Student perceptions of an interprofessional educational experience: The importance of goal articulation

2015 ◽  
Vol 8 (4) ◽  
pp. 381-385 ◽  
Author(s):  
Jennifer M. McBride ◽  
Richard L. Drake
Keyword(s):  
Student Perceptions ◽  
Educational Experience ◽  
Goal Articulation

Doctor of Physical Therapy Student Perceptions of Near-Peer Teaching in an Anatomy Educational Experience

2020 ◽  
Vol 34 (1) ◽  
pp. 67-75
Author(s):  
Douglas E. Haladay ◽  
Rebecca M. Miro ◽  
Dustin Hardwick ◽  
Laura L. Swisher ◽  
Aimee B. Klein
Keyword(s):  
Physical Therapy ◽  
Student Perceptions ◽  
Educational Experience ◽  
Peer Teaching ◽  
Doctor Of Physical Therapy ◽  
Physical Therapy Student

scholarly journals Engagement with Electronic Portfolios: Challenges from the Student Perspective

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
David Tosh ◽  
Tracy Penny Light ◽  
Kele Fleming ◽  
Jeff Haywood
Keyword(s):  
British Columbia ◽  
Deep Learning ◽  
Student Perceptions ◽  
Educational Experience ◽  
Electronic Portfolios ◽  
Student Perspective ◽  
University Of British Columbia ◽  
University Of Edinburgh ◽  
Potential Impact ◽  
The University

Much of the evidence and research available on the use of e-portfolios focuses on faculty and institutional perspectives and/or consists mainly of anecdotes about how useful the e-portfolio has been to learners. While it is generally agreed that e-portfolios have great potential to engage students and promote deep learning, the research that has been conducted to date focuses very little on student perceptions of value of the e-portfolio for their learning. If students do not accept the e-portfolio as a holistic means with which to document their learning in different contexts and more importantly, agree or wish to use the e-portfolio as an integral part of their educational experience, then the potential impact the e-portfolio will have on learning will not be realised. This paper highlights four themes arising out of research that is underway within an international framework of collaboration between the University of Edinburgh, the University of British Columbia and the University of Waterloo.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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