scholarly journals On Being a First-Year Student

2019 ◽  
pp. 14-17
Author(s):  
Duaa Al Maani
Keyword(s):  
Learning Environment ◽  
Design Studio ◽  
First Year ◽  
First Year Students ◽  
New Learning ◽  
First Year Student

This research provides an important opportunity to advance our understanding of the evolving conception of learning in the design studio and specifically how first year students at architecture schools adapt to their new learning environment.

scholarly journals INNOVATIVE APPROACHES TO THE PROBLEM OF SOCIAL ADAPTATION OF FIRST-YEAR STUDENTS

2018 ◽  
pp. 95-101
Author(s):  
Lyudmila Kolbina
Keyword(s):  
Learning Environment ◽  
Experimental Work ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
New Learning ◽  
Innovative Approaches

The article is devoted to innovative approaches that promote social adaptation of first-year students. The article highlights the results of the analysis and the experimental work, which was aimed at identifying problems in the first- year students’ adaptation to new learning environment. Keywords: adaptation, social adaptation, innovative approaches.

scholarly journals The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students

2021 ◽  
Vol 9 (1) ◽  
pp. 77-92
Author(s):  
Annsilla Nyar
Keyword(s):  
University Students ◽  
First Year ◽  
First Year Students ◽  
Student Transition ◽  
Double Transition ◽  
First Year University ◽  
The Impact ◽  
Academic Cycle ◽  
Special Category ◽  
First Year Student

While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.

scholarly journals Student Opinion Scale Related to Moodle LMS in an Online Learning Environment: Validity and Reliability Study

2018 ◽  
Vol 12 (4) ◽  
pp. 97 ◽  
Author(s):  
Ezgi Pelin Yildiz ◽  
Murat Tezer ◽  
Huseyin Uzunboylu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Principal Component ◽  
First Year ◽  
Online Learning Environment ◽  
Vocational High School ◽  
Validity And Reliability ◽  
First Year Students ◽  
Arithmetic Average ◽  
Student Opinion

The purpose of this study is to develop a Student Opinion Scale Related to Moodle LMS (Learning Management System) in an Educational Online Learning Environment. For this purpose, a scale form consisting of 34 items was created and then administered to a total of 280 first-year students from various departments of the Near East University Health Services Vocational High School. Rotated principal component analysis was used to obtain information on the validity of the scale. The data was processed using the SPSS 23.0 software package and the results are given as arithmetic average and standard deviation. In this context, it has been determined that the related items for the scale are collected in 6 dimensions, which have been categorized by the researchers as: Proficiency and Motivation"; "Content and Feedback"; "Usability"; "Effectiveness"; "Educational Features" and “Communication". Additionally, the reliability coefficient calculated by Cronbach's alpha for the developed scale is .94. Based on the overall results of the study, student opinion has been found to be positive related to Moodle LMS in an Educational Online Learning Environment.

scholarly journals Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment

2014 ◽  
Vol 11 (3) ◽  
pp. 43-59
Author(s):  
Patricia O'Keefe ◽  
◽  
Jane H. Rienks ◽  
Bernadette Smith ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Accounting Students ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Use Of Resources ◽  
Unit Design ◽  
Accounting Unit ◽  
Flexible Resource ◽  
Low Levels

This research investigates how students used or “blended” the various learning resources, including people, while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which raised concerns that students were not managing their learning in this flexible, resource- and choice-rich environment. Students were surveyed to identify what resources and study approaches they relied on. The results showed that different students used resources and approaches in a diversity of ways to produce individual and distinctive “blends” even when several core strategies appeared to exist. This research demonstrates (1) that first-year students can choose and utilise resources in a great variety of ways when they control what and how they blend, and (2) the potential importance to students of genuine flexibility in how they interact with their learning environment.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

Ising Model and Its Application to Modeling Learning Environment

2019 ◽  
Vol 01 (02) ◽  
pp. 1950007
Author(s):  
Jyh Harng Tan ◽  
Han Wei Ang ◽  
Soo Kyung Bae ◽  
Jonathan Yeow Huat Sim ◽  
Kenneth Bao Shen Chong ◽  
...  
Keyword(s):  
Theoretical Model ◽  
Ising Model ◽  
Learning Environment ◽  
Learning Process ◽  
First Year ◽  
Knowledge Level ◽  
First Year Students ◽  
Teaching Learning

A modified Teaching-Learning in Classroom (TLC) theoretical model is presented in this paper. It describes the general learning process of undergraduates in NUS in the context of the GEQ1000 module offered by the Office of Provost. The results of the simulations are within the range of expectations, such that in general, the students’ knowledge level increases over the course of a 13 weeks module. GEQ1000 is a compulsory module taken by all NUS first year students ([Formula: see text]2800 per semester).

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