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Facebook status updates provided the data for a study about the transition learning experiences of 1st-year university students. Strict ethical guidelines were proposed by the PhD researcher from the outset of the study. Anonymity was considered important for the approved ethical clearance for both the university and the participants. Phenomenography was adopted and adapted for the study because it both conceptually and methodologically managed anonymity as well as questions of authenticity. An ethical dilemma arose during the research because the archival parameters were expanded by the researcher to allow the collection of data from the participants’ network. Questions of consent in an online space and how to report findings, which included data from people unaware of their involvement in the research, needed to be considered. 相似文献
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The need for a redefinition of first year experience in higher education is advocated with the aid of two models, which, although focused on a sample of Australian pre-service teaching students, is proposed as generalisable across the first year. Introduction to the mores of higher education is generally supported by teaching institutions during Orientation days and into the first few weeks of study on the assumption that students are then prepared for academic study. Institutions have invested significantly in providing a range of resources and services to support this process but their effectiveness relies on their timely and appropriate use by students. It is proposed that first year students' transition be identified as the FYST, a unique and important experience and the first of a series of transitions that occur throughout tertiary study. It is also argued that student engagement should be explicitly linked to critical points in the academic programme. Student teacher focus group feedback suggests that Timely, Individualised, and Prioritised Survival [TIPS] support may be key to aiding students' transition to higher education and valuable to student retention. 相似文献
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Wayne Lombard Sorrel Reid Keagan Pearson Michael Lambert 《Measurement in physical education and exercise science》2017,21(4):235-243
The counter-movement jump is a consequence of maximal force, rate of force developed, and neuromuscular coordination. Thus, the counter-movement jump has been used to monitor various training adaptations. However, the smallest detectable difference of counter-movement jump metrics has yet to be established. The objective of the present study was to measure the reliability of counter-movement jump metrics, including rate of force development, flight time, time to max force, and max force. Twenty-nine male participants (mean age 25 ± 3 years) were divided into three groups. Each participant performed five counter-movement jumps on a force plate, on three consecutive days. Flight time detected trivial changes, (effect size < .2) and typical error of measurement of .25%; max force detected small changes (effect size < .5) with a typical error of measurement of .3%; rate of force development detected small to medium change (effect size .5–.8) with a typical error of measurement of .3%. 相似文献
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