The article identifies aspects of the university's material and cultural environments which shape students' emotional responses and which consequently are implicated in the perpetuation of class-based differential life chances. 相似文献
10.
Charles Potter Errol Van Der Merwe Wendy Kaufman Julie Delacour 《European Journal of Engineering Education》2006,31(2):201-214
We have previously reported in this journal that spatial ability influences academic performance in engineering. We have also reported that spatial ability is trainable, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. In this article, we present the results of a longitudinal evaluative study of student difficulties with engineering graphics at our university, involving research over a 24-year period. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students, and failure rates of 80% for African students studying at our university. In terms of outcomes, our study indicates that changed teaching practices have been associated with increased pass rates, which currently average 88% for all students. There is clear evidence that African students no longer experience major difficulties in passing the course. This can be attributed both to changes in teaching methodology, as well as broader contextual changes occurring in South Africa over the period reviewed.
Despite evidence of increased pass rates, our data suggest that there is a continuing relationship between three-dimensional spatial perception and academic performance in engineering graphics, as well as with aggregated first-year engineering marks. For this reason, many students still require academic support. There is also evidence that female students experience difficulties with engineering graphics due to lack of previous technical experience, and use a variety of strategies to overcome their study problems. The most effective appear to be use of peers and friends, and in particular students who had previously taken the course, as mediators of the course content and materials. Those female students who have not taken technical drawing at school level, and female students who do not network with other engineering students, are those at greatest disadvantage. 相似文献
11.
Isabella McMurray Cheryl Rafferty Cordelia Sutton Shweta Patel 《Journal of Further & Higher Education》2017,41(3):273-285
The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and achievement. This article documents critical reflections on a case study of a teaching, learning and research partnership currently being undertaken between a secondary school where students are taught AS and A Level psychology and a department of psychology in a post-1992 university in England. Drawing upon a social constructivist framework together with Healey’s model of the link between research and teaching, the aims of this study were to explore how undergraduate dissertation students can work with AS and A Level students on their dissertation projects. The study showed that the AS and A Level students found it an enjoyable practical experience, which they felt enhanced their understanding of university studies. The dissertation students found that the experience might be useful for postgraduate studies and future employment. This article highlights the benefits of the process but also the challenges for those involved, particularly if it was to be conducted on a larger scale. 相似文献
12.
Kate McGovern 《Tertiary Education and Management》2013,19(3):200-214
This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes. 相似文献
13.
Hongbiao Yin 《Higher Education》2018,75(5):827-838
This combined interview and survey study explored the relationship between interview data and data from an inventory describing engineering students’ ratings of their approaches to studying. Using the 18-item Approaches and Study Skills Inventory for Students (ASSIST) students were asked to rate their approaches to studying in relation to particular statements. A subsample of nine first-year engineering students participated in subsequent interviews exploring their experiences of studying and learning. The students’ views were examined and interpreted into inventory scores which were compared to the students’ actual ratings. The interviews confirmed the scales measured in the inventory and provided illustrations to them. While students who were extreme in either approach were easier to interpret, others provided a good example of the complex combination of approaches that can exhibit itself in one individual. The study illustrates how combined data sets can contribute to achieve a holistic understanding of student learning in its context. 相似文献
14.
Learning through writing is a way of learning not only the appropriate written expression of disciplinary knowledge, but also the knowledge itself through reflection and revision. This study investigates the quality of a writing experience provided to university students in a first-year biology subject. The writing instruction methodology used is Genre-based literacy pedagogy, designed to help both with learning disciplinary knowledge and its appropriate written presentation. Evaluative research methodologies from Student Learning Research are used and include the use of three closed-ended questionnaires and an open-ended questionnaire. The results of the research suggest ways of improving the writing instruction by better understanding the previous writing experiences of the students, improving the instructional materials, clarifying goals of the writing tasks at key stages in the writing process, and helping students to improve their approach to the writing experience.in final form: 23 August 2004 相似文献
15.
Lia M. Daniels Raymond P. Perry Robert H. Stupnisky Tara L. Stewart Nancy E. G. Newall Rodney A. Clifton 《European Journal of Psychology of Education - EJPE》2014,29(2):175-194
In the area of achievement motivation, students’ beliefs pertaining to achievement goals and perceived control have separately guided a large amount theoretical and empirical research. However, limited research has considered the simultaneous effects of goals and control on achievement. The purpose of this study was to examine primary and secondary control as potential mediators of the effects of mastery and performance goals on achievement, measured as final percentage in Introductory Psychology and GPA. The sample consisted of 224 first-year university students at a Canadian doctoral granting university. All participants completed two surveys and consented to release their grades to the researchers. We found that neither performance goals nor mastery goals had direct effects on achievement. However, performance goals had a positive indirect effect on achievement through primary control. Indirect effects also emerged for mastery goals, positively through primary control and negatively through secondary control. These results offer one explanation for the often-found non-significant relationship between mastery and achievement and are discussed in light of interventions aimed to modify goals and/or control and thereby increase achievement. 相似文献
16.
Robert Ellis Mark Weyers Jane Hughes 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):745-757
This study reports on an investigation into the campus‐based experience of university students studying mammalian physiology that was significantly supported with learning technologies. The design of the course enabled the students to interrogate the key ideas that they came across in their lectures and laboratories through online activities which prepared the students for practical classes. Close‐ended questionnaires were used to uncover qualitative variation in the population sample, particularly the differences in the concepts of learning technologies and approaches to learning technologies. Qualitative variation in concepts of, and approaches to, learning technologies was found to be significantly associated with variation in academic achievement. The outcomes have important implications for the approaches to teaching of campus‐based experiences of learning supported by learning technologies when we seek to support all students to realise their learning outcomes in technology‐mediated processes 相似文献
17.
《Journal of Further & Higher Education》2012,36(9):1163-1180
AbstractStudent difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year. 相似文献
18.
This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.
相似文献19.
ABSTRACTThis study was designed to investigate the bases of teacher expectations in higher education. The first author interviewed 20 university teachers from an English-as-a-foreign-language course, exploring their expectations for the first-year undergraduates in their classes. The grounded theory method was adopted to analyse the data that had been collected. The results showed that for this sample of 20 teachers, student characteristics were important contributing factors to their expectations in the teachers’ university settings. The factors the teachers considered important included students’ (a) prior academic achievement, (b) motivation, (c) study skills, and (d) academic discipline. Also, teacher characteristics were found to be another major source of these university teachers’ expectations, including teachers’ (a) past teaching and learning experience and (b) teaching self-efficacy. The findings suggested that the bases of teacher expectations in higher education may differ from those at the elementary or secondary school level. 相似文献