Educational uses of PDAs (personal digital assistants) : undergraduate student experiences

2009 ◽  
Author(s):  
Yanjie Song
Keyword(s):  
Undergraduate Student ◽  
Student Experiences ◽  
Personal Digital Assistants

scholarly journals “Creating a Home away from Home”: Chinese Undergraduate Student Enclaves in US Higher Education

2015 ◽  
Vol 44 (3) ◽  
pp. 155-181 ◽  
Author(s):  
Yajing Chen ◽  
Heidi Ross
Keyword(s):  
Higher Education ◽  
Undergraduate Student ◽  
International Student ◽  
Participant Observation ◽  
Chinese Student ◽  
Information Support ◽  
Student Experiences ◽  
University Administrators ◽  
Crucial Information ◽  
Chinese International Student

This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a representative research-intensive, doctoral-granting institution in the American Midwest indicate that institutional and media characterisations of Chinese international student communities as closed and segregated are far too simplistic. Chinese student enclaves provide their members with crucial information, support, and social spaces that help them adapt to – and in turn change – their host institutions. Chinese students are active participants in and creators of campus cultures that are often invisible to university administrators, faculty, and peers.

scholarly journals Continuous and noninvasive recording of cardiovascular parameters with the Finapres finger cuff enhances undergraduate student understanding of physiology

2012 ◽  
Vol 36 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Yvonne Hodgson ◽  
Julia Choate
Keyword(s):  
Undergraduate Student ◽  
Peripheral Resistance ◽  
Cycle Ergometer ◽  
Student Experiences ◽  
Physiological Data ◽  
Cardiovascular Physiology ◽  
Immediate Feedback ◽  
Graded Exercise ◽  
Experimental Protocols ◽  
Strongly Agree

The Finapres finger cuff recording system provides continuous calculations of beat-to-beat variations in cardiac output (CO), total peripheral resistance, heart rate (HR), and blood pressure (BP). This system is unique in that it allows experimental subjects to immediately, continuously, and noninvasively visualize changes in CO at rest and during exercise. This study provides evidence that using the Finapres system improves undergraduate student engagement, understanding, and learning of how the cardiovascular system responds to exercise. Second-year science students undertaking a physiology practical class in 2009 ( n = 243) and 2010 ( n = 263) used the Finapres system to record CO, BP, and HR during graded exercise on a cycle ergometer. Student experiences with the Finapres was evaluated with a survey (a 5-point scale from strongly disagree to strongly agree). This indicated that students appreciated the immediacy of the recordings (88% of students agreed or strongly agreed, average for 2009 and 2010), gained an understanding of how to record physiological data (84%), enjoyed the practical (81%), and would recommend the Finapres to other students (81%). To determine if the practical enhanced student learning of cardiovascular physiology, identical tests were given to the students at the beginning (pretest) and end (posttest) of the class. There was a significant improvement from the pretest to the posttest (4% in 2009 and 20% in 2010). In summary, the ability of the Finapres to continuously display CO, BP, and HR during experimental protocols provides students with immediate feedback and improves their understanding of cardiovascular physiology.

Undergraduate Student Experiences with Composite Materials

2011 ◽  
Vol 39 (4) ◽  
pp. 297-305
Author(s):  
Charles T. Boyles ◽  
Andrew R. Moynihan ◽  
James D. Mulroy ◽  
Brady Fitch ◽  
Paul J. Watts ◽  
...  
Keyword(s):  
Composite Materials ◽  
Undergraduate Student ◽  
Student Experiences

scholarly journals I Scratch and Sense But Can I Program?

2014 ◽  
Vol 10 (3) ◽  
pp. 87-116 ◽  
Author(s):  
N. K. Simpkins
Keyword(s):  
Programming Language ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Online Survey ◽  
Student Experiences ◽  
Visual Environment ◽  
Central Aspect ◽  
Programming Skills

This article reports an investigation into undergraduate student experiences and views of a visual or ‘blocks' based programming language and its environment. An additional and central aspect of this enquiry is to substantiate the perceived degree of transferability of programming skills learnt within the visual environment to a typical mainstream textual language. Undergraduate students were given programming activities and examples covering four basic programming concepts based on the Sense programming language which is intended to simplify programming. Sense programming statements are represented by blocks which only fit together in ways that produce a meaningful syntactic outcome, which may lower the cognitive barrier to learning. Students were also presented with concepts represented using an equivalent textual construct and asked to consider their understanding of these based on the graphical cases. They were finally asked to complete a short online survey. This paper presents the programming activities, the survey and an analysis of the results.

scholarly journals Undergraduate Student Experiences with Citizen Science Highlight Potential to Broaden Scientific Engagement

2021 ◽  
Vol 6 (1) ◽  
pp. 33
Author(s):  
Brianna Johns ◽  
Dana Thomas ◽  
Lisa Lundgren ◽  
Lincoln Larson ◽  
Caren Cooper
Keyword(s):  
Citizen Science ◽  
Undergraduate Student ◽  
Student Experiences

Undergraduate Student Experiences with Text-Based Online Counselling

2017 ◽  
Vol 48 (6) ◽  
pp. 1774-1790 ◽  
Author(s):  
Lin Fang ◽  
Sarah Tarshis ◽  
Lauren McInroy ◽  
Faye Mishna
Keyword(s):  
Undergraduate Student ◽  
Student Experiences ◽  
Online Counselling

Assistive Technology for Cognition: Perspectives on Funding

2013 ◽  
Vol 23 (2) ◽  
pp. 84-89
Author(s):  
Kathy de Domingo
Keyword(s):  
Assistive Technology ◽  
Daily Living ◽  
Occupational Therapists ◽  
Personal Digital Assistants ◽  
Speech Language Pathology ◽  
Prosthetic Devices ◽  
Funding Sources ◽  
Ankle Foot Orthoses ◽  
Language Pathology ◽  
Communication Challenges

Physical and occupational therapists commonly provide services that incorporate prosthetic and orthotic devices such as crutches, canes, reachers, and ankle–foot orthoses to support mobility and activities of daily living (ADLs). Likewise, speech-language pathologists provide services incorporating prosthetic devices to support communication such as an electrolarynx, microcomputers, and mobile devices and apps with voice output capability. Assistive technology for cognition (ATC) includes the use of personal digital assistants (PDAs), tablets, and smart phones — cognitive prostheses — to compensate for cognitive challenges following acquired brain injury (ABI). Whereas funding sources for devices and services that support/compensate for mobility, ADLs, and communication challenges are generally well established, funding for ATC devices and services is relatively new to the field of speech-language pathology. This article explores the funding aspect of ATC devices and services.

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