scholarly journals A Living-Learning Community for Engineers Interested in Entrepreneurship: Looking Back at the First Year

2016 ◽  
Author(s):  
Thomas James
Keyword(s):  
Learning Community ◽  
First Year ◽  
Living Learning Community ◽  
Looking Back

scholarly journals Influencing the Academic Success of Undergraduate First-Year Engineering Students Through a Living Learning Community

2020 ◽  
Author(s):  
Jacqueline Hodge ◽  
Magdalini Lagoudas ◽  
Angie Harris ◽  
Jefferey Froyd ◽  
Margaret Hobson ◽  
...  
Keyword(s):  
Academic Success ◽  
Learning Community ◽  
Engineering Students ◽  
First Year ◽  
Living Learning Community

scholarly journals Integrating A First Year Engineering Program With A Living Learning Community

2020 ◽  
Author(s):  
Timothy Hinds ◽  
Thomas Wolff ◽  
Neeraj Buch ◽  
Amanda Idema ◽  
Cynthia Helman
Keyword(s):  
Learning Community ◽  
First Year ◽  
Engineering Program ◽  
Living Learning Community

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

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