scholarly journals RECOGNITION OF PRIOR LEARNING (RPL) AND SUPPORT: ARE THE LEARNING NEEDS OF RPL FIRST-YEAR STUDENTS DIFFERENT?

2014 ◽  
Vol 45 (3) ◽  
Author(s):  
Glynnis Zena Dykes
Keyword(s):  
First Year ◽  
Learning Needs ◽  
Prior Learning ◽  
First Year Students ◽  
Recognition Of Prior Learning

Lowering the threshold for online learning with Facebook

2015 ◽  
Vol 4 (2) ◽  
pp. 154-173 ◽  
Author(s):  
Christine Fourie
Keyword(s):  
Online Learning ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Learning Processes ◽  
Metacognitive Awareness ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Communication Course ◽  
Grounded Theory Method

Students’ understanding of their own learning needs can improve, if they can be made more aware of their own learning processes by supporting their metacognitive development. Research has shown that membership of online communities can positively contribute to the social acculturation process of first year students (Wohn, Ellison, Khan, Fewins-Bliss, & Gray, 2013). Moreover, these social networking sites could meet specific learning needs. A group of South African first year medical students doing a second language communication course were invited to become members of a closed Facebook group with the purpose of lowering the threshold of online learning. These students reported that their metacognitive awareness about their own learning processes was raised, which made it possible for them to progress towards and access the online learning experience. Data collected during the course were analysed following the grounded theory method and a framework for raising metacognitive awareness was created.

499 DEVELOPING A NOVEL TEACHING PROGRAMME FOR PHYSICIAN ASSOCIATE STUDENTS WITHIN ELDERLY MEDICINE

2021 ◽  
Vol 50 (Supplement_2) ◽  
pp. ii14-ii18
Author(s):  
S Mottaghi-Taromsari ◽  
L Wileman
Keyword(s):  
Elderly Care ◽  
General Medicine ◽  
The Elderly ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Teaching Programme ◽  
Clinical Placements ◽  
North West ◽  
The North

Abstract Introduction The Physician Associate course has been running in the North West since 2016. As such, the format and layout of clinical placements for its students are still in their relative infancy. First year students, similar to third year medical students, begin clinical placement after an intensive lecture series at the University. Placements at Wythenshawe hospital typically involved an initial and closing meeting with their supervisor with little teaching activity organised specifically for them. We therefore set out to devise a formal teaching programme within their elderly care attachment to better address their learning needs. Methods We devised a programme for the placement involving a formal induction, orientation and then rotation through different elements of the elderly medicine faculty. The students spent 4 weeks in total in 3 different clinical areas to obtain different experiences. Formal teaching was arranged once per week with a clinician to cover topics relevant to geriatrics and general medicine. Feedback forms were used to assess the students’ views on the quality of the induction and teaching. A pre-placement questionnaire was used at the start to assess understanding of frailty and confidence with assessing falls. This was then repeated at the end of the placement to evaluate progression. Results From the initial pilot involving 3 cohorts (10 students total), 90% of the students rated the placement positively as a learning opportunity with 100% commending the organisation and structure of the programme. 100% of students rated the content and delivery as good for the organised teaching sessions. Understanding of frailty and confidence in assessing falls also saw marked improvements over the course of the placement. Conclusion We have demonstrated how a better structured teaching programme is valued by the physician associate students and will now proceed to develop and expand this model in elderly medicine and beyond.

Mathematics Exercise Generator

2020 ◽  
pp. 264-282
Author(s):  
Maria Paula Oliveira ◽  
Paula Carvalho
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Support Students ◽  
Source Of Information ◽  
Series Of Functions ◽  
Selection Of

Nowadays, the process of teaching and learning is changing from a traditional model in which teachers were the source of information to a model in which teachers appear as advisors who carefully observe students, assist in the selection of information by identifying their learning needs, and support students in their autonomous study. In this chapter, the authors describe an approach used in curricular units of first year in science and engineer degrees, which results from a connection of three projects born in University of Aveiro—MEGUA, SIACUA, and PmatE—and the interconnections of their informatics platforms. Although any scientific area besides mathematics can use this tool, the authors focus in a case study using an example on a specific topic of calculus courses for first year students on Engineering: Sequences and Series of Functions. The methodology described allows teachers to achieve further goals on learning strategies and students to have enough material to practice.

scholarly journals СВЕСНОСТ СТУДЕНАТА АРХИТЕКТУРЕ О ПРИМЕНИ УНИВЕРЗАЛНОГ ДИЗАЈНА У ГРАЂЕНОМ ОКРУЖЕЊУ

TEME ◽  
2017 ◽  
pp. 607
Author(s):  
Гордана Одовић ◽  
Владимир Парежанин ◽  
Радомир Арсић
Keyword(s):  
Built Environment ◽  
Universal Design ◽  
People With Disabilities ◽  
First Year ◽  
Elderly Persons ◽  
Human Beings ◽  
Prior Learning ◽  
First Year Students ◽  
Persons With Disabilities ◽  
The Past

In the past, the foundations for building the environment were the characteristics of an average person. Those who did not fit in the average were practically unable to participate on an equal footing in the life of the community. The concept of universal design involves providing opportunities to satisfy the requirements of all users, among others, of persons with disabilities, young children and elderly persons, to participate in various areas of society. The architecture creates and shapes the environment in which human beings can live. The aim of this research was to examine the awareness of architecture students as future professionals about the existing application of the concept of universal design in the built environment by investigating the influence of prior learning, the cycle of academic studies and being in contact with people with disabilities. The study sample consisted of 129 students of the Faculty of Architecture, University of Belgrade (60 first-year students of undergraduate studies and 69 first-year students of master academic studies). For this purpose, a special questionnaire was designed containing 10 questions about the students’ awareness of the application of universal design in the built environment. The results showed that the cycle of academic studies affected the greater awareness of architecture students, whereas the type of secondary education and acquaintance with people with disabilities did not have a significant impact.

scholarly journals Closing the Feedback Loop: Collaborative Design of a Musculoskeletal Revision Course

2018 ◽  
Vol 1 (2) ◽  
pp. 118-124
Author(s):  
Charlotte Leahy ◽  
Hannah Hawrot ◽  
Hannah Bonfield ◽  
Krupa Samani ◽  
Karam Aboud ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Collaborative Design ◽  
Feedback Loop ◽  
Clinical Teaching ◽  
Learning Experience ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Teaching Fellows ◽  
Interactive Nature

Clinical Teaching Fellows (CTFs) at Leicester Medical School decided to supplement the learning needs of first year students on the musculoskeletal (MSK) module. Mid-unit evaluation had demonstrated that students had remarked positively on CTF teaching and many requested further anatomy teaching and demonstrations using prosections. It is increasingly important to provide students with evidence that their feedback is being acted upon, therefore CTFs collaborated in providing additional learning resources in the form of CTF-led revision courses while the MSK module was still ongoing. A survey was designed which aimed to engage students and to further explore their learning needs when developing the course. Based on these responses, two half-day CTF-led revision courses were designed, which included educational methods and topics the students themselves had suggested. CTFs collaboratively developed eight different stations, with one CTF designing and delivering the teaching material. Attendance was high and feedback indicated this was a valuable learning experience for students, with particularly positive responses about the interactive nature and high quality of the teaching. This experience demonstrates the benefits of working in partnership with students when developing learning activities, closing the feedback loop to improve student satisfaction, and collaborative planning when designing revision resources.

scholarly journals Teaching large undergraduate chemistry classes: A challenge or an opportunity

2015 ◽  
Vol 3 (3) ◽  
pp. 353-370
Author(s):  
Aishling Flaherty ◽  
Anne O’Dwyer ◽  
JJ Leahy ◽  
Oliver Richardson
Keyword(s):  
General Chemistry ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
First Year ◽  
Exploratory Research ◽  
Prior Learning ◽  
First Year Students ◽  
Chemical Concepts ◽  
Approach To Teaching ◽  
Student Inquiry

Teaching introductory modules and classes of undergraduate programmes can present a number of subjective and objective challenges. Objective challenges include a high degree of variation in students’ prior learning experiences combined with a high student-teacher ratio. Subjective challenges include the transitional changes which first year students undergo that include cognitive, affective and physiological changes as they make the leap from the often small and secluded secondary-level environment to the all-consuming tertiary-level environment. For introductory chemistry modules, such as General Chemistry, the pertinence of these challenges can have negative repercussions on students’ acquirement of basic chemical concepts in first year which could inherently go on to hinder their successful progression through their third-level education. In an effort to tackle the challenges posed against effective learning in General Chemistry modules, this exploratory research study set out to understand how the potential incorporation of a new approach to teaching and learning would be received by the three main cohorts involved. The attitudes and recommendations of undergraduate students, post-graduate students who have a role as laboratory demonstrators and module leaders towards the potential incorporation of Student-Inquiry activities and laboratories into General Chemistry were investigated. All three cohorts welcomed the incorporation of Student-Inquiry as part of the approach to teaching and learning. While the researchers and module leaders had an initial awareness of the challenges that come with teaching General Chemistry, little was known of the potential significance of the opportunity which lay amongst these challenges.

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

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