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J. W. Garvin A. C. Butcher L. A. J. Stefani V. N. Tariq M. H. R. Lewis N. L. Blumson 《Assessment & Evaluation in Higher Education》1995,20(3):273-288
During the academic year 1992-93, Level 1 students in the biosciences were required to carry out group projects over a two-week period. A class of 120 students, divided into groups of four, was given one of three projects, the assessment of which contributed to their final end-of-semester marks. Students' views of the projects were assessed using a comprehensive questionnaire. The issues addressed include (1) student perceptions of project work; (2) student perceptions of working as part of a small team/group; (3) student perceptions of skills attained during the course of the group project work. The results of this study indicate positive outcomes from such practical work. 相似文献
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Sundaran Kada 《Educational gerontology》2015,41(6):428-439
With an aging general population and a concurrent increase in the prevalence of dementia, health and social care professional students are increasingly exposed to this group of patients during their clinical placements and after graduation. A sound dementia-related knowledge base among health and social care students is important in providing high-quality dementia care. The present study assessed dementia-related knowledge in health and social care students. The Alzheimer's Disease Knowledge Scale (ADKS) was utilized to measure the level of dementia knowledge. A total of 321 undergraduate students from various disciplines in their final years of study, but prior to graduation, participated in this study. The study identified a moderate dementia knowledge base (mean score: 23.51 out of 30) among health and social care students. The results revealed that the students were also ignorant of many facts and had many misconceptions pertaining to Alzheimer's Disease (AD). In addition, significant differences in knowledge were evident between student groups. These results suggest that the current dementia curriculum should be evaluated in an attempt to improve the dementia knowledge base of health and social care students. 相似文献
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教师关心、自我调节学习与学业成就的关系 总被引：3，自引：0，他引：3
以227名初中生为被试，考察了他们心目中“关心型”教师的主要特征，以及知觉到的教师关心、自我调节学习与学业成就的关系。结果发现：初中生认为一个关心学生的教师应该在有效教学、民主管理、学习指导和生活关心几个方面有所表现；初中生知觉到的教师关心、学习策略、效能感与学业成就的相关显，其中自我效能感是影响学业成就的重要因素。 相似文献
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Doris Lee John McCool Laura Napieralski 《International Journal of Lifelong Education》2013,32(6):548-560
This study examined graduate students? preferences among a set of four learning activities commonly employed in adult educational settings. It evaluated the applicability and value of the Analytic Hierarchy Process, AHP, developed by Saaty as a quantitative tool for empirical research in assessing preferences. The four activities suggested by the literature on adult learning are (a) lectures (b) in-class discussion and reflections, (c) group-based projects and (d) individual projects. A secondary focus of the study was on whether the students? perceptions depended upon their innate primary learning style. The results of the study confirm that adult graduate students prefer to learn by discussion and reflection as opposed to lecture and prefer individual to group projects. These findings were independent of learning style as apportioned among the visual, auditory and kinesthetic types. Implications of these results are discussed. 相似文献
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Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour. 相似文献
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The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011 相似文献
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Rosemary Godbold Amanda Lees Stephen Reay 《The International Journal of Art & Design Education》2019,38(1):182-192
Student‐led design projects undertaken within healthcare settings raise considerable ethical challenges, primarily resulting from collaboration with service users. This article emerged out of the experiences of design from a New Zealand university undertaking real world projects in acute health care contexts. A human‐centred approach to design is underpinned by a requirement for students to immerse themselves in the user context to optimise design outcomes. Several issues exist in relation to the management of the ethical complexities arising from these projects. Multiple formal ethical review processes were triggered when students’ projects were defined as research. These processes were perceived as onerous and disproportionate to the scale of the projects, and students were ill equipped to identify ethical issues and engage with formal review processes. This resulted in either abandoned projects or the use of compromised methods. A review of codes of practice and design industry approaches identifies a gap in guidance for both students and qualified designers. Some designers describe their projects as service improvement, and not subject to formal ethical review. This article argues for embedding consideration of ethics in all design projects to enhance the process, to be true to the underpinning philosophy of human centred design and to produce ethically aware graduates. To achieve this, a multi‐pronged pedagogical approach which encompasses both hypothetical, class‐based and real‐world learning experiences is described, with the ultimate goal of normalising the consideration and development of ethical standards for students and best practice across the industry. 相似文献
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Brett Williams Belinda Lewis Malcolm Boyle Ted Brown 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):337-350
The aim of this study was to identify if wireless keypads could facilitate interprofessional interaction among undergraduate paramedic, nursing, occupational therapy, physiotherapy, health science, social work and midwifery students. Secondary research aims included the examination of students' perceptions of interprofessional education and how students perceived using wireless keypads in large lecture classes and smaller tutorials. The study used a mixed methodology approach via self‐reporting questionnaires and focus groups that included (n = 210) students in week 1 and (n = 151) students in week 13 of an undergraduate unit. Overall, students were satisfied with the use of wireless keypads in their interprofessional undergraduate unit of study. While modest findings supported the use of wireless keypads in improving student interaction, other findings were statistically significant in understanding the roles of other health professions and why collaboration in health‐care environments was important for professional growth. The following themes emerged from the qualitative data: engagement, satisfaction, use of educational technology, interprofessional education and learning environment. Integration of wireless keypads has assisted undergraduate students to better appreciate and understand other health‐care disciplines within an interprofessional education setting. Students reported that they appreciated the alternative teaching and learning approach that wireless keypads offered, thus improving engagement and interactivity, and providing a broader understanding of other allied health‐care professions. 相似文献
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《Educational gerontology》2013,39(3):181-195
This paper discusses the implementation of an intergenerational service-learning (IS-L) project by Western Michigan University's Gerontology Program. Two classes of students, one graduate and one undergraduate, taking introductory gerontology courses were brought together to complete IS-L projects of their own designs. Students were placed in teams. Key project components included: negotiation with community partners to construct a viable one-semester project, collaboration on a team, and analysis of the team development process. A Critical Incident Questionnaire was used to collect data on student perceptions of project and class progress. While challenging, most students found the intergenerational service-learning projects and team format valuable and rewarding. 相似文献
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Renske A.M. de Kleijn M. Tim Mainhard Paulien C. Meijer Mieke Brekelmans Albert Pilot 《Assessment & Evaluation in Higher Education》2013,38(8):1012-1026
A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master’s thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of master’s thesis projects, using review studies with respect to effective feedback in coursework situations. Online questionnaires were administered to collect data from three cohorts of master’s students who were either working on their thesis or had recently finished it (N?=?1016). The results of the study indicate that students perceive the focus of feedback in terms of a focus on task and self-regulation; they perceive the goal-relatedness of feedback in terms of feed up (goal-setting) and feed back-forward (how am I going and where to next?); and elaboration of feedback is perceived in terms of positive and negative feedback. Furthermore, students that perceive the feedback to be positive, and to provide information on how they are going and what next steps to take, are the most satisfied with their supervision and perceive they are learning most from their supervisor. The findings are discussed in relation to findings in coursework settings, and are explained using goal orientation theories. 相似文献
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Michael Koon Boon Tan 《The International Journal of Art & Design Education》2019,38(4):878-886
In the light of challenges arising from contemporary issues such as inclusivity, sustainability and justice, the connections between art, design and caring appears to be pertinent. What role can artists and designers play in the ecology of care? How can we lead art and design students to connect and lend their creative skills to care needs? Drawing on the ethics of care and a relational view on health this article highlights the various teaching approaches and initiatives introduced at Nanyang Technological University, Singapore, to support and guide students to realise various art and design for health and wellbeing projects that provide opportunities for students to part take in ecology of care using their creative skills. Although creative explorations at the intersection of art, design and caring is still at an early stage, outcomes from this ongoing effort have been encouraging in response to the shifting social needs to create a more inclusive and flourishing society in Singapore. 相似文献
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Working with scientists has been suggested as an effective way for high-school students to learn authentic science. However, little research has involved students’ perceptions of science learning environments in a university internship. This study drew on the theoretical framework of community of practice with cogenerative dialogues to design an internship program that aims to build a constructivist internship for students. Students who learned science in the internship program developed stronger constructivist learning perceptions than those who learned science in school. Specifically, students perceived that they had more opportunities to think independently of the instructors and other students. Three effective principles for program design are: (a) high school students conduct open-inquiry projects with the support of scientists; (b) high school students and scientists conduct cogenerative dialogues regularly to address issues and share experiences; and (c) high school students present their project proposals and scientific findings at open house events. Implications of the results are discussed. 相似文献
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This paper explores 122 secondary school students’ perceptions of the choral learning environment. A survey questionnaire was developed taking into consideration the responses of a pilot study in which students were requested to list what they liked and disliked about the choir. The participants rated their degree of agreement on a five-point scale on psychosocial and other perspectives of choral learning. Three research questions were posed: (1) What are Singaporean secondary school students’ perceptions of choral learning? (2) Are there any gender differences in their perceptions of choral learning? (3) Are there any across school differences in their perceptions of choral learning? The findings of the study were discussed from the perspective of Singapore’s education and learning environment research. 相似文献
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Help‐seeking (HS) students and non‐help‐seeking (NHS) students were compared on their perceptions of (a) their own level of mental health functioning and (b) the average level of mental health functioning of their (NHS or HS) peers. Results showed that NHS students' perceptions of HS students' self‐ratings were similar to HS students' self‐ratings of functioning but that HS students underestimated the level of functioning of their NHS peers. Implications of the findings for campus outreach and future research are discussed. 相似文献
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RUFUS L. BARFIELD 《Assessment & Evaluation in Higher Education》2003,28(4):355-370
The group approach to learning is widely accepted by higher education researchers as an effective teaching and learning tool. While there are numerous instructional, learning and social communication advantages for both students and teachers using group projects in the college classroom, a need exists for a better understanding of group projects from the student's perspective. The purpose of this investigation was to measure students' perceptions of group grades and group satisfaction on group projects in the college classroom. A cohort of 230 students from a large southern metropolitan university enrolled in sections of Group Interaction and Decision Making and Conflict Management classes participated in this study. The major findings of this study revealed that: (i) the less group grade experience that a student has, the more likely they are to agree that everyone in the group deserves the same group grade; (ii) students who work part-time are more likely to think that a group grade is a fair assessment of their contributions than students who work full-time; (iii) older students are more likely to be dissatisfied with a group grade experience than middle and younger age students. It is recommended that this study be extended to include comparison groups, graduate students and other disciplines. 相似文献
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Paquita McMichael 《Educational studies》1992,18(3):299-310
This study of the expectations of 22 supervisors of undergraduate and postgraduate projects and dissertations and their students revealed the supervisors’ more elaborated views. Responses were categorised into Educational Support & Guidance and Personal Support, with well over two‐thirds of both supervisors and students highlighting Educational Guidance and less than a quarter Personal Support. Students and staff mentioned an enabling approach which allowed student ownership of their projects. Staff and students also agreed on their expectations of the students’ role, with two‐thirds of the responses of both groups emphasising personal and organisational qualities. The apparent agreement of supervisors and students was questioned by means of two problematic cases. These raised questions of supervisory style, contrasting perceptions of process and the need to take continuous account of student needs as well as the academic aims of staff. 相似文献