scholarly journals Factors Affecting Learners’ Academic Success in Online Liberal Arts Courses Offered by a Traditional Korean University

2021 ◽  
Vol 13 (16) ◽  
pp. 9175
Author(s):  
Hee-Jun Choi
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Degree Programs ◽  
Full Time ◽  
Spring Semester ◽  
Factors Affecting ◽  
Administrative Dataset ◽  
Instructor Interaction ◽  
Degree Of Satisfaction

This study aimed to empirically examine the factors affecting full-time undergraduate students’ satisfaction and academic performance measured by grades using an existing large administrative dataset. The sample consisted of 21,662 undergraduate students who took online liberal arts courses offered by a large traditional Korean university in the spring semester of 2020. The theoretical framework of this study was formulated by selectively adopting and slightly modifying some of the factors from Choi’s conceptual model for adult dropout from online degree programs. The findings indicated that gender, previous GPA, campus, type of online course, the relevance of the course, adequacy of assignments and assessments, learner-instructor interaction, and learner-content interaction significantly affect students’ degree of satisfaction with online liberal arts courses. This study also found that students who considered the course less relevant to their goals or interests, had a low previous GPA, had frequent learner-instructor interactions, few learner-content interactions, and a low level of course satisfaction are more likely to earn a grade of B, C, or lower than to receive an A in online liberal arts courses.

scholarly journals The Impact of the Peer-Tutoring Online Discussion (POD) Class Model during the COVID-19 Pandemic

2021 ◽  
Vol 10 (7) ◽  
pp. 53
Author(s):  
Taeyoung Kim ◽  
Sung Kyung Chu ◽  
So Yeon Byeon ◽  
Hae Gyung Yoon ◽  
Yongha Kim ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Peer Tutoring ◽  
Liberal Arts ◽  
Online Courses ◽  
Online Discussion ◽  
Relationship Building ◽  
Spring Semester ◽  
Class Model ◽  
College Majors ◽  
The Impact

The rapid spread of online classes in higher education during and after the COVID-19 pandemic has created a growing need for research that explores the issue of student disengagement in online courses. In this regard, the present study suggests a Peer-Tutoring Online Discussion (POD) class model to increase student engagement in online courses among undergraduate students with diverse sociocultural backgrounds and college majors. The study also examines the impact of the POD approach by exploring the experiences of undergraduate students who took online liberal arts courses that employed the POD model during the 2020 spring semester. Qualitative analysis of discussion data from students indicates that the POD class model includes characteristics that can be especially significant in the context of the COVID-19 pandemic, such as opportunities for relationship-building, self-directed learning based on establishing a rapport, and discussion management that considers time limits.

Two models for an effective undergraduate research experience in physiology and other natural sciences

2004 ◽  
Vol 28 (2) ◽  
pp. 68-72 ◽  
Author(s):  
David C. Randall ◽  
Frank H. Wilbur ◽  
Timothy J. Burkholder
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Research University ◽  
Research Training ◽  
Essential Element ◽  
Science Research ◽  
Full Time ◽  
Research Experience ◽  
University Of Kentucky ◽  
The University

68A realistic research experience is beneficial to undergraduate students, but it is often difficult for liberal arts colleges to offer this opportunity. We describe two approaches for developing and maintaining an interdisciplinary research program at small colleges. An active and continuing involvement of an individual with extensive research experience is an essential element in both. One model was developed by the faculty of Taylor University, Upland, IN and a research scientist who had retired from a major university to join the Taylor faculty as their first Research Professor. The school’s Science Research Training Program was initially funded by a modest endowment provided by interested alumni and by extramural grants awarded to the Research Professor and to the institution; the program now enjoys significant funding from diverse sources. Taylor is not located near any large research university and consequently supplies all resources required for the experiments and stipends for students pursuing projects full-time during the summer. The second model was developed by the faculty at Asbury College in Wilmore, KY, working with a scientist having a full-time appointment at the University of Kentucky and a part-time appointment at the college. In this approach, Asbury faculty may place their students for a period of training, often during the summer, in a laboratory of a cooperating host faculty at the University of Kentucky or other institution. The host faculty funds the research and pays a stipend to those students who work full-time during the summer. Relationships established between faculty at the College and at the University of Kentucky have been mutually beneficial. The success of both programs is evidenced by the students’ presenting their data at state and national scientific meetings, by their publishing their results in national journals, and by the undergraduate school faculty developing independent research programs.

scholarly journals College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost

2020 ◽  
Vol 4 (3) ◽  
pp. p130
Author(s):  
Tema A. Cohen ◽  
Sullivan D. Ray ◽  
Cassidy Audette ◽  
Robert Weis
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Private Colleges ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
School Type ◽  
Academic Accommodations ◽  
Disability Status ◽  
Education Academic

Students with disabilities face many challenges in their pursuit of higher education. Academic accommodations and other educational supports can allow these students to learn, and to demonstrate their learning, in a manner similar to their classmates without disabilities. The purpose of this study was (1) to determine the percent of students classified with disabilities and receiving accommodations in college and (2) to see if students’ access to accommodations varies as a function of their college’s type, selectivity, and cost. Overall 4.6% of undergraduate students are formally registered with their school’s disability office. Contrary to expectations, the highest percentage of students with disabilities receiving accommodations are found in America’s most selective and expensive private colleges and universities. The prevalence of students with disabilities at private, liberal arts colleges in particular is almost three times higher than the prevalence at two-year public (i.e., community) colleges. These findings suggest that public colleges should be more proactive in identifying and accommodating students with disabilities and private colleges should be more judicious in their accommodation granting. Colleges should also use principles of universal design to promote the academic success of all students, regardless of their disability status.

Student factors affecting academic success among undergraduate students at two South African higher education institutions

2021 ◽  
pp. 008124632098628
Author(s):  
Tsholofelo Angela Thomas ◽  
David Maree
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
South African ◽  
Peer Relationships ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
Education Institution ◽  
Parental Engagement ◽  
Emotional Wellbeing ◽  
Factors Affecting

This study explored student factors affecting academic success among undergraduate students at a historically Black and a historically White South African public higher education institution. Qualitative methodology was used. Data were collected through five focus group discussions from 31 undergraduate students. Thematic analysis was used to analyse the data. The following student factors affected participants’ academic success: academic self-efficacy, peer relationships, parental engagement and support, motivation, time management, adjustment, emotional wellbeing, lack of information, socio-economic status, and language proficiency. This study showed that structural, racialised inequalities in South Africa underpin many apparent student factors that influence academic success in higher education.

scholarly journals PEDAGOGICAL FACILITATION FROM VIEW OF UNIVERSITY STUDENTS

2020 ◽  
pp. 47-56
Author(s):  
Hana Vavříková
Keyword(s):  
Academic Success ◽  
University Students ◽  
Bachelor's Degree ◽  
Degree Programs ◽  
Full Time ◽  
Study Success ◽  
Study Programs ◽  
Long Time ◽  
Faculty Of Education ◽  
The University

The professional public has been discussing for a long time the reasons why more than 2/5 of Czech students in bachelor’s degree programs are unsuccessful in their first study. The paper outlines the possible causes of this phenomenon, mentions partial factors influencing academic success or failure, and also lists the effects of the phenomenon on the life of individuals and society. Last but not least, this paper deals with pedagogical facilitation, ie interpersonal activity, which could eliminate some of the causes of study failure (low internal motivation, frustration), and which could set a favorable educational environment, and thus increase the study success of university students. As part of the preparation of this paper, its author conducted a survey, the aim of which was to look at partial aspects of study failure and pedagogical facilitation from the perspective of students of two forms (full-time, combined) of bachelor’s study programs at the Faculty of Education of the University of Ostrava.

scholarly journals Exploration of Factors Affecting Post-Secondary Students’ Stress and Academic Success: Application of the Socio-Ecological Model for Health Promotion

2021 ◽  
Vol 18 (7) ◽  
pp. 3779
Author(s):  
Konrad T. Lisnyj ◽  
David L. Pearl ◽  
Jennifer E. McWhirter ◽  
Andrew Papadopoulos
Keyword(s):  
Health Promotion ◽  
Academic Success ◽  
Secondary Students ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Post Secondary ◽  
Post Secondary Students

Overview: There has been an increase in the frequency and severity of stress experienced by Canadian post-secondary students, which has adverse implications on their academic success. This work applied the socio-ecological model for health promotion to explore the contextual factors that influence this relationship at the individual, interpersonal, institutional, community, and public policy levels. Methods: Using a qualitative, phenomenological approach, we conducted 38 semi-structured interviews with undergraduate students and on-campus staff who provide services to this population at a post-secondary institution in Southwestern Ontario, Canada. Thematic analysis inductively identified overarching themes among participants’ perspectives. Results: Several positive and negative factors were identified at each socio-ecological model level, demonstrating the complex interplay of demographic, psychological, emotional, social, physical, and academic factors impacting students’ academic stress. Conclusions: A lack of communication and knowledge seems to underlie many factors, highlighting the need to strengthen communication strategies to promote awareness, accessibility, and availability of services and programs on campus. Results also pointed to focusing on proactive, resilience-focused, upstream mental health promotion efforts at post-secondary institutions to reduce stress and improve academic success. This knowledge can help Canadian campuses better address students’ needs.

scholarly journals Teaching Mathematics Online with Increased Empathy in the COVID-19 Pandemic

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Ottilia Fülöp ◽  
Marcell Nagy
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Full Time ◽  
Spring Semester ◽  
Learning Mathematics

The emergency measures concerning enhanced epidemiological protection during the COVID-19 pandemic have put faculty members and students in a challenging situation all over the world. In this paper, we focus on the difficulties that arise in teaching and learning mathematics at a university level. The present study aims to assist instructors and policymakers in implementing online education during a crisis by pointing out some key factors that can improve the educational process and the learning experience.  We provide a summary of our strategy of teaching mathematics online during the COVID-19 pandemic, highlighting how the students were involved in the process of learning mathematics. We describe all the steps adopted by the instructor to improve the online mathematics learning of our students. We also present the feedback of the students regarding the online teaching of mathematics in the spring semester of the 2019/20 academic year. Our analysis is based on the answers to an anonymous survey completed by 124 full-time undergraduate students of the Faculty of Economics and Social Sciences at the Budapest University of Technology and Economics, Hungary. The results suggest that the students highly appreciated our efforts to create a comfortable online atmosphere by increasing empathy.

Commuters Versus Residents: The Effects of Living Arrangement and Student Engagement on Academic Performance

2017 ◽  
Vol 21 (3) ◽  
pp. 286-304 ◽  
Author(s):  
Denise Balfour Simpson ◽  
Dana Burnett
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Engagement ◽  
Undergraduate Students ◽  
Living Arrangement ◽  
Full Time ◽  
Residential Students ◽  
Grade Point ◽  
Academic Challenge ◽  
The Relationship

This study focused on the relationship between living arrangement (residential vs. commuter) and the academic performance (grade point average) of first-year, full time undergraduate students at one public, 4-year university in the Southeast. Additionally, we analyzed five educationally effective practices as described by the National Survey of Student Engagement (NSSE): level of academic challenge active and collaborative learning, student–faculty interaction, enriching educational experiences, and supportive campus environment, to identify possible mediators to the relationship between living arrangement and academic performance. We found commuter students earned higher grade point averages than residential students; however, students in both living environments benefited from participating in high levels of academic challenge. While the results of this study challenged the perception that commuters as a group achieve academically at lower levels than residential students, our findings supported prior literature. Our results suggest the amount of time and energy students invest in the college experience relates to students’ academic success, regardless of living arrangement.

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