scholarly journals Homophily in the formation and development of learning networks among university students

2020 ◽  
Vol 8 (4) ◽  
pp. 469-491
Author(s):  
Hannes Weber ◽  
Marc Schwenzer ◽  
Steffen Hillmert
Keyword(s):  
University Students ◽  
Panel Study ◽  
Learning Networks ◽  
Sources Of Information ◽  
Social Origin ◽  
Exponential Random Graph Models ◽  
Personal Learning ◽  
Personal Support ◽  
Learning Partnerships ◽  
The Difference

AbstractStudents’ personal learning networks can be a valuable resource of success in higher education: they offer opportunities for academic and personal support and provide sources of information related to exams or homework. We study the determinants of learning networks using a panel study among university students in their first and second year of study. A long-standing question in social network analysis has been whether the tendency of individuals with similar characteristics to form ties is a result of preferences “choice homophily” or rather selective opportunities “induced homophily”. We expect a latent preference for homophilic learning partnerships with regard to attributes, such as gender, ability, and social origin. We estimate recently developed temporal exponential random graph models to control for previous network structure and study changes in learning ties among students. The results show that especially for males, same-gender partnerships are preferred over heterogeneous ties, while chances for tie formation decrease with the difference in academic ability among students. Social origin is a significant factor in the crosssectional exploration but does appear to be less important in the formation of new (strong) partnerships during the course of studies.

scholarly journals Aprender conectados: un estudio sobre las redes personales de aprendizaje de estudiantes universitarios

2021 ◽  
Vol 39 (2) ◽  
pp. 41-60
Author(s):  
José Antonio García-Martínez ◽  
Graciela Herrera-Villalobos ◽  
Manuel Arturo Fallas-Vargas
Keyword(s):  
Costa Rica ◽  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Learning Networks ◽  
Personal Learning ◽  
Social Nature ◽  
Toma De Decisiones ◽  
Estudiantes Universitarios

Entender como aprenden los estudiantes en la actualidad es de vital importancia para la toma de decisiones. En este sentido, la incorporación de las TIC está modificando las dinámicas de enseñanza y aprendizaje tanto formales como no formales e informales. El objetivo de este estudio es analizar las interacciones a través de diferentes recursos tecnológicos que contribuyen a la formación de estudiantes universitarios. Los entornos personales de aprendizaje (PLE) son considerados como un entramado de herramientas, actividades, finalidades y conexiones que las personas utilizan para su aprendizaje. En este trabajo se retoman las redes personales de aprendizaje (PLN) como parte imprescindible de estos, destacando así el carácter social del aprendizaje. El estudio parte de un enfoque cuantitativo a través de un diseño no experimental y transaccional. La muestra (n=1187) fue seleccionada de forma probabilística y queda representada por estudiantes universitarios de los últimos años de todas las carreras de las Universidad Nacional (Costa Rica). La recogida de datos se llevó a cabo a través de un cuestionario elaborado ad hoc. Los resultados muestran que los estudiantes interactúan en mayor medida con los compañeros y el profesorado a través de la comunicación móvil y el correo electrónico. Destaca la escasa conexión con profesionales, así como el uso limitado de herramientas que permiten ampliar las redes de aprendizaje. Por otro lado, se han encontrado diferencias en las interacciones de acuerdo con el rendimiento académico, dejando entrever la importancia de enriquecer los PLE en general y las PLN en particular. Understanding how students are currently learning is of vital importance for the decision-making process. In that sense, the incorporation of ICT is modifying formal, non-formal and informal teaching and learning dynamics. This study’s objective is to analyse the interactions through different technological resources that contribute to the education of university students. The personal learning environments (PLE) are viewed as a set of tools, activities, aims and connections that people use in their learning process. In this paper, the personal learning networks (PLN) are taken up as an indispensable part of them, thus highlighting the social nature of the learning process. The study takes a quantitative approach through a non-experimental and transactional design. The sample (n=1187) was selected by strata in a probabilistic way and is represented by last year university students from all programs at the Universidad Nacional (Costa Rica). The data collection was carried out through an ad hoc developed questionnaire. The results demonstrate that the students interact with their classmates and teachers to a greater extent via mobile communication and email. It highlights the scarcity of connections to professionals as well as the utilization of tools through which learning networks are amplified. On the other hand, differences have been found in the interactions according to academic performance, pointing to the importance of enriching the PLE in general and the PLN in particular.

THEORETICAL BASIS FOR THE PREVENTION OF PENITENTIARY CRIMES

2021 ◽  
pp. 73-79
Author(s):  
Андрей Александрович Нуждин
Keyword(s):  
Crime Prevention ◽  
Theoretical Basis ◽  
Information Support ◽  
Scientific Article ◽  
Sources Of Information ◽  
Preventive Action ◽  
Theoretical Understanding ◽  
The Difference

В свете роста числа преступлений, совершаемых осужденными и лицами, заключенными под стражу, аспекты предупредительного воздействия на возникающие в уголовно-исполнительной системе процессы выходят на лидирующее место. Важно понимать, что сотрудниками учреждений и органов уголовно-исполнительной системы принимаются значительные усилия для минимизации преступных посягательств. Тем не менее данная деятельность не всегда является системной и логически последовательной. Представляется, что проблема кроется в теоретическом базисе борьбы с пенитенциарной преступностью, который до настоящего времени так полноценно и не сложился. Цель научной статьи заключается в теоретическом осмыслении института предупреждения пенитенциарных преступлений, уяснении методов и мер предупредительного воздействия, определения источников информационного обеспечения. Автор постарался максимально точно определить границы пенитенциарных преступлений, показать разницу в методах и мерах предупреждения преступности в уголовно-исполнительной системе. В статье указаны источники информационного обеспечения, проводя анализ которых возможно предельно ясно понимать, какие методы будут эффективными при выявлении причин и условий, способствующих совершению пенитенциарных преступлений, а какие меры будут способствовать борьбе с преступностью осужденных и лиц, заключенных под стражу. In the light of the growing number of crimes committed by convicted persons and persons in custody, the aspects of preventive impact on the processes that arise in the penitentiary system are taking a leading place. It is important to understand that employees of institutions and bodies of the penitentiary system make significant efforts to minimize criminal attacks. However, this activity is not always systematic and logically consistent. It seems that the problem lies in the theoretical basis of the fight against penitentiary crime, which has not yet fully developed. The purpose of the scientific article is to provide a theoretical understanding of the Institute for the prevention of penitentiary crimes, to understand the methods and measures of preventive action, and to determine the sources of information support. The author tried to define the boundaries of penitentiary crimes as accurately as possible, to show the difference in methods and measures of crime prevention in the penitentiary system. The article indicates the sources of information support, analyzing which is possible to understand very clearly what methods will be effective in identifying the causes and conditions that contribute to the Commission of penitentiary crimes, and what measures will contribute to the fight against crime of convicts and persons in custody.

Suicide in Oxford University Students, 1976–1990

1995 ◽  
Vol 166 (1) ◽  
pp. 44-50 ◽  
Author(s):  
Keith Hawton ◽  
Sue Simkin ◽  
Joan Fagg ◽  
Michael Hawkins
Keyword(s):  
University Students ◽  
Psychiatric Disorder ◽  
Academic Stress ◽  
University Student ◽  
Psychiatric Services ◽  
Mortality Statistics ◽  
Oxford University ◽  
Student Counselling ◽  
College Staff ◽  
The Difference

BackgroundThe aim was to determine the extent, characteristics and timing of suicide in Oxford University students.MethodStudents who died from suicide or undetermined cause between October 1976 and September 1990 were identified through University records and individual colleges. Information about each student was sought from coroners, college staff, general practitioners and hospital case notes.ResultsThere were 21 suicides (16 men and 5 women) and one open verdict (female). The observed number of suicides (0) was greater than the number expected (E = 11.09) on the basis of mortality statistics for England and Wales (O/E = 1.89; 95% CI 1.17 to 2.90). When deaths due to undetermined cause were included, however, the difference between O and E (17.03) was much reduced (O/E = 1.29; 95% CI 0.81 to 1.95). There was no evidence of an association with the Finals examination but two-thirds of the students had been worried about academic achievement or their courses. Nearly half appeared to have had a psychiatric disorder (mostly depression).ConclusionsThe much publicised apparent excess of Oxford University student suicides may be partly artefactual. Measures for preventing student suicides include careful induction upon arrival at university, means of alleviating academic stress and worries, and readily available and closely associated student counselling and psychiatric services.

scholarly journals Psychological flow and its relationship with some variables among University learners

2018 ◽  
Vol 225 (3) ◽  
pp. 123-148
Author(s):  
Dr. Alaa Abdulhassan Habib Al. aboodi
Keyword(s):  
College Students ◽  
University Students ◽  
Basic Education ◽  
Good Level ◽  
Education College ◽  
Males And Females ◽  
The Difference ◽  
Scale Properties ◽  
Area Of Study

The present paper aims to identify the following: 1-Psychological flow among university students 2- Indication of the difference in the psychological flow among university students according to the gender variable (male females) 3-indication of the difference in the psychological flow among college students, according to the variable area of ​​study (scientific, humane)  4- Indication of the difference in the psychological flow among college students, according to a variable arrangement congenital, (I, II(  In order to verify this, the researcher used the psychological flow prepared in accordance with the viewpoint Mihaly scale as it has been applied to the search reached (300) students of students of Basic Education College were chosen randomly cluster, after it has been verified scale properties psychometric, the researcher suggested the results derived 1-Characterized by university students, a good level of psychological flow. For males and females equally matched by the psychological level of 2-flow there is no difference in the level of flow in the order of congenital them despite the disparate aspects of the environment that surrounds them. In light of these findings the researcher presented a set of recommendations and proposals.

scholarly journals Weaving a Personal Web: Using online technologies to create customized, connected, and dynamic learning environments

2010 ◽  
Vol 35 (2) ◽  
Author(s):  
Jessica McElvaney ◽  
Zane Berge
Keyword(s):  
Learning Environments ◽  
Personal Development ◽  
Learning Networks ◽  
Dynamic Learning ◽  
Social Bookmarking ◽  
Personal Learning ◽  
Web Technologies ◽  
Online Technologies ◽  
Learning Principles ◽  
The Relationship

This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development. Résumé : Cet article explore les diverses façons dont les technologies Web personnelles peuvent être utilisées par les apprenants, ainsi que la relation entre ces technologies et les principes d’apprentissage connectivistes. Y sont également présentées les descriptions et les applications de plusieurs technologies, y compris les outils sociaux de mise en signet, les plateformes de publication personnelles et les agrégateurs. Ainsi outillées, les personnes peuvent créer et gérer des environnements d’apprentissage personnels (EAP) et des réseaux d’apprentissage personnels (RAP) qui recèlent le potentiel de devenir de puissantes ressources de perfectionnement sur les plans universitaire, professionnel et personnel.

scholarly journals nvestigating the Information Needs of University Students in Foundational Foreign Language Courses

2012 ◽  
pp. 149-162
Author(s):  
Glenna Westwood
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Information Needs ◽  
Information Resources ◽  
Specific Information ◽  
Personal Learning ◽  
Foreign Language Study ◽  
Starting Point ◽  
Language Courses

This investigation seeks to address two issues: first, to discover if there is evidence that university students in foundational language courses need information resources to support their language learning and second, if such evidence exists, what the specific information resource needs might be and how important those resources are to students’ language learning. After engaging in a year of foreign language study, the author used the evidence gathered to develop and conduct a survey of the user needs of language students at the Self Access Centre (CAADI) of the University of Guanajuato, Mexico. Results of the survey supported the personal learning experiences of the author. Over 80% of students surveyed reported using the information resources in the CAADI at least once a week with general grammar books, course text books and films being reported as the most important resources. This investigation provides a starting point for research in to the collection development practices of academic libraries supporting the learning of foreign languages. By examining the information needs of one population, evidence has been provided that these students do indeed need information resources to support their language learning. The study suggests specific resource types that could be important for these users.

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