scholarly journals Graduate and Undergraduate Students' Views on Learning and Teaching Physics

2001 ◽  
Author(s):  
Gyoungho Lee ◽  
Lei Bao
Keyword(s):  
Undergraduate Students ◽  
Learning And Teaching ◽  
Teaching Physics

scholarly journals DIFFICULTIES IN LEARNING AND TEACHING PHYSICS - VIEWS OF UNDERGRADUATE STUDENTS. A STUDY OF AFGHANISTAN. (CASE STUDY).

2021 ◽  
pp. 22-24
Author(s):  
ABDULSMAD ROYESH
Keyword(s):  
Undergraduate Students ◽  
Learning And Teaching ◽  
Pedagogical Techniques ◽  
Quality Learning ◽  
Teaching Physics ◽  
Self Learning

In this study identifying the areas of difficulties in Learning and teaching physics - views of Undergraduate students, a questionnaire was administered to 120 (60 females and 40 males) undergraduate students in physics class and 10 physics Lecturers'. Purposively drawing from Kabul Education University, Parwan and Bamyan universities these universities located in Kabul, Parwan, and Bamyan cities. The major finding shows source of difficulty in Learning and Teaching physics as related: To some concepts of physics and curriculum, students were found to have difficulty understanding specific topics in the physics of Electromagnetic, views concepts that are usually characterized as lacking concrete examples and requiring a lot of mathematical manipulations or visualization many also found difficulty the task of solving problems the physics subjects. The finding has implications for designing interventions and identifying pedagogical techniques that help students overcome the underlying source of difficulties that impede quality learning and teaching physics. The difficulties of self-learning and lack of motivation of students are also highlighted.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

scholarly journals “It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

2021 ◽  
Vol 8 (1) ◽  
pp. 18-35
Author(s):  
Ben Harkin ◽  
Chrissi Nerantzi
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Teaching Approach ◽  
Future Research ◽  
Learning And Teaching ◽  
Student Dialogue ◽  
Challenges And Opportunities ◽  
Online Spaces

The COVID-19 pandemic has generated shifts in how higher education provision is offered. In one UK institution block teaching was introduced. This way of teaching and learning has brought new challenges and opportunities for staff and students. To date, little research or theoretical discussion has investigated how this hybrid approach or differences between tutors and student can arise in the use of online teaching spaces (OTS) within a block-teaching format. The present paper focuses on the institution-wide implementation of an online block-teaching model at Manchester Metropolitan University in the United Kingdom. With a specific emphasis on observations and reflections on the experiences of undergraduate students’ and staff by one of the authors from the Department of Psychology who employed an online block teaching approach (6 weeks) from the beginning of block 1 during the academic year 2020/21. We provide a novel methodological advancement of Lefebvre’s (1991) Trialectic of Space to discuss how students and tutors jointly produce and experience learning and teaching within an online block teaching approach. Pre-existing behavioural, cognitive and emotional experiences of using online spaces, contribute to the curriculum, student-tutor and student-student dialogue. We also highlight the importance of community within an online block teaching approach. Applications of the Lefebvrian model (1991) to present pedagogical approaches along with avenues of future research are considered.

Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback

2015 ◽  
pp. 2141-2158
Author(s):  
Svetlana Titova ◽  
Tord Talmo
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Intercultural Competence ◽  
Student Response ◽  
Target Language ◽  
Student Response System ◽  
Immediate Feedback ◽  
Student Groups ◽  
Learning And Teaching ◽  
Foreign Language Learners

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.

Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students

2013 ◽  
Vol 37 (4) ◽  
pp. 292-297 ◽  
Author(s):  
S. S. Bruce-Low ◽  
S. Burnet ◽  
K. Arber ◽  
D. Price ◽  
L. Webster ◽  
...  
Keyword(s):  
Learning Styles ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Test Performance ◽  
Mixed Model ◽  
Learning And Teaching ◽  
Sports Science ◽  
Medical Undergraduate ◽  
Significant Difference ◽  
Science Group

Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive exercises promoted learning compared with a traditional library exercise. Using a randomized trial, 55 students from an undergraduate sports science course ( n = 28) and medical course ( n = 27) volunteered to participate in this study. A mixed-model design ANOVA was used to examine the percent change in test score after a 3-wk intervention. Results showed that there was a significant difference between the two courses ( P < 0.001), methods ( P = 0.01), and trials ( P < 0.001). The findings suggested that both methods augmented student knowledge and understanding in sports science and medical students. The sports science group demonstrated proportionally greater increases in test performance when exposed to the mobile interactive intervention compared with the traditional library approach. Qualitative data suggest an increased level of engagement with the Netbooks due to the stimulating interactive content. In conclusion, the Netbooks were an effective additional learning tool, significantly enhancing knowledge and understanding in students. Further research should ensure that participants are assessed for preferred learning styles, the subjective task value of expectancy value, and readiness for mobile learning to ascertain if this has an effect on the potential for using mobile learning and interactivity.

scholarly journals Identifying the Characteristics of Virtual Reality Gamification for Complex Educational Topics

2021 ◽  
Vol 5 (9) ◽  
pp. 53
Author(s):  
Jannat Falah ◽  
Mohammad Wedyan ◽  
Salsabeel F. M. Alfalah ◽  
Muhannad Abu-Tarboush ◽  
Ahmad Al-Jakheem ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Teaching Method ◽  
Real Life ◽  
Molecular Structures ◽  
Preliminary Evaluation ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Class Environment

Multidisciplinary topics in education pose a major challenge for traditional learning and teaching methods. Such topics can deter students from selecting particular courses or hinder their study progress. This study focused on the subject of medicinal chemistry, which is a discipline combining medicine and chemistry. This combination of applied and basic science creates a complex field of education that is challenging to both teach and learn. Chemical and pharmacological principles are typically presented in 2D molecular structures and, recently, 3D molecular models have been utilized to improve the visualization of chemical compounds and their chemical interactions. Contemporary studies have presented Virtual Reality (VR) as an alternative method for improving the learning and teaching of multidisciplinary specialties such as this. However, current educational efforts employing VR offer limited interactivity and a traditional teaching method previously presented in 2D. This reduces students’ interest and concentration in the taught subjects. This paper presents the development rationale of a novel VR educational application based on the evaluation of the user requirements by 405 pharmacy undergraduate students. The results informed the development and preliminary evaluation of a proposed VR serious game application, which was deployed in a real-life class environment and evaluated in contrast to traditional teaching methods by 15 students. The derived results confirmed the advantages of VR technology as a learning and teaching tool, in addition to the end-users’ willingness to adopt VR systems as a learning aid.

scholarly journals Language learners’ identities in EFL settings: resistance and power through discourse

2012 ◽  
Vol 14 (1) ◽  
pp. 60 ◽  
Author(s):  
July Carolina Gomez Lobaton
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
Private University ◽  
Classroom Community ◽  
Learning And Teaching ◽  
Social Actors ◽  
Linguistic Resources ◽  
Speaking Skill ◽  
New Perspective

This research project aims at identifying and analyzing different identities students construct as learners of a foreign language wheninteracting within an EFL classroom, and how this identity construction might have possible effects on students’ language learning process.This study, which was carried out with undergraduate students from a private university in Bogotá, was the product of permanent observationto the development of students language learning process (specially speaking skill) and how the implicit or explicit student-teacher interactionmight constitute an important element to this development, relies under the principles of CCDA (Critical Classroom Discourse Analysis). Theidea of implementing this research methodology has to do with the need of looking beyond fixed categorizations and rather listen to howlearners negotiate different identities as they employ diverse cultural and linguistic resources to construct knowledge in classrooms. Throughoutthe process of data collection, with transcripts of oral interactions undertaken in the classroom and interviews to students as main sources ofanalysis, a new perspective of pupils as social actors who hold multiple social identities was discovered. The results show that issues such asthe use of L1 in the EFL classroom, the teacher‘s conception of language learning and teaching and the silent fight for power among teacherand students constitute important elements in the struggle of students when constructing their social and individual identities as learners withina given classroom community.

scholarly journals Effective Strategies for Project-Based Learning of Practical Electronics

Electronics ◽  
2021 ◽  
Vol 10 (18) ◽  
pp. 2245
Author(s):  
Faisal Mohd-Yasin
Keyword(s):  
Undergraduate Students ◽  
Printed Circuit Board ◽  
Evaluation Criteria ◽  
Project Based Learning ◽  
Circuit Board ◽  
Learning And Teaching ◽  
Effective Strategies ◽  
The Past ◽  
Component Selection ◽  
Learning Institutions

Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and system levels. Students also pick up practical skills, such as component selection, circuit troubleshooting, printed circuit board design, and market analysis. This perspective offers the author’s reflections on effective learning and teaching strategies for this purpose, after running such a course for the past 10 years at Griffith University. In earlier years, students’ have complained about lack of direction and overloading, which are common issues being reported in PBL courses. In response, we have implemented scaffolding and balanced evaluation criteria for assessment, providing formative feedback, and we have designed integrated assessment items. As a result, average marks for the cohort and the percentage of students that receive the grade of high distinction have increased in the past five years. These strategies might be of help at other learning institutions that offer similar courses.

scholarly journals Computer aided assessment and feedback – can we enhance students’ early experience at University?

2006 ◽  
pp. 29-34
Author(s):  
Gareth J Price
Keyword(s):  
Undergraduate Students ◽  
Computer Network ◽  
Formative Feedback ◽  
Support Network ◽  
Computer Assisted ◽  
First Year ◽  
Physical Sciences ◽  
Learning And Teaching ◽  
Student Reaction ◽  
Set Up

This project, funded by LTSN Physical Sciences (Learning and Teaching Support Network - now superseded by the Higher Education Academy Physical Sciences Centre) and FAST (Formative Assessment in Science Teaching) was primarily concerned with the production and evaluation of computer assisted assessment (CAA) materials to support students in the first year of chemistry programmes. A number of short assessment packages, designed to offer students formative feedback, have been written and incorporated into WebCT. Questions were chosen to exemplify a range of styles and were made available to students over the University computer network. The most important aspect of the work was the feedback offered to students within the quizzes, which was written in conjunction with undergraduate students to ensure its usefulness.The effectiveness of the approach was evaluated by asking students to complete a questionnaire and by targeted interviews. The vast majority of the cohort (> 80%) used the quizzes, most to gain formative feedback and some as a revision aid prior to end-ofunit examinations. This communication will summarise our findings and highlight some of the advantages and drawbacks in using electronic feedback.Although there was a very significant set-up time involved as well as an on-going need for student support in using the packages, student reaction was positive and examination performance was enhanced over previous years. Although firm conclusions cannot be drawn from one year’s data, these results together with the very positive reaction from the students encourage us to further develop the approach.

scholarly journals Analysis of Colombia’s Saber Pro results 2019 for natural science and environmental teachers training: Reflections and challenges in a higher education based in competences

2020 ◽  
Vol 211 ◽  
pp. 01017
Author(s):  
César Augusto Aguirre León ◽  
Elizabeth Moreno-Gómez ◽  
Luis Juan Carlos García-Noguera
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Programs ◽  
Learning And Teaching ◽  
Academic Level ◽  
Documentary Analysis ◽  
And Gender ◽  
The Individual ◽  
Undergraduate Programs ◽  
Teachers Training

University students from all academic programs and institutions of higher education in Colombia are evaluated through standardized tests that measure general and specific competencies according to the academic level (professional, technical). One of these tests corresponds to the called Saber Pro, where undergraduate students from all disciplinary areas are evaluated in two modules: generic (or basic) and specific competencies, which are related to evaluation, learning and teaching. The objective of this study is to carry out an analysis of the characterization of the population and the results that took the exam in 2019. The group correspond to teachers training in academic undergraduate programs in natural sciences and environmental education. The methodology carried out was the documentary analysis of the databases where we can find the results of this test for the study of population, the analysis of the results was carried out by qualitative and quantitative approach. Seventeen universities in the country of official and private origin were found with distance and face-toface modalities; characteristics of those evaluated students were established and there was also an analysis based on the individual averages per university for the test components. The analysis of the results allowed identifying the characteristics of socio-demographics, all most of them are in vulnerable situations, the women have major access to internet and computer tools and the educational levels completed is major in the students´ mother. As for the module of generic and specific competences, the highest and lowest individual weights per university and gender were identified.

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