Podcasts and Mobile Assessment Enhance Student Learning Experience and Academic Performance

2010 ◽  
Vol 16 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Neil P Morris
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Learning Experience ◽  
Enhance Student Learning ◽  
Mobile Assessment

scholarly journals Examining Similarities and Differences among Pharmacy Educational Mobile Applications

2018 ◽  
Vol 9 (1) ◽  
pp. 13
Author(s):  
Serge Afeli
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Mobile Applications ◽  
Learning Experience ◽  
College Campuses ◽  
Pharmacy Students ◽  
New Concepts ◽  
Similarities And Differences ◽  
Enhance Student Learning ◽  
The U.S

The use of educational mobile applications (EMAs) to enhance student learning experience is gaining considerable interest across college campuses in the U.S. Some EMAs are more commendable than others because of their ability to effectively help students study lecture materials, learn new concepts, prepare for exams, and improve their overall academic performance. The aim of this commentary is to highlight the major EMAs currently available to pharmacy students while addressing the similarities and differences between them.   Type:  Commentary

Involving international postgraduate students in university initiatives – a qualitative investigation into ‘UCL ChangeMakers’

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Anastasia Vikhanova ◽  
Vanessa Wedi
Keyword(s):  
Focus Groups ◽  
Student Learning ◽  
Learning Experience ◽  
Student Population ◽  
Qualitative Investigation ◽  
Postgraduate Students ◽  
University College ◽  
University College London ◽  
Enhance Student Learning ◽  
Collaborative Initiative

UCL ChangeMakers is the collaborative initiative launched in 2014 to enhance student learning experience in University College London (UCL), UK. Its aim is to enable students and staff to work together to make changes in the UCL community. In 2016/17, the UCL ChangeMakers initiative struggled to recruit projects from the postgraduate (PG) student population; however, postgrads are believed to have brought exceptionally valuable ideas into the initiative. The current study aimed to investigate the general image of the UCL ChangeMakers initiative among the UCL PG population and identify potential areas of improvement for attracting more PG students into the scheme. Two focus groups were conducted with current international PGs participating in the UCL ChangeMakers programme and international PGs from the general UCL population. The results included a discussion on current UCL PG ChangeMakers’ experiences, the image of the initiative among the general PG UCL population and suggestions for promotion of and improvements to the initiative. Furthermore, recommendations for postgraduate involvement in university initiatives were made.

scholarly journals Application of the Educational Game to Enhance Student Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Siu Yin Cheung ◽  
Kai Yin Ng
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Computer Game ◽  
Educational Game ◽  
Traditional Learning ◽  
Final Examination ◽  
Tablet Devices ◽  
Educational Computer ◽  
Participation Motives ◽  
Enhance Student Learning

The purpose of this study is to investigate the use of an educational game to enhance student learning effectiveness. This study consisted of 56 college students majoring in physical education and recreation management (32 men, 24 women, age M = 21 years, SD = 1.72). Students used the educational computer game “PaGamO” to study the motor learning and development course. Students received rewards based on their individual and group “PaGamO” scores. Regression analysis indicated that “PaGamO” score was a significant (p < 0.01) predictor of multiple choice (MC) score in the final examination, there was a medium positive correlation (β = 0.354). The R2 suggests that 12.6% of MC score was explained by “PaGamO” score. Quantitative and qualitative mixed-method approach was used to gain insights into students’ perceptions and experiences of the educational game. The top three statements of a modified questionnaire from Riemer and Schrader (2015) are: (1) “In my opinion, the use of ‘PaGamO’ enables me to better prepare for the final examination” (M = 5.04, SD = 1.41), (2) “In my opinion, the use of ‘PaGamO’ enables me to understand learning contents” (M = 4.8, SD = 1.19), (3) “In my opinion, the use of ‘PaGamO’ allows me to apply knowledge” (M = 4.75, SD = 1.08). The top three motives to play “PaGamO” were “fun,” “self-learning,” and “want to get a higher grade in the final examination.” By using gamification as a tool for learning and studying, students did find “PaGamO” effective for their learning experience. Both intrinsic and extrinsic participation motives are reasons why students play “PaGamO.” Furthermore, due to its convenience, using mobile devices to play “PaGamO” is more popular than using computers and tablet devices. In conclusion, the combination of gamification and traditional learning methods can enhance students’ learning outcomes.

Value add

2020 ◽  
Vol 13 (1) ◽  
pp. 131-143
Author(s):  
Sean Reid ◽  
Jason Muenzen ◽  
Rasoul Rezvanian
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Business School ◽  
Business Schools ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Academic Institution ◽  
Content Type ◽  
Enhance Student Learning

Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.

Smart Education Platform to Enhance Student Learning Experience during COVID-19

2021 ◽  
Author(s):  
Vikas Rao Naidu ◽  
Satinder Bhatia ◽  
Raza Hasan ◽  
Baldev Singh ◽  
Karan Jesrani ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Smart Education ◽  
Education Platform ◽  
Enhance Student Learning

Co-supervision of Doctoral Students: Enhancing the Learning Experience

2014 ◽  
Vol 11 (1) ◽  
pp. 31-38
Author(s):  
Pauline Paul ◽  
Joanne K. Olson ◽  
Raisa B. Gul
Keyword(s):  
Student Learning ◽  
Doctoral Students ◽  
Learning Experience ◽  
Doctoral Student ◽  
Point Of View ◽  
Faculty Perspectives ◽  
Enhance Student Learning

AbstractThe purpose of this paper is to examine the advantages and challenges of co-supervision of doctoral students, as found in the literature and from our experiences. We define co-supervision and then discuss the process in detail. Examples are based on experiences of co-supervision from faculty perspectives as well as from the point of view of a former doctoral student. We propose that the advantages of co-supervision far outweigh the challenges and should be regularly considered by seasoned academics to enhance student learning. In addition, we suggest that co-supervision is intellectually stimulating for academics.

scholarly journals Open Device Labs as a strategy to enhance the undergraduate and postgraduate student learning experience of software quality assurance and usability for mobile devices

Obra digital ◽  
2019 ◽  
pp. 135-150
Author(s):  
Claire Horgan
Keyword(s):  
Quality Assurance ◽  
Student Learning ◽  
Software Quality ◽  
Learning Experience ◽  
Software Quality Assurance ◽  
Postgraduate Student ◽  
Software Developers ◽  
Educational Perspective ◽  
Institute Of Technology ◽  
Enhance Student Learning

Open Device Labs (ODL) are a resource where users can test their applications on a growing range of internet-connected devices. Quality assurance across real devices is vital to ensure a pleasant user experience. From an educational perspective the Tralee Institute of Technology goal is to provide students with the skills they need to become competent software developers. They should have an appreciation of the end users' experience. This papers looks at using an ODL to enhance student learning of quality assurance and usability.  

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