| FN | Clarivate Analytics Web of Science | ||||||
| VR | 1.0 |
| PT | J |
| AU | Cobre, J
Tortorelli, FAC de Oliveira, SC |
| AF | Cobre, Juliana
Cruz Tortorelli, Fabiana Arca de Oliveira, Sandra Cristina |
| TI | Modelling two types of heterogeneity in the analysis of student success |
| SO | JOURNAL OF APPLIED STATISTICS |
| AB | Student dropout is a worldwide problem, leading private and public universities in developed and underdeveloped countries to study the subject carefully or, as has recently been done, to analyse what drives student success. On this matter, different approaches are used to obtain useful information for decision-making. We propose a model that considers the enrolment date to the dropout or graduation date and also covariates to measure student success rates, to identify what the academic and non-academic factors are, and how they drive the student success. Our proposal assumes that there is one part of the population who is not at risk of dropping out, and that the part of the population at risk is heterogeneous, that is, we assume two types of heterogeneity. We highlight two advantages of our model: one is to identify the period of higher risk to dropout due to considering the academic survival time and the second is due to the inclusion of covariates that enable us to identify the characteristics linked to dropout. In this research, we also demonstrate the identifiability of the model and describe the estimation procedures. To exemplify the applicability of the approach, we use two real datasets. |
| SN | 0266-4763 |
| EI | 1360-0532 |
| DI | 10.1080/02664763.2019.1601164 |
| EA | APR |
| EY | 2019 |
| UT | WOS:000464521200001 |
| ER |
| PT | J | ||
| AU | Zajac, TZ
Komendant-Brodowska, A |
||
| AF | Zajac, Tomasz Zbigniew
Komendant-Brodowska, Agata |
||
| TI | Premeditated, dismissed and disenchanted: higher education dropouts in Poland | ||
| SO | TERTIARY EDUCATION AND MANAGEMENT | ||
| AB | Student attrition is a significant problem and a huge challenge from an institutional point of view. Although completion rates in Poland are lower than in most Organisation for Economic Cooperation and Development countries, the problem has not been studied thoroughly. In order to shed light on that problem the aim of this paper is to present the results of a mixed methods study on dropout behaviour at the University of Warsaw, Poland's largest higher education institution, combining administrative data analysis, survey research and individual in-depth interviews. The main results are: 1) students drop out mainly during the first year of studies, 2) there are three main types of dropouts - planned dropout, academic failure and those who are disappointed with their studies 3) one of the reasons for this lies in the process of choosing the study programme. Improving this decision process by providing more information and support to candidates should help reduce dropout rates. | ||
| OI |
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| SN | 1358-3883 | ||
| EI | 1573-1936 | ||
| PD | MAR | ||
| PY | 2019 | ||
| VL | 25 | ||
| IS | 1 | ||
| BP | 1 | ||
| EP | 16 | ||
| DI | 10.1007/s11233-018-09010-z | ||
| UT | WOS:000462034700001 | ||
| ER |
| PT | J |
| AU | Razouki, A
Rafouk, L Bouab, W Hariri, K Alagui, A Nafis, A |
| AF | Razouki, Abdelaziz
Rafouk, Leila Bouab, Widad Hariri, Khadija Alagui, Abdelhakim Nafis, Ahmed |
| TI | University Drop-outs and Disparities: What's the Relationship? |
| SO | REVISTA ROMANEASCA PENTRU EDUCATIE MULTIDIMENSIONALA |
| AB | Dropping out of school has been a major concern at the Moroccan university for several years and is apparent in several university reports. 28% to 30% of students drop out in their first year. The risk factors for dropping out are numerous. The risk of dropping out of school is higher for a student from a disadvantageous social background than for those from a privileged background, with identical academic skills.
Research shows that many factors, such as anxiety, uncertainty, Lack of guidance, isolation or alienation, academic difficulties, teaching methods and the teachers' attitude are key determinants of students' disengagement from their studies. Actions have been taken by the Moroccan government to reduce this phenomenon; particularly in the form of the "Programmed'Urgence" launched by the Ministry (2008-2012), but the situation has not improved significantly. This publication reports the results of a research conducted at the Cadi Ayyad University since 2015. The tool used to run this investigation is a questionnaire while withdrawing their baccalaureate's degree from the student affairs service, canceling their registration. |
| SN | 2066-7329 |
| EI | 2067-9270 |
| PD | MAR |
| PY | 2019 |
| VL | 11 |
| IS | 1 |
| BP | 163 |
| EP | 176 |
| DI | 10.18662/rrem/103 |
| UT | WOS:000460769100012 |
| ER |
| PT | J | ||
| AU | De Coninck, D
Matthijs, K Luyten, P |
||
| AF | De Coninck, David
Matthijs, Koen Luyten, Patrick |
||
| TI | Subjective well-being among first-year university students: A two-wave prospective study in Flanders, Belgium | ||
| SO | STUDENT SUCCESS | ||
| AB | In the transition from secondary to tertiary education, first-year students experience stress due to the academic, cultural, and social environment they must adapt to. This may negatively impact their subjective well-being, which in turn may negatively influence academic performance and increase the probability of dropping out. We report findings from a two-wave online study involving first-year students enrolled in a sociology course at the Faculty of Psychology and Educational Sciences at the University of Leuven (Belgium). Students completed self-report questionnaires on sociodemographic background, subjective well-being, parental relationship quality, and personality, at the start (Time 1) and end (Time 2) of the first semester. 194 students (35%) completed measures at both times. Results show that subjective well-being decreased from the beginning to the end of the first semester. Well-being at university was positively, and feelings of depression negatively, related to subjective well-being at Time 1 and Time 2. Female students reported lower well-being than male students at Time 2 but not Time 1. The quality of the mother-child, but not the father-child, relationship was positively related to subjective well-being at Time 1 and Time 2. | ||
| OI |
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| SN | 2205-0795 | ||
| PD | MAR | ||
| PY | 2019 | ||
| VL | 10 | ||
| IS | 1 | ||
| SI | SI | ||
| BP | 33 | ||
| EP | 45 | ||
| DI | 10.5204/ssj.v10i1.642 | ||
| UT | WOS:000460680300004 | ||
| ER |
| PT | J |
| AU | Jacobsen, DY |
| AF | Jacobsen, Dan Yngve |
| TI | Dropping Out or Dropping In? A Connectivist Approach to Understanding Participants' Strategies in an e-Learning MOOC Pilot |
| SO | TECHNOLOGY KNOWLEDGE AND LEARNING |
| AB | Targeting faculties and external mentors in the teacher-training unit, The Norwegian University of Science and Technology in Trondheim, Norway opened up a Massive Open Online Course (MOOC) pilot on digital learning in the fall of 2014. A main objective was to encourage these to use digital media more actively and hence, also to become role models for their own students' future digital practice. However, research has shown that a main concern with MOOC programs is attrition. In line with those findings, and according to the course platform data, none of the MOOC participants completed the course material. As the course progressed, less and less pages were opened and obligatory assignments were only rarely submitted. The participants may thus be described as dropouts. Five of these participants were then interviewed about their MOOC experiences and activities. The interviews were transcribed and analyzed according to Grounded theory procedures. A general finding was that the informants would in fact put some of the material and ideas from the MOOC to use. Even if they dropped out, this indicates a gain from the course. In fact, some of the material that was introduced significantly changed these informants' digital practices when they tested out new ideas in their own teaching. Frame-factors, such as lack of financial compensation or a nonstop flow of competing tasks, however, led the informants to down-prioritize the formal demands in the MOOC pilot. The informants selectively picked the material that suited their own purpose and therefore qualified as drop-ins rather than drop-outs. Rather than quitters who could not keep up with the pace in the MOOC we met media literate participants who remixed and redefined the MOOC content into a Web 2.0 resource and a stepping stone for self-directed online learning. |
| SN | 2211-1662 |
| EI | 2211-1670 |
| PD | MAR |
| PY | 2019 |
| VL | 24 |
| IS | 1 |
| BP | 1 |
| EP | 21 |
| DI | 10.1007/s10758-017-9298-z |
| UT | WOS:000459499400001 |
| ER |
| PT | J |
| AU | Chies, L
Graziosi, G Pauli, F |
| AF | Chies, Laura
Graziosi, Grazia Pauli, Francesco |
| TI | The Impact of the Bologna Process on Graduation: New Evidence from Italy |
| SO | RESEARCH IN HIGHER EDUCATION |
| AB | Between 2001 and 2005, higher education in Italy went through a considerable process of reform according to the Bologna Process. This paper evaluates the effects of this process on the academic performance of students. We estimate the difference in graduation probability between students who switched from pre-reform university courses to post-reform courses and students who carried on their pre-reform academic career. To this end, we considered a sample of 25,866 undergraduate students enrolled 1 year before the implementation of this policy, a number that was reduced by matching techniques to achieve a balanced sample of 1020 units, thereby allowing a causal interpretation of results. Estimates of logistic models on the balanced sample suggest that switching to the post-reform university system increases the probability of completion for younger students. Furthermore, higher socio-economic backgrounds of students are positively related to graduation probability, suggesting that the social inequalities are still noticeable when the completion rates of tertiary education are considered. |
| SN | 0361-0365 |
| EI | 1573-188X |
| PD | MAR |
| PY | 2019 |
| VL | 60 |
| IS | 2 |
| BP | 203 |
| EP | 218 |
| DI | 10.1007/s11162-018-9512-4 |
| UT | WOS:000459401900004 |
| ER |
| PT | J |
| AU | Dyrberg, NR
Holmegaard, HT |
| AF | Dyrberg, Nadia Rahbek
Holmegaard, Henriette Tolstrup |
| TI | Motivational patterns in STEM education: a self-determination perspective on first year courses |
| SO | RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION |
| AB | Background:The high rates of attrition in STEM (science, technology, engineering and mathematics) programmes causes concern over a future shortage of graduates entering STEM careers. Students' first year experiences critically affect their motivation and are therefore also critical components of students' academic success in terms of retention, learning and subsequent performance. Purpose:This study explores STEM students' encounters with an interdisciplinary first year. Specifically, motivational patterns towards learning in two introductory courses followed by students from multiple study programmes are investigated. Sample: 173 Danish undergraduate students enrolled in three science programmes: biomedicine; biochemistry and molecular biology; and physics. Design and methods: Within the framework of Self-Determination Theory, a measure of autonomous and controlled motivation forms the basis for quantitative analyses (n = 173). A qualitative thematic analysis of students' open responses further supplements and gives nuance to the findings. Results: The motivational pattern of physics students is found to differ significantly from that of biochemistry and molecular biology (BMB) students and biomedicine students. The comments reveal that some students struggle to realise the relevance of the course content for their chosen study programme to an extent that makes them reconsider their study choice. Conclusions: The study offers input to the discussion of how to present inter- and/or multidisciplinarity to students and points to implications on two levels: curriculum design and course content. The findings are of importance to educational planners, decision-makers and teachers dealing with the motivational range that exists within their courses. |
| SN | 0263-5143 |
| EI | 1470-1138 |
| PD | JAN 2 |
| PY | 2019 |
| VL | 37 |
| IS | 1 |
| BP | 90 |
| EP | 109 |
| DI | 10.1080/02635143.2017.1421529 |
| UT | WOS:000457248600006 |
| ER |
| PT | J |
| AU | Langdon, JL
Wittenberg, M |
| AF | Langdon, Jody L.
Wittenberg, Megan |
| TI | Need supportive instructor training: perspectives from graduate teaching assistants in a college/university physical activity program |
| SO | PHYSICAL EDUCATION AND SPORT PEDAGOGY |
| AB | Background: In the U.S. college/university setting, physical activity courses are often offered as part of the general education program, where students earn college credits towards the completion of their degree program. These courses are typically taught by graduate teaching assistants (GTAs), who face several challenges in instructing undergraduate students. Often, GTAs are thrust into their roles without the preparation that traditional teachers receive as customary with education degrees. Literature on need supportive teacher training, as part of self-determination theory, indicates that teachers including GTAs, can be successfully trained to meet the needs of their students regardless of years of previous experience. Presently, there is little information on the impact of such a training program from the perspective of the GTAs participating in the program. Purpose: The aim of this study is to provide in-depth perspectives on need supportive training through examination of GTAs reflections of the training process. Participants and setting: Fourteen GTAs from a university physical activity and healthful living program were recruited for this study, but two dropped out. All participants taught one of the following courses: aerobics, basketball, body conditioning, bowling, flag football, golf, racquetball, soccer, tennis, ultimate frisbee, volleyball, or yoga. Data collection: Teaching reflections were written by participants at the end of a year-long training program. Data analyses: Written reflections completed by the GTAs were analyzed via content analysis. Data were organized by how strategies were implemented, most/least successful use of the strategies, and adherence to the training. Once organized, the data was examined by two different researchers independently and themes were shared with participants as part of the member checking process. Searches for negative cases were utilized during the analysis process as well. Findings: Across the data, it was determined that the GTAs felt the training to be beneficial, influencing much of how they worked with students. Results suggested that GTAs found several ways to implement the reviewed need supportive teaching strategies, including giving students the choice of activities and group membership. They were also able to better respond to students' negative affect and give explanatory rationales. Goal setting was a consistently used strategy by the GTAs; however, it was cited as one of the least successful strategies due to the inability to effectively follow-up on the goals made during classes with the students. Additionally, it was noted that the GTAs had difficulties with devising their own ways of implementing the strategies and relied heavily on the examples that were provided during their training sessions. Conclusion: In better understanding, the perceptions of GTAs who engage in need supportive training programs, researchers can better gauge the effectiveness of such programs and how they can be improved. Future research should focus on how to help GTAs to engage in more creative ways of using need supportive teaching strategies in physical activity environments. |
| SN | 1740-8989 |
| EI | 1742-5786 |
| PD | JAN 2 |
| PY | 2019 |
| VL | 24 |
| IS | 1 |
| BP | 16 |
| EP | 30 |
| DI | 10.1080/17408989.2018.1530748 |
| UT | WOS:000455999100002 |
| ER |
| PT | J |
| AU | Grau-Valldosera, J
Minguillon, J Blasco-Moreno, A |
| AF | Grau-Valldosera, Josep
Minguillon, Julia Blasco-Moreno, Anabel |
| TI | Returning after taking a break in online distance higher education: from intention to effective re-enrollment |
| SO | INTERACTIVE LEARNING ENVIRONMENTS |
| AB | One of online distance learning's positive attributes is its flexibility. However, the possibility of engaging in periods of non-enrollment (breaks) usually ends in students dropping out. In this paper, the intention to continue of those students who have not enrolled in the second semester is analyzed, adopting a long-term program perspective. This continuance intention is compared with the subsequent restart (or dropping out) in the third semester. This analysis has confirmed that the models of continuance intention and effective re-enrollment are essentially different. Continuance intention is more rational, even logical, and is mainly based on the level of satisfaction or dissatisfaction with the educational experience (difficulty of the learning materials or perception of the learning system). Effective re-enrollment is more practical or pragmatic, with more importance given to the effects of student dimension variables, for example, motivations for studying, previous university experience, or environmental variables, such as having a job. |
| SN | 1049-4820 |
| EI | 1744-5191 |
| PY | 2019 |
| VL | 27 |
| IS | 3 |
| BP | 307 |
| EP | 323 |
| DI | 10.1080/10494820.2018.1470986 |
| UT | WOS:000461688800004 |
| ER |
| PT | J |
| AU | Herbst, CV
Muller-Hilke, B |
| AF | Herbst, Carolin Verena
Mueller-Hilke, Brigitte |
| TI | Motivation as an important criterion for graduation among medical students admitted from the waiting list |
| SO | GMS JOURNAL FOR MEDICAL EDUCATION |
| AB | Aim: Graduation rates among medical students who have been admitted to medical school from the waiting list quota are significantly lower than those for medical students who are directly admitted on the basis of their competitive secondary school academic record or through the universities' selection process. The aim of this study was to identify risk factors that can predict a longer length of study or dropping out and potential resilience factors predictive of timely and successful graduation.
Method: First, students admitted from the waiting list were asked in qualitative interviews at the beginning of their studies about risk factors connected with dropping out. These students were then followed until completion of the first state medical exam, or at least until the end of their fourth semester. In parallel, personality traits were measured using the NEO Five-Factor Inventory according to Costa and McCrae (NEO-FFI). Successful study was defined as a length of study time lasting four semesters before taking the first section of the state medical exam (Physikum). Serving as indicators for students at risk were a prolonged period of study and dropping out before taking the first state medical examination. Finally, the factors associated with successful study were identified. Results: Students from the waiting list who displayed a stronger than average conscientiousness in their personality and stated being under-challenged in their prior (medicine-related) occupation as the motivation for studying medicine were significantly more often successful than students from the waiting list who displayed a less pronounced conscientious personality and named dissatisfaction with their previous occupation as their motivation to pursue medical study. In addition, successful students were often distinguished by ambition and reported placing high academic demands on themselves. Early failures on exams were found to be predictive of an uncertain course of study at Rostock Medical School. Conclusions: The reason for studying medicine and an ambitious personality appear to be basic predictors of study success and could therefore be considered not only as a selection criterion for admission, but also monitored during the course of study as a predictive marker for prolonged study or drop-out. Regardless how students are selected for admission, medical schools should take a closer look at the academic performance of the enrolled students to identify at-risk students who are failing exams early in the course of study and to adequately advise them on course scheduling, motivation and exam preparation. |
| SN | 2366-5017 |
| PY | 2019 |
| VL | 36 |
| IS | 1 |
| AR | Doc6 |
| DI | 10.3205/zma001214 |
| UT | WOS:000458855000005 |
| PM | 30828606 |
| ER |
| PT | J |
| AU | Pachler, D
Kuonath, A Frey, D |
| AF | Pachler, Daniela
Kuonath, Angela Frey, Dieter |
| TI | How transformational lecturers promote students' engagement, creativity, and task performance: The mediating role of trust in lecturer and self efficacy |
| SO | LEARNING AND INDIVIDUAL DIFFERENCES |
| AB | In today's fast changing and increasingly complex environments the promotion of ongoing employees' task and contextual performance is an important issue. Thus, this longitudinal study investigates the impact of transformational teaching which is derived from transformational leadership concept on students' motivational states (course-related self-efficacy and trust in teacher) and subsequently on students' increased engagement, creativity and task performance in higher education. The study (N = 165) hypothesized positive changes in university students' motivational states and performance criteria over a period of six weeks. Mediation analyses showed that trust in lecturer but not students' course-related self-efficacy served as a mediator in the relationship between transformational teaching and an increased degree of study engagement, an increased degree of student creativity, and task performance. Our results offer theoretical and practical implications for the development of career relevant concepts and teaching in higher education. |
| SN | 1041-6080 |
| EI | 1873-3425 |
| PD | JAN |
| PY | 2019 |
| VL | 69 |
| BP | 162 |
| EP | 172 |
| DI | 10.1016/j.lindif.2018.12.004 |
| UT | WOS:000458094000015 |
| ER |
| PT | J |
| AU | Webb, OJ
Cotton, DRE |
| AF | Webb, O. J.
Cotton, D. R. E. |
| TI | Deciphering the sophomore slump: changes to student perceptions during the undergraduate journey |
| SO | HIGHER EDUCATION |
| AB | The second year of university is little-researched, despite being a focal point for declining performance, persistence, and satisfaction. It is important to establish appropriate methods for studying this sophomore slump' and to pinpoint specific antecedents from broad domains noted in literature (e.g. students' social integration, perceptions of the curriculum). Using a novel methodology, 166 undergraduates were surveyed in successive years of study to derive a gold standard within-subjects' data sample. Under a replicated design, a between-subjects' sample of over 1000 students completed the same e-survey just once, in year one, two, or three. Quantitative comparison of the responses across years showed over 85% agreement between samples. This endorses between-subject approaches (i.e. simultaneously surveying students from different years) to facilitate rapid interventions that benefit students before they graduate. In terms of detailed findings, year two saw positive trends in students' academic engagement (e.g. self-reported independent study time), social integration (e.g. feeling accepted, involvement in extra-curricular activities), and views on teaching staff (e.g. approachability). Although appraisals remained broadly favourable, there was, in contrast, significant deterioration in global perceptions of the learning atmosphere (e.g. course enjoyment), as well as specific elements of the teaching provision (e.g. contact hours, feedback). Notably, there appeared to be little progression in students' academic self-perceptions (e.g. confidence to make presentations, enter class debates). Year two also saw increased thoughts of drop-out. These results highlight the unique character of the second year at university and indicate potential target areas for enhancing this phase of the undergraduate journey. |
| SN | 0018-1560 |
| EI | 1573-174X |
| PD | JAN |
| PY | 2019 |
| VL | 77 |
| IS | 1 |
| BP | 173 |
| EP | 190 |
| DI | 10.1007/s10734-018-0268-8 |
| UT | WOS:000454948800010 |
| ER |
| PT | J |
| AU | Meyer, M
Fang, N |
| AF | Meyer, Matthew
Fang, Ning |
| TI | A Qualitative Case Study of Persistence of Engineering Undergraduates |
| SO | INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION |
| AB | Recent years have seen a surging need for engineering undergraduates, as many countries have looked to such a group to spur economic growth and compete internationally. However, the retention rate of engineering undergraduates has been a long-standing issue in the United States. Most often, literature provides aggregate results about student retention, but does not describe in sufficient detail how individual students make their decisions to leave or stay in engineering. This paper contains a qualitative case study of persistence of engineering undergraduates by describing the detailed narratives of five study participants who recently dropped out of engineering programs at a large, public research university in the Mountain West region of the USA. Each participant had different family backgrounds and varying experiences within engineering and education. Common themes expressed among the five participants included: a loss of connection and interest in engineering, and experiencing barrier courses that challenged them academically. Participants urged future engineering students to understand the high level of commitment necessary to make it through the academically rigorous under-graduate engineering program before starting. |
| SN | 0949-149X |
| PY | 2019 |
| VL | 35 |
| IS | 1 |
| BP | 99 |
| EP | 108 |
| PN | A |
| UT | WOS:000454510600010 |
| ER |
| PT | J |
| AU | Clerici, R
Da Re, L |
| AF | Clerici, Renata
Da Re, Lorenza |
| TI | Effectiveness assessment of a formative tutoring programme |
| SO | RIE-REVISTA DE INVESTIGACION EDUCATIVA |
| AB | University tutoring is a central process in the European Higher Education Area (EHEA), with its different modalities and strategies. Nowadays, in post-secondary education a new attention to customer-tailored educational actions coexists with the goal to promote a whole-person development of students in order to improve learning and contrast drop-outs: university tutoring plays a crucial role in this new vision. The study is focused on the evaluation of a programme of formative tutoring that involved three first-cycle degree courses at the University of Padova. The hypothesis of effectiveness, in particular, was verified by ex-post selection of a control group, composed of the most similar not treated students to treated ones. The selection of the control group members was carried out by propensity score matching, a statistical technique that predicts the probability to receive the treatment accounting for a set of students observable characteristics. This counter-factual causal analysis gave significant results: the drop-out rate fell by half, and performance increased in terms of learning outcomes. |
| SN | 0212-4068 |
| EI | 1989-9106 |
| PY | 2019 |
| VL | 37 |
| IS | 1 |
| BP | 39 |
| EP | 56 |
| DI | 10.6018/rie.37.1.322331 |
| UT | WOS:000454196100003 |
| ER |
| PT | J |
| AU | Aretio, LG |
| AF | Garcia Aretio, Lorenzo |
| TI | The problem with distance education dropout rate. Answers from the Mediated Educational Dialogue |
| SO | RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA |
| AB | The dropout rate, the failure of university students, appears to be a universal problem that concerns teachers, institutions, governments and international organizations. Dropout rates, when related to teaching and learning through digital systems (distance education), are even higher than in face-to-face formats. The goals of this work focus, firstly, on selecting the most outstanding causes that weaken the pedagogical dialogue (mediated educational dialogue) and, consequently, increase dropout rates, and secondly, on pointing out support and guidance actions that could promote quality pedagogical dialogues leading to success, higher satisfaction rates and, consequently, retention, persistence and academic commitment and, thus, reducing the number of student failures. We proceed to the study through a review of the most outstanding scientific literature to detect the main reasons that motivate distance students to drop out from their studies and a number of institutional and teaching actions that can help reduce those failure rates. The focus here is on the proposal of Mediated Educational Dialogue (Garcia Aretio, 2014). When a student's dialogue with the institution, teachers, peers and resources breaks down, a feeling of discouragement, anxiety and frustration appears which, if not addressed, leads to dropout. |
| SN | 1138-2783 |
| EI | 1390-3306 |
| PD | JAN |
| PY | 2019 |
| VL | 22 |
| IS | 1 |
| BP | 245 |
| EP | 270 |
| DI | 10.5944/ried.22.1.22433 |
| UT | WOS:000454058900012 |
| ER |
| PT | J |
| AU | Mora, LM
Zambrano, FN Monteros, MA Valdivieso, RA |
| AF | Moncada Mora, Luis
Negrete Zambrano, Fernando Arias Monteros, Max Armijos Valdivieso, Ramiro |
| TI | Analysis of the triad: academic integration, permanence and geographic dispersion |
| SO | RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA |
| AB | This article examines the relationship between the decision to stay or drop out of university and the immediate academic performance. This follows the pattern of geographic dispersion of student population, which is one of the main strengths of distance education. The information, the basis of the research, corresponds to a cohort of students enrolled in a distance learning degree program of the Universidad Tecnica Particular de Loja (UTPL). Using statistical and econometric techniques - mainly multilevel probability models - it was possible to determine that there is a positive effect of the immediate academic performance in the decision that the students take to stay in the studies. This pattern of behavior was maintained in all the support centers of UTPL has, regardless of its size and distance from the headquarters; that is, the geographical dispersion of the student's enrollment center or place of residence is not a factor that influences the decisions it makes. The aversion to loss is the main factor explaining the behavior, the fact of not being efficient generates a direct and immediate effect, as it is natural, it does not find meaning in its permanence since it has not been properly integrated. |
| SN | 1138-2783 |
| EI | 1390-3306 |
| PD | JAN |
| PY | 2019 |
| VL | 22 |
| IS | 1 |
| BP | 271 |
| EP | 288 |
| DI | 10.5944/ried.22.1.22001 |
| UT | WOS:000454058900013 |
| ER |
| PT | J |
| AU | Alzen, JL
Langdon, LS Otero, VK |
| AF | Alzen, Jessica L.
Langdon, Laurie S. Otero, Valerie K. |
| TI | A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses |
| SO | INTERNATIONAL JOURNAL OF STEM EDUCATION |
| AB | BackgroundLarge introductory STEM courses historically have high failure rates, and failing such courses often leads students to change majors or even drop out of college. Instructional innovations such as the Learning Assistant model can influence this trend by changing institutional norms. In collaboration with faculty who teach large-enrollment introductory STEM courses, undergraduate learning assistants (LAs) use research-based instructional strategies designed to encourage active student engagement and elicit student thinking. These instructional innovations help students master the types of skills necessary for college success such as critical thinking and defending ideas. In this study, we use logistic regression with pre-existing institutional data to investigate the relationship between exposure to LA support in large introductory STEM courses and general failure rates in these same and other introductory courses at University of Colorado Boulder.ResultsOur results indicate that exposure to LA support in any STEM gateway course is associated with a 63% reduction in odds of failure for males and a 55% reduction in odds of failure for females in subsequent STEM gateway courses.ConclusionsThe LA program appears related to lower course failure rates in introductory STEM courses, but each department involved in this study implements the LA program in different ways. We hypothesize that these differences may influence student experiences in ways that are not apparent in the current analysis, but more work is necessary to support this hypothesis. Despite this potential limitation, we see that the LA program is consistently associated with lower failure rates in introductory STEM courses. These results extend the research base regarding the relationship between the LA program and positive student outcomes. |
| SN | 2196-7822 |
| PD | DEC 28 |
| PY | 2018 |
| VL | 5 |
| AR | UNSP 56 |
| DI | 10.1186/s40594-018-0152-1 |
| UT | WOS:000454562000001 |
| PM | 30631745 |
| ER |
| PT | J |
| AU | Su, J
Waugh, ML |
| AF | Su, Jian
Waugh, Michael L. |
| TI | Online Student Persistence or Attrition: Observations Related to Expectations, Preferences, and Outcomes |
| SO | JOURNAL OF INTERACTIVE ONLINE LEARNING |
| AB | This paper compares the perceptions of two groups of students who participated in the first cohort of the WebIT online Master of Science Degree in Instructional Technology at the University of Tennessee at Knoxville over a two-year period. The program completers (n=11) are the students who completed and graduated from the WebIT program. The dropper-respondents (n=5) are those students who dropped out of the WebIT program prior to completion. Both groups volunteered to complete an electronically-administered survey about their WebIT experiences. Each survey contained 46 comparable items. The WebIT students' expectations and preferences for an online program are discussed. Group responses to several questions on a program exit survey illustrate several possible differences between the members of the two groups that may provide insight into a possible relationship between the question topics and the high rate of attrition observed during the first cohort of the WebIT program. |
| SN | 1541-4914 |
| PD | WIN |
| PY | 2018 |
| VL | 16 |
| IS | 1 |
| BP | 63 |
| EP | 79 |
| UT | WOS:000455805500004 |
| ER |
| PT | J |
| AU | Girelli, L
Alivernini, F Salvatore, S Cozzolino, M Sibilio, M Lucidi, F |
| AF | Girelli, Laura
Alivernini, Fabio Salvatore, Sergio Cozzolino, Mauro Sibilio, Maurizio Lucidi, Fabio |
| TI | COPING WITH THE FIRST EXAMS: MOTIVATION, AUTONOMY SUPPORT AND PERCEIVED CONTROL PREDICT THE PERFORMANCE OF FIRST-YEAR UNIVERSITY STUDENTS |
| SO | JOURNAL OF EDUCATIONAL CULTURAL AND PSYCHOLOGICAL STUDIES |
| AB | Dropout rates in Italy are very high, particularly in freshmen students (Anvur, 2016). University students' academic achievement has been found to prevent dropout. The present study tested a predicting model of academic achievement in first-year university students based on self-determination theory, through a longitudinal design with two points in time. Freshmen students in a bachelor program of an Italian university (N = 313; M age = 21.34 years; SD = 4.74; 722% female) completed measures of perceived autonomy support from parents and teachers, autonomous motivation, perceived academc control, and intention to drop out from university at the start of their academic year. At the end of the first-semester, information about students' academic achievement have been collected from the department o ice. Results from structural equation modeling analyses supported the hypothesized model. Specifically, perceived autonomy support from parents and teachers predicted perceived academic control via autonomous motives; perceived academic control predicted intention to dropout, which, in turn, predicts academic achievement. A major contribution was demonstrating the important role of perceived autonomy support and perceived academic control in freshman students' academic achievement. These findings could provide a contribution in implementing adequate intervention supporting freshman students in order to promote academic achievement and consequently, to prevent dropout from university. |
| SN | 2037-7932 |
| EI | 2037-7924 |
| PD | DEC |
| PY | 2018 |
| IS | 18 |
| BP | 165 |
| EP | 185 |
| DI | 10.7358/ecps-2018-018-gire |
| UT | WOS:000455211900008 |
| ER |
| PT | J |
| AU | Brown, ST
Power, N Bowmar, A Foster, S |
| AF | Brown, Stephen T.
Power, Nicola Bowmar, Alex Foster, Shannon |
| TI | Student engagement in a Human Anatomy and Physiology course: a New Zealand perspective |
| SO | ADVANCES IN PHYSIOLOGY EDUCATION |
| AB | The population diversity of New Zealand is due to the unique fusion of indigenous peoples of Polynesian origin (Maori), western European colonization (Pakeha), and more recent (20th century) immigration from the Pacific region (Pasifika). However, disparities in tertiary education indicate that Maori and Pasifika students are more likely to drop out during their first year of study and are less likely to complete their qualification than their Pakeha peers. Higher levels of course engagement may increase first-year grades, elevate academic performance, and encourage persistence between the first and second years of study. Therefore, a Student Course Engagement Questionnaire was used to quantify engagement in a compulsory first-year undergraduate Human Anatomy and Physiology course in a New Zealand university. A data mining technique was used to assign students into a low-engagement/low-achievement cluster, and a high-engagement/high-achievement cluster. The skills, emotional, and participation-interaction components of engagement were lower in Pasifika students: these students' academic grade was lower than those of both Maori and Pakeha students. The strongest predictors of cluster membership were skills engagement and emotional engagement, suggesting that these components outweighed other aspects of course engagement. Maori and Pasifika students were overrepresented in the low-engagement/low-achievement cluster, and underrepresented in the high-engagement/high-achievement cluster. We suggest that embedding study skills within course delivery, and constantly emphasizing their importance, would likely increase student course engagement. Also, we report that both Maori and Pasifika students remain more disengaged than their Pakeha peers. |
| SN | 1043-4046 |
| EI | 1522-1229 |
| PD | DEC |
| PY | 2018 |
| VL | 42 |
| IS | 4 |
| BP | 636 |
| EP | 643 |
| DI | 10.1152/advan.00035.2018 |
| UT | WOS:000451241500015 |
| PM | 30303414 |
| ER |
| PT | J |
| AU | Ayala, JC
Manzano, G |
| AF | Carlos Ayala, Juan
Manzano, Guadalupe |
| TI | Academic performance of first-year university students: the influence of resilience and engagement |
| SO | HIGHER EDUCATION RESEARCH & DEVELOPMENT |
| AB | This study, using a time-lagged design, investigated whether or not a relationship between the dimensions of resilience and engagement, and the academic performance of first-year university students, existed. Moreover, we investigated whether or not the dimensions of resilience and engagement were different in students who dropped out of their university studies during their first year as compared to those who remained in university. For the total sample (N = 748), the results showed that two dimensions of resilience (hardiness and resourcefulness) and two of engagement (dedication and absorption) helped predict the academic performance of students. Nevertheless, the importance of each one of these variables differed according to gender. Absorption predicted academic performance in males but not in females. Results showed that those students who remained in university after their first year had more vigor, more hardiness and more resourcefulness than those who had dropped out of their university studies. These results suggested that resilience and engagement had to be taken into consideration at the time of university admission if there was an aim to improve the results of the academic performance. |
| SN | 0729-4360 |
| EI | 1469-8366 |
| PD | NOV 10 |
| PY | 2018 |
| VL | 37 |
| IS | 7 |
| BP | 1321 |
| EP | 1335 |
| DI | 10.1080/07294360.2018.1502258 |
| UT | WOS:000447812600001 |
| ER |
| PT | J |
| AU | Kori, K
Pedaste, M Must, O |
| AF | Kori, Kulli
Pedaste, Margus Must, Olev |
| TI | The Academic, Social, and Professional Integration Profiles of Information Technology Students |
| SO | ACM TRANSACTIONS ON COMPUTING EDUCATION |
| AB | Low retention rates in higher education Information Technology (IT) studies have led to an unmet demand for IT specialists. Therefore, universities need to apply interventions to increase retention rates and provide the labor market with more IT graduates. However, students with different characteristics may need different types of interventions. The current study applies a person-oriented approach and identifies the profiles of first-year IT students in order to design group-specific support. Tinto's [13, 14] integration model was used as a framework to analyze questionnaire data from 509 first-year IT students in Estonia. The students' response profiles were distinguished through latent profile analysis, and the students were divided into four profiles based on their responses to questions about academic integration, professional integration, and graduation-related self-efficacy. The difference in academic integration was smaller among the profiles than the difference in professional integration. Knowing these profiles helps universities to design interventions for each student group and apply the interventions to increase the number of IT graduates. |
| SN | 1946-6226 |
| PD | NOV |
| PY | 2018 |
| VL | 18 |
| IS | 4 |
| SI | SI |
| AR | 20 |
| DI | 10.1145/3183343 |
| UT | WOS:000456614500005 |
| ER |
| PT | J | ||
| AU | Xing, WL
Gao, F |
||
| AF | Xing, Wanli
Gao, Fei |
||
| TI | Exploring the relationship between online discourse and commitment in Twitter professional learning communities | ||
| SO | COMPUTERS & EDUCATION | ||
| AB | Educators show great interest in participating in social-media communities, such as Twitter, to support their professional development and learning. The majority of the research into Twitter based professional learning communities has investigated why educators choose to use Twitter for professional development and learning and what they actually do in these communities. However, few studies have examined why certain community members remain committed and others gradually drop out. To fill this gap in the research, this study investigated how some key features of online discourse influenced the continued participation of the members of a Twitter based professional learning community. More than 600,000 tweets generated over six years under the hashtag #edchat were gathered. Online discourse was deconstructed to the cognitive dimension, the interactive dimension, and the social dimension. Text-mining methods were then used to automatically identify these dimensions in the tweets. Finally, survival analysis was used to quantify the influences of these dimensions on users' commitment time to the Twitter community. The implications of the results and findings are then discussed.
Wanli Xing is an Assistant Professor in Instructional Technology at Texas Tech University, USA with background in learning sciences, statistics, computer science and mathematical modeling. His research interests are educational data mining, learning analytics, and CSCL. Gao Fei is an Associate Professor at Bowling Green State University. Her current research involves examining the types of interaction and learning enabled by online social technologies, designing technology-mediated environments that encourage meaningful social interaction, and exploring pedagogical methods that promote deep learning in such environments. |
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| OI |
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| SN | 0360-1315 | ||
| EI | 1873-782X | ||
| PD | NOV | ||
| PY | 2018 | ||
| VL | 126 | ||
| BP | 388 | ||
| EP | 398 | ||
| DI | 10.1016/j.compedu.2018.08.010 | ||
| UT | WOS:000445311100029 | ||
| ER |
| PT | J |
| AU | Declercq, K
Verboven, F |
| AF | Declercq, Koen
Verboven, Frank |
| TI | Enrollment and degree completion in higher education without admission standards |
| SO | ECONOMICS OF EDUCATION REVIEW |
| AB | Many countries organize their higher education system with limited or no ex ante admission standards. They instead rely more heavily on an ex post selection mechanism, based on the students' performance during higher education. We analyze how a system of ex post selection affects initial enrollment and final degree completion, using a rich dataset for Belgium (region of Flanders). We develop a dynamic discrete choice model of college/university and major choice, where the outcome of the enrollment decision is uncertain. Upon observing past performance, students may decide to continue, reorient to another major, or drop out. We find that ex post student selection is very strong: less than half of the students successfully complete their course work in the first year. Unsuccessful students mainly switch from university to college majors, or from college majors to drop-out. We use the estimates to evaluate the effects of alternative, ex ante admission policies. We find that well-designed moderate admission standards reduce unsuccessful initial enrolment and at the same time do not decrease degree completion. This is because ex ante screening better matches students to the right majors, reducing the probability of early drop-out. |
| SN | 0272-7757 |
| EI | 1873-7382 |
| PD | OCT |
| PY | 2018 |
| VL | 66 |
| BP | 223 |
| EP | 244 |
| DI | 10.1016/j.econedurev.2018.08.008 |
| UT | WOS:000447478800018 |
| ER |
| PT | J |
| AU | Barras, C
Manco, A |
| AF | Barras, Christine
Manco, Altay |
| TI | Promoting socio-cultural diversity in schools by defeating stereotypes: inclusive experiences in French-speaking Belgium |
| SO | EDUCATION ET FRANCOPHONIE |
| AB | The article consists of three parts. First, we present the challenges of today's schools in terms of the logic of exclusion, which is often applied for reasons that should be deconstructed and analyzed. We recall values defended by the new school of the past century to reconstruct the principles of inclusive education, and to identify the weight of social representations that stand in the way of these principles. A theoretical model, carried out as part of a basic inter-university study, illustrates this logic through teacher representations in light of sociological considerations.
In the second part, we present examples of innovative projects by identifying, from our perspective as researchers, the ones that belong to the inclusive approach and contribute to resolving situations dominated by weighty unspoken beliefs that block the ideal of living together in harmony. Finally, we bring out a discussion through the organization of the projects presented with the theoretical model in two synthetic tables, allowing us to identify three factors for establishing an inclusive project in a school facing problems like stigmatization or a high drop-out rate. |
| SN | 0849-1089 |
| EI | 1916-8659 |
| PD | FAL |
| PY | 2018 |
| VL | 46 |
| IS | 2 |
| BP | 146 |
| EP | 167 |
| UT | WOS:000452558900009 |
| ER |
| PT | J |
| AU | Torres, MPA
Ponce, FC |
| AF | Astudillo Torres, Martha Patricia
Chevez Ponce, Florlenis |
| TI | Assessment of Mentoring Institutional Program in University Education |
| SO | EDUCATION IN THE KNOWLEDGE SOCIETY |
| AB | This paper shows the results of a current research project which analyzes the implementing of a mentoring institutional program based on real time conversation between the participants, focused on the experience of the mentor and the student on the educative process of a university academic program. The methodological design is based on the premises of case study, founded on interpretative perspective. Despite mentoring benefits students coursing the educative program, main findings point towards not solved problems in an effective way with its implementation, as in the case of previous academic lacks affecting students, plus their fragile economic position characteristic of the region they come from, all of which promote dropping out the school. |
| SN | 2444-8729 |
| PD | SEP |
| PY | 2018 |
| VL | 19 |
| IS | 3 |
| BP | 15 |
| EP | 35 |
| DI | 10.14201/eks20181931535 |
| UT | WOS:000448065800002 |
| ER |
| PT | J |
| AU | Roland, N
Frenay, M Boudrenghien, G |
| AF | Roland, Nathalie
Frenay, Mariane Boudrenghien, Gentiane |
| TI | Understanding Academic Persistence through the Theory of Planned Behavior: Normative Factors under Investigation |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | High drop-out rates among first-year university students have led many researchers to attempt to gain a better understanding of academic persistence. However, despite this extensive literature, only a few studies have taken normative factors into account. These normative factors may be an essential factor of influence for persistence as it is already the case for other behaviors. We therefore decided to study whether including injunctive and descriptive norms in the investigation might improve the understanding of persistence. To this end, we focused on the theory of planned behaviour which considers for background, motivational, and normative factors. Seven hundred and twenty-seven first-year college students were asked to complete a self-report questionnaire. A structural equation modeling technique revealed that the model including injunctive norms fits better with the data than the model without norms. However, this was not the case with descriptive norms. These results are examined in the Discussion section. Finally, directions for future research and practical implications are suggested. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | AUG |
| PY | 2018 |
| VL | 20 |
| IS | 2 |
| BP | 215 |
| EP | 235 |
| DI | 10.1177/1521025116656632 |
| UT | WOS:000438070500004 |
| ER |
| PT | J | ||||
| AU | Paniagua, ASE
Simpson, O |
||||
| AF | Sanchez-Elvira Paniagua, Angeles
Simpson, Ormond |
||||
| TI | Developing Student Support for Open and Distance Learning: The EMPOWER Project | ||||
| SO | JOURNAL OF INTERACTIVE MEDIA IN EDUCATION | ||||
| AB | European universities face great challenges dealing with twenty-first century world changes. Deep transformations are required to a wide range of life-long learning scenarios, which are replacing traditional modes of university study and giving access to students in more flexible ways. To address the transformation in learning, the European Association of Distance Teaching Universities (EADTU) launched the EMPOWER project in 2015 so that the EADTU could share expertise of distance education universities in the field.
The EMPOWER project is organised in 12 areas. One is student support, as the central area for students' success. The project's goal is to empower students to become life-long, self-directed learners in open, online and blended-learning environments. The plan was to increase student retention and enhance academic performance, integration and satisfaction. This article summarises the work that has been done during the past two years to offer different tools and resources, such as webinars and reports. These can help institutions and academics in their understanding of what underlies student engagement and motivation versus student drop-out. We aim to share expertise about how effective, or not, technology has been for developing innovative, advanced and quality student support services to large and small groups of students. It is too early to judge the success of the student support group of the EMPOWER project. This paper looks at what has been achieved so far. In particular it outlines the reasons for focusing on the problem of student drop-out and how student support may help to ameliorate the problem. |
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| OI |
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| SN | 1365-893X | ||||
| PD | JUL 30 | ||||
| PY | 2018 | ||||
| IS | 1 | ||||
| AR | UNSP 9 | ||||
| DI | 10.5334/jime.470 | ||||
| UT | WOS:000441664400001 | ||||
| ER |
| PT | J |
| AU | Biasi, V
De Vincenzo, C Patrizi, N |
| AF | Biasi, Valeria
De Vincenzo, Conny Patrizi, Nazarena |
| TI | COGNITIVE STRATEGIES FOR SELF-REGULATION OF LEARNING AND MOTIVATION TO STUDY. CONSTRUCTION OF AVERAGE PROFILES OF COGNITIVE FUNCTIONING AND MOTIVATIONAL STRUCTURE FOR THE PREVENTION OF DROP-OUT |
| SO | JOURNAL OF EDUCATIONAL CULTURAL AND PSYCHOLOGICAL STUDIES |
| AB | The article presents the results of an empirical longitudinal study focusing on the cognitive and motivational factors that influence the risk of drop-out. Thanks to a previous empirical contribution (Biasi, De Vincenzo, & Patrizi, 2017) conducted through an online questionnaire with 2328 students of Roma Tre University, we identified as predictors of drop-out some inadequate cognitive strategies, lack of motivation (or "motivation") and low levels of school self-efficacy In order to identify the consistency over time of the relationship between these cognitive and motivational factors, we carried out a year-long longitudinal study aimed at investigating the academic experience of a self-selected sample of 68 students who completed three successive tests. The data showed that the greater the risk of drop-out, the lower the scores obtained by students, over a year, in cognitive strategies of opractice. and "monitoring" of knowledge. Students with a high risk of drop-out also showed a poor connection of new knowledge to the knowledge they already possessed. Moreover, it was confirmed that higher drop-out risk scores correlate with a high level of "motivation" and "external" motivation scores, and with a low level of o"Intrinsic". motivation: persistence over time was also highlighted. Some average "Profiles of cognitive functioning and motivational structure". were devised, useful for individualized guidance or orientation interventions geared to identifying which cognitive strategies can be reinforced in order to favor learning and - during re-orientation - to take into account the level of coherence of student motivation with the chosen study track. |
| SN | 2037-7932 |
| EI | 2037-7924 |
| PD | JUN |
| PY | 2018 |
| IS | 17 |
| BP | 139 |
| EP | 159 |
| DI | 10.7358/ecps-2018-017-bias |
| UT | WOS:000455210400007 |
| ER |
| PT | J |
| AU | Xu, YJ
Webber, KL |
| AF | Xu, Yonghong Jade
Webber, Karen L. |
| TI | College Student Retention on a Racially Diverse Campus: A Theoretically Guided Reality Check |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | Theoretically grounded in Tinto's model of retention and Braxton and colleagues' revisions , this study is designed to examine the applicability of the integration model to students of different racial backgrounds. Results from a sample of full-time undergraduate students at a research-extensive university suggest that (a) academic and social integrations function differently to the persistence of Black and White students, (b) financial pressure was the most consistent impediment to college retention for all students, and (c) institutional control over academic quality is critical to student retention. In addition, results show that students of different racial backgrounds do not differ significantly in their reported intention to drop out. Implications for policy and planning are discussed. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | MAY |
| PY | 2018 |
| VL | 20 |
| IS | 1 |
| BP | 2 |
| EP | 28 |
| DI | 10.1177/1521025116643325 |
| UT | WOS:000430071700001 |
| ER |
| PT | J | ||||
| AU | Jung, JS
Kim, Y |
||||
| AF | Jung, Jisun
Kim, Yangson |
||||
| TI | Exploring regional and institutional factors of international students' dropout: The South Korea case | ||||
| SO | HIGHER EDUCATION QUARTERLY | ||||
| AB | With an increasing number of international students in South Korea, the issue of retaining these students and reducing their dropout rates has become important. This study explores the multilevel factors that affect the institutional dropout rate among international students in Korea. The research questions are as follows: (a) to what extent do international students drop out from undergraduate or short-term programmes in Korean universities?; (b) what are the regional and institutional factors that determine international students' dropout rates? This study uses the panel data on educational institutions as found in the Higher Education in Korea report, which has been updated annually by the Ministry of Education since 2013. According to the pooled ordinary least square and panel analyses, the results indicate that a range of institutional factors (such as type, size, tuition and research performance of academics) and regional factors (such as regional gross domestic product, inflation and the numbers of foreigners in the region) are all associated with the dropout rates of international students. This study suggests that we need to consider various factors to improve the international students' learning experiences both inside and outside of the campus. | ||||
| RI |
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| OI |
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| SN | 0951-5224 | ||||
| EI | 1468-2273 | ||||
| PD | APR | ||||
| PY | 2018 | ||||
| VL | 72 | ||||
| IS | 2 | ||||
| BP | 141 | ||||
| EP | 159 | ||||
| DI | 10.1111/hequ.12148 | ||||
| UT | WOS:000428879600006 | ||||
| ER |
| PT | J | ||
| AU | Jerez, O
Orsini, C Hasbun, B Lobos, E Munoz, M |
||
| AF | Jerez, Oscar
Orsini, Cesar Hasbun, Beatriz Lobos, Eduardo Munoz, Marcos |
||
| TI | Is Undergraduate Programme Accreditation Influenced by Educational Public Policy Quality Indicators? An Exploratory Study of the Chilean Higher Education Quality Assurance System | ||
| SO | HIGHER EDUCATION POLICY | ||
| AB | In Chile, as well as in most of Latin America, public policies for higher education have recently adopted a focus on quality assurance and accreditation systems. Uncertainty, however, still exists in terms of the quality assurance consistency in the current Chilean accreditation system, especially in terms of the relation between public policy quality indicators for higher education and their relation to accreditation outcomes. Therefore, the aim of this study was to make a first explorative attempt to investigate the relationships between these indicators and the results of undergraduate programme accreditation. We hypothesised that the public policy quality indicators of first-year drop-out rate, employment at graduation and ratio of actual to expected time to graduation would be strongly correlated to undergraduate programme accreditation as well as largely explaining its accreditation-year variance. By means of correlation and multiple regression analyses, we found small-sized associations, being first-year drop-out the only significant predictor of programme accreditation, explaining a 9.4% of its variance. These results raise questions regarding the consistency between the aims of public policy for higher education and the current accreditation system. This study should be of value to policy makers, managers and curriculum developers in terms of this initial analysis of the consistency between quality indicators and the accreditation system. Further research is necessary to make a systematic and in-depth assessment of the impact of quality assurance mechanisms to provide better rationale for making important decisions such as when defining the characteristics of the accrediting institutions as well as for establishing effective ways to achieve the proposed public policy objectives. | ||
| OI |
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| SN | 0952-8733 | ||
| EI | 1740-3863 | ||
| PD | MAR | ||
| PY | 2018 | ||
| VL | 31 | ||
| IS | 1 | ||
| BP | 121 | ||
| EP | 138 | ||
| DI | 10.1057/s41307-017-0046-8 | ||
| UT | WOS:000429387400007 | ||
| ER |
| PT | J | ||
| AU | McLuckie, A
Matheson, KM Landers, AL Landine, J Novick, J Barrett, T Dimitropoulos, G |
||
| AF | McLuckie, Alan
Matheson, Katherine M. Landers, Ashley L. Landine, Jeff Novick, Jason Barrett, Tessa Dimitropoulos, Gina |
||
| TI | The Relationship Between Psychological Distress and Perception of Emotional Support in Medical Students and Residents and Implications for Educational Institutions | ||
| SO | ACADEMIC PSYCHIATRY | ||
| AB | Objective Psychological distress is pervasive among medical students and residents (MSR) and is associated with academic under-performance, decreased empathy, burnout, and suicidal ideation. To date, there has been little examination of how demographic and socioeconomic factors influence trainee's psychological distress levels, despite suggestion that financial concerns are a common source of stress. Recent Canadian studies examining the prevalence of distress, burnout, and resilience in MSR are limited.
Methods Undergraduate and postgraduate medical trainees attending a Canadian university were surveyed. The questionnaire included standardized instruments to evaluate psychological distress, burnout, and resilience. Additional items explored MSR living and domestic circumstances, and anticipated debt upon training completion. Ordinary least squares regression models determined predictors of psychological distress, risk for burnout, and resiliency. Logistic regression of psychological distress predicted risk of MSR contemplating dropping out of their training program. Results Feeling emotionally/psychologically unsupported while attending university was a key predictor of psychological distress and burnout, while feeling supported reduces this risk. Risk for burnout increased with each year of medical training. Psychologically distressed MSR were at significantly greater odds of contemplating dropping out of their medical training program. Conclusions Our results point to the important opportunity universities and medical schools have promoting MSR well-being by reducing institutional stressors, as well as teaching and promoting self-care and burnout avoidance techniques, instituting wellness interventions, and developing programs to identify and support at risk and distressed students. |
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| RI |
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| OI |
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| SN | 1042-9670 | ||
| EI | 1545-7230 | ||
| PD | FEB | ||
| PY | 2018 | ||
| VL | 42 | ||
| IS | 1 | ||
| BP | 41 | ||
| EP | 47 | ||
| DI | 10.1007/s40596-017-0800-7 | ||
| UT | WOS:000424047400006 | ||
| PM | 29124715 | ||
| ER |
| PT | B |
| AU | Wu, WT
Bai, Q |
| AF | Wu Wentao
Bai Qian |
| GP | IEEE |
| TI | Why Do the MOOC Learners Drop Out of the School? Based on the Investigation of MOOC Learners on Some Chinese MOOC Platforms |
| SO | 2018 FIRST INTERNATIONAL COGNITIVE CITIES CONFERENCE (IC3 2018) |
| CT | 1st International Cognitive Cities Conference (IC3) |
| CY | AUG 07-09, 2018 |
| CL | Okinawa, JAPAN |
| SP | IEEE Comp Soc, Okinawa Inst Sci & Technol |
| AB | he problem of high registration rate and low pass rate in MOOC has been existing. Aiming at the characteristics of MOOC learners in China, this article is from the perspective of the impact factors of negative motivation, adopt the method of investigation and study, mainly on MOOC in China's university, school online platforms for MOOC learners to do investigations on negative motivation impact factors. The analysis found that the factors affecting the of MOOC learners' negative motivation in China includes the learner's own willpower and persistence, the authenticity of the learning situation, level of English, video effect of MOOC, the contradiction between work or course learning and MOOC learning. Based on this, this article attempts to propose strategies to eliminate the impact factors of builders. |
| BN | 978-1-5386-5059-2 |
| PY | 2018 |
| BP | 299 |
| EP | 304 |
| DI | 10.1109/IC3.2018.00039 |
| UT | WOS:000462080100077 |
| ER |
| PT | J |
| AU | Christo, MMS
de Resende, LMM Kuhn, TDG |
| AF | Soistak Christo, Maria Marilei
Martins de Resende, Luis Mauricio Galan Kuhn, Talicia do Carmo |
| TI | WHY ENGINEERING STUDENTS GIVE UP IN THEIR FORMATION: A CASE STUDY |
| SO | NUANCES-ESTUDOS SOBRE EDUCACAO |
| AB | Historically, engineering courses have a very sharp evasion, characterized as a major problem in the training of engineers. This article seeks to understand the main reasons students dropout in engineering courses. For such a study was done with quitter students in Engineering Courses offered by the Federal Technological University of Parana - Campus Ponta Grossa. The research is descriptive and documentary. The analysis was conducted from a survey of dropout reasons, distributing them into groups: personal, family, social, economic and academic. It is concluded that among a medium of academic reasons cited for more School children drop, 29.5 % opt by another course in New University, 26.6 % another course using SISU or PROUNI and 15.2% indicate a "not tailoring the course. Most of the interviewed report that give up because they joined initially on a course that was not their first choice or who did not identify with it. Among the students surveyed, 86% dropped out in the first year. To minimize this phenomenon, it is suggested insertion of practices, technical visits, classes in laboratories in the first year, vocational preparation in high school. |
| SN | 2236-0441 |
| PD | JAN-APR |
| PY | 2018 |
| VL | 29 |
| IS | 1 |
| BP | 154 |
| EP | 168 |
| DI | 10.32930/nuances.v29i1.4391 |
| UT | WOS:000454861300009 |
| ER |
| PT | B |
| AU | Basavaraj, P
Badillo-Urquiola, K Garibay, I Wisniewski, PJ |
| AF | Basavaraj, Prateek
Badillo-Urquiola, Karla Garibay, Ivan Wisniewski, Pamela J. |
| GP | Assoc Comp Machinery |
| TI | A Tale of Two Majors: When Information Technology is Embedded within a Department of Computer Science |
| SO | SIGITE'18: PROCEEDINGS OF THE 19TH ANNUAL SIG CONFERENCE ON INFORMATION TECHNOLOGY EDUCATION |
| CT | 19th Annual SIG Conference on Information Technology Education (SIGITE) |
| CY | OCT 03-06, 2018 |
| CL | Fort Lauderdale, FL |
| SP | ACM SIGITE, Assoc Comp Machinery |
| AB | Student success is one of the most widely discussed topics in the higher education literature. One understudied factor that may have a significant impact on student success is the effect of co-locating two different undergraduate programs - specifically, Computer Science (CS) and Information Technology (IT) - in the same department. In this paper, we examine student data from the IT and CS undergraduate programs at a large, public university to identify and compare the paths of IT and CS students, who started the program in Fall 2008 and dropped out, changed their major, or successfully completed the program by Summer 2013. We also conducted an open-ended survey of 165 IT and CS students to determine their perceptions of the two programs. Our results suggest a tiered relationship between the two programs, where CS appears to be a more volatile and rigorous of a major in terms of student pathways and perceptions. We conclude that social comparisons that occur due to the way these programs were established at the target university contribute to this imbalance. Based on our analyses, we propose measures to mitigate negative social comparisons between the two programs and make IT a standalone program contributing to student success. |
| BN | 978-1-4503-5954-2 |
| PY | 2018 |
| BP | 32 |
| EP | 37 |
| DI | 10.1145/3241815.3241868 |
| UT | WOS:000455252900006 |
| ER |
| PT | S | ||
| AU | Challco, GC
Mizoguchi, R Isotani, S |
||
| AF | Challco, Geiser Chalco
Mizoguchi, Riichiro Isotani, Seiji |
||
| BE | Cristea, AI
Bittencourt, II Lima, F |
||
| TI | Using Ontology and Gamification to Improve Students' Participation and Motivation in CSCL | ||
| SO | HIGHER EDUCATION FOR ALL: FROM CHALLENGES TO NOVEL TECHNOLOGY-ENHANCED SOLUTIONS | ||
| SE | Communications in Computer and Information Science | ||
| CT | 1st International Workshop on Social, Semantic, Adaptive and Gamification Techniques and Technologies for Distance Learning (HEFA) | ||
| CY | MAR 20-24, 2017 | ||
| CL | Maceio, BRAZIL | ||
| AB | During Collaborative Learning (CL), scripted collaboration may cause a motivation problem which makes the students to dislike and drop out the group activities over time. In order to cope with such a problem, we proposed the use of gamification as a technology to increase the students' motivation and engagement in CL scenarios. As consequence of increasing the motivation of students, we assume a reduction in the desistance of CL activities when the scripted collaboration is gamified. However, gamification is a complex task that requires knowledge about game elements (such as leaderboards and point systems), game design (e.g. how to combine game elements) and their impact on motivation and learning. To address these issues, we have developed an ontology that aims to give structured guidance on how to gamify CL scenarios. In the study presented here, we focused on describing the ontology and how it is used to gamify CL scenarios. We demonstrate the effectiveness of this approach to deal with the motivation problem through an empirical study in which the students enrolled in the introduction to computer Science course at the university of Sao Paulo participated in either non-gamified CL sessions or ontology-based gamified CL sessions. Significant differences were found in the students' intrinsic motivation and the percentage of students by groups who had incomplete participation in the CL session. The students who participated in ontology-based gamified sessions reported to be more intrinsic motivated than the students who participated in non-gamified CL sessions, and the percentage of students by groups who had incomplete participation was significantly less in ontology-based gamified sessions than in non-gamified CL sessions. These results indicate that our approach can be used to deal with the motivational problem caused by the scripted collaboration. They also validate the assumption that the gamification of CL scenarios can be used to reduce the desistance of students in CL activities when CSCL scripts are used as a method to orchestrate and structure collaboration. | ||
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| OI |
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| SN | 1865-0929 | ||
| EI | 1865-0937 | ||
| BN | 978-3-319-97934-2; 978-3-319-97933-5 | ||
| PY | 2018 | ||
| VL | 832 | ||
| BP | 174 | ||
| EP | 191 | ||
| DI | 10.1007/978-3-319-97934-2_11 | ||
| UT | WOS:000454536000011 | ||
| ER |
| PT | J |
| AU | Hardardottir, S
Svavarsdottir, SJ |
| AF | Hardardottir, Sigrun
Svavarsdottir, Sveinojorg Julia |
| TI | "I always seem to run out of time": Experience of students dealing with learning difficulties at the University of Iceland |
| SO | TIMARIT UM UPPELDI OG MENNTUN-ICELANDIC JOURNAL OF EDUCATION |
| AB | The role of Icelandic universities is, by law, the dissemination of knowledge and increasing the skills of students and society (log um Haskola nr. 63/2006). The number of students at the University of Iceland has increased steadily over the past few decades. In 1981, 4,413 students were enrolled, and in 2016 the number had risen to 12,921 (Hrafnhildur Snaefrioar-og Gunnarsdottir et al., 2017). However, with the rise in student numbers, it is more likely that the student body will be more diverse, leaving the universities to face the challenge of meeting their needs.
Studies have shown that university students who are experiencing problems with their studies, due to learning difficulties or personal issues, are facing various obstacles in formal examinations (Callens et al., 2012; Erskine & Seymour, 2005; Mortimore & Crozier, 2006; Simmons & Singleton, 2000). They stay longer at university, get lower grades and are at a higher risk of dropping out than other students. The educational barriers faced by students include, inter alia, struggling to read the subject matter, listening to the teacher and taking notes at the same time, drawing conclusions from demanding texts, writing academic texts, and preparing for examinations. Some students feel that they are not part of the student group because they use different learning methods and experience themselves as different (Mortimore & Crozier, 2006). In addition to the impact of learning difficulties in education, research shows that students who struggle with learning difficulties may also have more trouble integrating their studies with other challenging projects and tasks that are part of studying at university. Therefore, it is important for teachers to understand the complex situation (Arnett, 2016; Weimer, 2010). Hawk and Lyons (2008) point out how important it is that teachers care for these students, thus supporting their learning to enhance their skills and develop professional attitudes. Scholars have also emphasized the importance of teachers identifying what characterizes students within each student group and then targeting teaching methods accordingly (Aswin et al., 2015). This article presents the findings of a study on the experiences and attitudes of students who are dealing with learning difficulties at the University of Iceland and asks: What supports and what hinders students at the University of Iceland who struggle with learning difficulties in their studies? Data was gathered through three individual interviews and a focus group interview with six students engaged in BA study at the Faculty of Social Work. Analysis of the data revealed four main themes; a) adaptation to the university community, b) support for learning, c) barriers, d) ideas for change. The findings show that students were satisfied with the organization of courses and they felt that teachers understood the students' situation. Generally, they felt the classes were well structured with a good vibe, and the emphasis placed on group work at the beginning of their studies got them acquainted with their peers who then supported their adaptation to the university community. However, students believed that given the extensive nature of the subject matter, they needed more understanding and assistance in dealing with academic education, especially since they were motivated and wanted to take part in the program. Similarly, the results show that students encountered various difficult obstacles in relation to the teaching methods, such as teachers not taking sufficient account of the diversity within the student group. Some participants in the study noted that the same learning demands were made to all students, causing distress and anxiety, and that the large student groups created a certain distance from teachers, thus making some classrooms uninviting. The findings demonstrate that students dealing with learning difficulties are a vulnerable group. They need to be met holistically and with understanding-and adequate support needs to be provided from the university. From this perspective it may be assumed that pedagogical knowledge can help teachers to accommodate students who are dealing with learning difficulties. It is expected that the results of the study can help teachers better account for the range of diversity in the student group and further meet the students' educational needs, thus contributing to their improved psychosocial well-being. |
| SN | 2298-8394 |
| EI | 2298-8408 |
| PY | 2018 |
| VL | 27 |
| IS | 2 |
| BP | 155 |
| EP | 173 |
| DI | 10.24270/tuuom.2018.27.8 |
| UT | WOS:000454237300003 |
| ER |
| PT | J |
| AU | Morton, BM |
| AF | Morton, Brenda M. |
| TI | The grip of trauma: How trauma disrupts the academic aspirations of foster youth |
| SO | CHILD ABUSE & NEGLECT |
| AB | The academic challenges foster youth encounter during their P-12 education have been widely reported. Yet, despite these challenges, the majority of foster youth desire postsecondary education. What is less known is the reason why so few foster youth alumni who desire a four-year college degree, achieve this goal. For the participants in this four-year longitudinal study, maltreatment, resulting in foster care placement, and the ensuing exposure to the foster care system, resulted in trauma histories and mental health diagnoses. Anxiety, depression, and posttraumatic stress disorder (PTSD), were the most common diagnosis. The participants shared the ways in which these mental health challenges manifested throughout their college education. Of those in the study, almost half successfully graduated from college, a third dropped out, and only two remain enrolled. This study provides a unique and critical insight into the experiences of foster youth, enrolled in a four-year university, by sharing their stories. |
| SN | 0145-2134 |
| EI | 1873-7757 |
| PD | JAN |
| PY | 2018 |
| VL | 75 |
| BP | 73 |
| EP | 81 |
| DI | 10.1016/j.chiabu.2017.04.021 |
| UT | WOS:000425484000007 |
| PM | 28478934 |
| ER |
| PT | J |
| AU | Phillips, E
McDaniel, A Croft, A |
| AF | Phillips, Erica
McDaniel, Anne Croft, Alicia |
| TI | Food Insecurity and Academic Disruption Among College Students |
| SO | JOURNAL OF STUDENT AFFAIRS RESEARCH AND PRACTICE |
| AB | Food insecurity is a growing problem among college students, but little is known about how it is related to academic outcomes. We analyze broad demographics of food insecurity at one institution and explore how food insecurity is associated with whether students have neglected their academics, reduced courses, or considered dropping out of college due to their finances. We then discuss programs that may support food insecure students. |
| SN | 1949-6591 |
| EI | 1949-6605 |
| PY | 2018 |
| VL | 55 |
| IS | 4 |
| BP | 353 |
| EP | 372 |
| DI | 10.1080/19496591.2018.1470003 |
| UT | WOS:000452851600001 |
| ER |
| PT | S |
| AU | Reissova, A |
| AF | Reissova, Alice |
| BE | Fejfar, J
Fejfarova, M Flegl, M Houska, M Husak, J Krejci, I Urbancova, H |
| TI | WHY STUDENTS FAIL TO FINISH UNIVERSITY (CURRENT DILEMMA: TO STUDY OR TO WORK?) |
| SO | PROCEEDINGS OF THE 15TH INTERNATIONAL CONFERENCE EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2018 (ERIE) |
| SE | Efficiency and Responsibility in Education .... |
| CT | 15th International Conference on Efficiency and Responsibility in Education (ERiE) |
| CY | JUN 06-08, 2018 |
| CL | Prague, CZECH REPUBLIC |
| SP | Czech Univ Life Sci Prague, Fac Econ & Management, Czech Univ Life Sci Prague, Fac Econ & Management, Dept Syst Engn |
| AB | The objective of this article is to verify the importance of the reasons for dropping out of university before finishing a degree. The second objective is to identify whether the reasons for dropping out differ between full-time and part-time students. The survey group consisted of 643 students of a public university in the Czech Republic, the selected method was written interviews.
The Friedman ANOVA analysis showed statistically significant differences among the submitted 11 reasons which can probably lead to dropping out of university. Reasons marked most frequently by respondents were: insufficient willingness to overcome obstacles (laziness); preference of working to studying and lack of skills ("they cannot manage"). Apart from this, the Mann-Whitney test was used to verify whether there are statistically significant differences between full-time and part-time students. It was established that there are statistically significant differences in 10 items (of the total of 11). |
| SN | 2336-744X |
| BN | 978-80-213-2858-7 |
| PY | 2018 |
| BP | 290 |
| EP | 298 |
| UT | WOS:000452558300036 |
| ER |
| PT | J |
| AU | Valdimarsdottir, S
Einarsdottir, S Kjartansdottir, HV |
| AF | Valdimarsdottir, Soffia
Einarsdottir, Sif Kjartansdottir, Hrafnhildur V. |
| TI | "I am my own creator": Vocational identity of emerging adults in a local labor market and the globalized world |
| SO | TIMARIT UM UPPELDI OG MENNTUN-ICELANDIC JOURNAL OF EDUCATION |
| AB | Successful identity development (Erikson, 1968) is considered important in the fast changing societies of the globalized world. Finding your "niche" in society through occupational choice is one of the major developmental tasks in emerging adulthood (Arnett, 2000). Vocational identity specifically refers to the cognitive processes that are involved in relating self to work (Vondracek & Skorikov, 1997). In Iceland young people tend to drop out of upper secondary and tertiary education in higher proportions than elsewhere (Kristjana Stella Blondal et al., 2010). Lack of school engagement (Kristjana Stella Blondal & Sigrun Aoalbjarnardottir, 2012) has been shown to influence dropping out of school. Youth in general are also indecisive in their career choices (Abrams et al., 2013) and do not carefully consider the many educational options (Svanhildur Svavarsdottir, 2010). Problems surrounding career choice are possibly an indicator of poor vocational identity development. The purpose of this study is to start exploring the content of vocational identity of emerging adults in Iceland, focusing on the possible conflict between globalization and local culture (Hannerz, 1996; Jensen et al., 2011; McAdams & Cox, 2010).
Vocational identity is an important construct in career development theories but its content still needs considerable research (Porfeli et al., 2013). A first step in understanding how Icelandic youth develop identities is using a narrative approach to allow full expression of their thoughts and ideas concerning issues and problems in relation to education and the labor market (McAdams & Pals, 2006). Narrative approaches have been increasingly applied in career development (Hartung, 2013) and are based on multiple theoretical views and strategies. We decided to apply McAdams' (1993, 2015) life story approach designed to explore narrative identity to decode the content of vocational identity. Four 22 year old women and two men were interviewed. The semi-standardized interview included McAdams' life story approach (1993). The participants were asked to give an account of events they saw as high points, low points and turning points in their lives. They were asked to consider whether any of those events might have influenced their career choice. Participants were selected from a random sample of high school students in a longitudinal study of interests, personality and life goals (Katrin Osk Eyjolfsdottir, 2012) for maximum variation (Creswell, 2007). Four of the participants are still in upper secondary school (gymnasium) and two attend university. All have part-time jobs alongside their studies, the majority are partnered and four have started independent living away from their families. The interviews were analyzed based on grounded theory approach using constant comparison (Charmaz, 2006). The results center around two main themes. The first theme captures the influence of globalization on their worldview in relation to their careers. A changed world was the first of four subthemes that emerged. Technology and transportation has transformed and brought the world closer but made it more complex. Horizons have been widened and it is hard to localize oneself in the world. More education is needed than before but it is difficult to make choices from the variety of educational options because the world changes fast. This results in simultaneously feeling overwhelmed or intimidated by the big ever-changing world and having at your fingertips a world full of opportunities. The second theme reflects the influence of local culture and society apparent in their common career stories. A good worker is a clear subtheme; they consider themselves and their family members hard workers with important qualities for the job market such as diligence, conscientiousness, initiative, and communication skills. They also express somewhat contradictory ideas about the crazy labor market. They feel it is enough to possess all those good qualities to get a job, and they doubt the existence of unemployment. Nevertheless, it is hard to get work and you need good luck, family or friendship relations to be able to land a good job. Notably education was not mentioned in this context. Finally the young people possess relentless optimism and a firm belief that their career will work itself out (ice: reddast) as long as they possess those good qualities along with honesty and persistence. The narratives clearly show inconsistency and conflicting views between self and society - the local and global - leading to difficulty in defining future goals and forming a coherent vocational identity. Contrary to expectations (Jensen et al., 2011) their career related narratives are firmly grounded in local ideas of diligence handed down in their families and belief in kinship for success in the labor market instead of education. Both global and local changes make it hard for them to plan and decide on educational pathways. This conflict is however resolved in the "heroic" narrative of the self (McAdams, 2015), based on the enduring cultural fatalistic belief (Terry Gunnell, 2009) that it will all somehow turn out well for them in the end. |
| SN | 2298-8394 |
| EI | 2298-8408 |
| PY | 2018 |
| VL | 27 |
| IS | 1 |
| BP | 87 |
| EP | 105 |
| DI | 10.24270/tuuom.2018.27.5 |
| UT | WOS:000438025800005 |
| ER |
| PT | J |
| AU | Uleanya, C
Gamede, BT |
| AF | Uleanya, Chinaza
Gamede, Bongani Thulani |
| TI | Correlates of pedagogic malpractices |
| SO | INDEPENDENT JOURNAL OF TEACHING AND LEARNING |
| AB | This study explored pedagogic malpractices; its causes and effects in two selected sub-Saharan African universities. Mixed method research design was adopted for the study. Data were collected through the use of self-designed questionnaires for the quantitative study and interviews for the qualitative study. Interviews were conducted with eight randomly selected educators, while questionnaires were administered to 480 randomly selected undergraduate university students from two universities, one in Nigeria and the other in South Africa. The quantitative data were analysed through the use of descriptive statistics, while the qualitative data were thematically analysed. The results show that the adoption of a teacher-centred approach by educators to teaching, poor or non-usage of appropriate teaching materials, poor usage of the language of instruction, absenteeism and lateness of educators to class, poor student-educator relationship, assessment and feedback among others, are the various ways by which pedagogic malpractices are perpetrated. In addition, poor staff remuneration, lack of instructional materials, poor working environments, quality of educators, student-educator ratio, workload of educators, were shown as contributing factors of pedagogic malpractices. As a result, poor academic performance, and high drop-out rate are the effects of pedagogic malpractices. The study recommends that university education providers in sub-Saharan Africa should provide educators with a good working environment, recruit more staff, provide staff development opportunities and monitor teaching and learning activities. |
| SN | 1818-9687 |
| PY | 2018 |
| VL | 13 |
| IS | 2 |
| BP | 36 |
| EP | 52 |
| UT | WOS:000450684000004 |
| ER |
| PT | S |
| AU | Psihountas, D |
| AF | Psihountas, D. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | CHANGING BEHAVIOR THROUGH A FRESHMAN SEMINAR COURSE EXPERIENCE |
| SO | 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED) |
| SE | INTED Proceedings |
| CT | 12th International Technology, Education and Development Conference (INTED) |
| CY | MAR 05-07, 2018 |
| CL | Valencia, SPAIN |
| AB | Earlier in her career, the researcher had an opportunity to develop and teach a Freshman Seminar course at her university. Her university used a cross-disciplinary panel to review proposals and to select several new seminars each year that would be offered to students, in addition to prior courses. All freshmen were required to enroll in one, and the purpose for the seminar was multi-fold. First, in keeping with common thinking in higher education, the freshman seminar was designed as a retention tool. Students who don't engage socially in their first year are much more likely to drop out of school or to transfer to a different one. Freshman seminars have been shown to increase retention rates, as they offer a "safer" haven in which freshmen can meet each other, hopefully leading to friendships and connections that will enhance the overall socialization and enjoyment of these new students. Her school limited these sections to 16 students; approximately 65% of the normal class size, for just this purpose. Second, the freshman seminar was intended to be writing-intensive, and had to include one or more presentations, to begin to develop both of these important skills for students, thus serving them well in future courses requiring clear presentation of one's thoughts, whether in writing or orally. Third, the freshman seminar proposal had to be cross-disciplinary, incorporating multiple traditional fields of academic study. Proposals too focused on just one discipline were summarily rejected. Fourth, the seminar had to include an experiential activity for all students. Professors received a small honorarium that had to be used towards this purpose (for example, defraying ticket costs for students to attend a specific event, if such event was designed as a part of the course.) At the time the professor taught her section, this fee was $125.
Younger faculty were encouraged to design and to offer a freshman seminar. Because these courses were outside of the traditional faculty discipline, they required a great deal more work for faculty to create and to manage. They were considered a "good thing to have on one's academic record" for tenure purposes, as it demonstrated flexibility, service to the university and students, willingness to "play nice in the sandbox," and a host of other desirable traits for new faculty to demonstrate. Most of these sections were actually offered by adjunct faculty, but each year a few brave junior faculty would put together a proposal and offer a new freshman seminar. By design, these courses were intended to make students think, and to experience a class just a little different than other, more traditional courses they were taking. The instructor designed and offered a course called, " The Prudent Life." Per her proposal, the course was designed as a blend of personal finance, sociology, and a bit of economics. This session is being designed to create dialogue around new and innovative approaches to make learning stick, especially with freshmen and younger student populations. Because part of her course assignments included students keeping and later submitting journals, she was able to read first-hand changes they were making in their thought patterns and actions. She will share the activities designed, what worked and why, and more, during this session. |
| SN | 2340-1079 |
| BN | 978-84-697-9480-7 |
| PY | 2018 |
| BP | 7746 |
| EP | 7751 |
| UT | WOS:000448704002112 |
| ER |
| PT | S |
| AU | Vitols, G
Arhipova, I Paura, L |
| AF | Vitols, Gatis
Arhipova, Irina Paura, Liga |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | PROGRAMMING SKILLS GAP REDUCTION BY EXTRAMURAL SCHOOL DEVELOPMENT: UNIVERSITY SUCCESS CASE STUDY IN LATVIA |
| SO | 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED) |
| SE | INTED Proceedings |
| CT | 12th International Technology, Education and Development Conference (INTED) |
| CY | MAR 05-07, 2018 |
| CL | Valencia, SPAIN |
| AB | The European Commission emphasizes that until 2020 in EU will be lack of up to half million of information and communication technology (ICT) specialists and invited to develop national and a common European digital skills strategy. According the Digital Economy and Society Index 2017 Latvia achievements in the Human Capital dimension are below average and ranked 23rd among EU countries. Since 2008 in Latvia employment in ICT field have grown by 84% and in 2016 around 25 000 specialists were employed in ICT field. Companies admit that specialist supplies from universities are not sufficient to satisfy the demand. Young people are aware of the development of ICT industry and apply to study this field as for past years computer science study programmes has been most demanded in biggest universities in Latvia. However around half of students are dropping out during the study period. To address this issue field specialists admit that there is a need to address this challenge during elementary school with focus on interest education, extramural schools, profiling of children, promotion of STEM (science, technology, engineering and mathematics) field, as well as addressing people who already graduate university, but want to add knowledge through lifelong learning tools to remain competitiveness in employment market.
In this article the success case study of non-profit extramural programming school run by Faculty of Information technology of Latvia University of Agriculture in cooperation with Jelgava City Council is introduced. Findings for past 15 years show that properly executed extramural school programmes can reduce the basic programming skills gap as well as improving school graduate motivation and performance in university ICT programmes. Aim of this article is to introduce methods for execution of programming extramural school and perform analysis of extramural programming school participants. The results indicate the students who attended extramural programming school before they starting the IT study had higher score in the 1st semester in study course Introduction to Programming. |
| SN | 2340-1079 |
| BN | 978-84-697-9480-7 |
| PY | 2018 |
| BP | 3526 |
| EP | 3531 |
| UT | WOS:000447408803084 |
| ER |
| PT | S |
| AU | Oshiro, CH |
| AF | Oshiro, C. H. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | FINANCIAL AID AND DROPOUTS FROM PRIVATE HIGHER EDUCATION INSTITUTIONS IN BRAZIL |
| SO | 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED) |
| SE | INTED Proceedings |
| CT | 12th International Technology, Education and Development Conference (INTED) |
| CY | MAR 05-07, 2018 |
| CL | Valencia, SPAIN |
| AB | The dropouts from higher education have become one of the biggest challenges for the Brazilian education and represent, among other things, a waste of public and private resources in times of government budget constraint and struggling economic situation.
The main objective of this paper is to investigate whether FIES (Financing Fund the Higher Education Student) contributes to decrease college dropout rates in Brazil. Overall, the number of students in post-secondary programs increased 57.3% from 2009 to 2016 in Brazil. Along the same period, the percentage of people that officially withdrew the courses rose from 5.0% to 11.3% in public universities and, from 8,3% to 17.9% in private one. If students in temporary interruption (leave of absence) are taken into account, the dropout rate rose from 9,4% to 18,1% in public universities and from 15.3% to 29.8% in private ones The Tinto's Model is held in high regard in the field of academic student retention literature and argues that the decision to drop out arises from a combination of student characteristics (pre-entry attributes) and the extent of their academic, environmental and social integration in an institution. There is also a growing body of literature investigating the influence of receiving financial aid on retention. Most found a positive correlation between them. We analyze the relationship between financial aid program (Financing Fund the Higher Education Student - FIES) and dropouts from private universities. FIES is a program in which the Brazilian federal government provides loans to students at a subsided rate. The program was established at the end of the 90's, but stood out only after 2010, when the program was relaunched with lower interest rates and more extended grace period. The study is based on a longitudinal data from Census of Higher Education conducted by National Institute for Educational Studies and Research 'Anisio Teixeira' (INEP) that contains information about student situation, loan and other variables about students, faculty and institutions and in which is possible to follow a specific cohort in time, with available data from 2009 to 2015. A Duration Model is used to investigate the contribution of FIES in reducing dropouts. The model also shows what factors influence the decision of leaving the course. The Cox regression results show that students that get FIES have a lower risk of withdrawing than those who do not, which is an evidence of the importance of government financial aid programs. Variables as gender, race, and age are significant and, surprisingly, participation in extra-curricular activities increases attrition. |
| SN | 2340-1079 |
| BN | 978-84-697-9480-7 |
| PY | 2018 |
| BP | 4151 |
| EP | 4158 |
| UT | WOS:000447408804031 |
| ER |
| PT | S |
| AU | Huskova, S
Najmonova, M Prochazka, M Viteckova, M |
| AF | Huskova, Sarka
Najmonova, Marie Prochazka, Miroslav Viteckova, Miluse |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | FACTORS OF CLASSROOM PSYCHOSOCIAL CLIMATE IN LOWER-SECONDARY SCHOOL |
| SO | 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED) |
| SE | INTED Proceedings |
| CT | 12th International Technology, Education and Development Conference (INTED) |
| CY | MAR 05-07, 2018 |
| CL | Valencia, SPAIN |
| AB | The paper presents partial results of the University of South Bohemia project The Readiness of Students and Fresh Graduates from the Faculty of Education, University of South Bohemia to Solve Educational Problems. These results relate to the research goal of determining how the psychosocial climate in classes at lower-secondary school influences selected factors such as the pupils' achievements, drop-out or arrival of pupils into the class, changes and specifics of the teachers teaching in the class. Due to the chosen issue and the set objectives, mixed research was carried out, using such research methods as observation, interview, and analysis of school documents, pupils' products and questionnaire survey (Czech version of the MCI questionnaire). The research was carried out in the school year 2016/2017 and in the following school year 2017/2018. The research sample consisted of 67 pupils from three sixth (then seventh) grades of lower-secondary school. A situation where a large number of pupils from neighboring villages arrive to lower secondary school and the structure of existing class teams is changed. The specificity of the school is also the formal creation of one, the so-called sports class, and the difference in the quality of relationships is observed and compared with the two remaining classes. Through the observation, interviews with pupils and teachers, and the analysis of school documents, it was confirmed that the classes differed significantly not only in pupils' achievements and behavior, but also in the approaches and methods chosen by teachers to teach in different classes. By re-measuring the classroom psychosocial climate by the MCI questionnaire, it is currently being observed how this variance affects variables such as satisfaction, disagreement, competitiveness, difficulty and consistency across classes. |
| SN | 2340-1079 |
| BN | 978-84-697-9480-7 |
| PY | 2018 |
| BP | 4377 |
| EP | 4383 |
| UT | WOS:000447408804064 |
| ER |
| PT | J |
| AU | Brezinski, KJ
Laux, J Roseman, C O'Hara, C Gore, S |
| AF | Brezinski, Kyle J.
Laux, John Roseman, Christopher O'Hara, Caroline Gore, Shanda |
| TI | Undergraduate African-American student's experience of racial microaggressions on a primarily white campus |
| SO | JOURNAL FOR MULTICULTURAL EDUCATION |
| AB | Purpose The purpose of this study is to investigate the relationship between African-American undergraduate students, racial microaggressions (RMAs) and college retention rates.
Design/methodology/approach Data were obtained from a survey given out to African-American undergraduate students, recruited from a large, midwestern, predominantly white public university (n = 53). Findings The results indicate that students did experience a wide range of microaggressions. Furthermore, the data revealed a statistically significant relationship between the participants' perceptions that others viewed them as if they were foreigners and did not belong to the place and the participants' thoughts about dropping out during the ongoing semester [r(51) = 0.338, p = 0.05]. The results suggest that African-Americans frequently experience RMAs while on campus but these experiences are not significantly tied to their intentions to complete the ongoing semester or return for the subsequent semester. Practical implications This study shows that African-American students felt disconnected from the campus that they attend. This information may allow for faculty and staff members to assist in making students feel more welcomed and included in the classroom and on campus. Originality/value This is one of the few studies to provide evidence of the relationships between African-American undergraduate students, RMAs and college retention rates. In addition, most studies looking at the relationship between RMAs and retention are qualitative in nature. The use of a quantitative approach helps us eliminating possible observer bias and increasing sample size. |
| SN | 2053-535X |
| PY | 2018 |
| VL | 12 |
| IS | 3 |
| BP | 267 |
| EP | 277 |
| DI | 10.1108/JME-06-2017-0035 |
| UT | WOS:000448530700005 |
| ER |
| PT | S |
| AU | Huther, O
Krucken, G |
| AF | Huether, Otto
Kruecken, Georg |
| BA | Huther, O
Krucken, G |
| BF | Huther, O
Krucken, G |
| TI | Research on Actors and Groups of Actors at Higher Education Institutions |
| SO | HIGHER EDUCATION IN GERMANY-RECENT DEVELOPMENTS IN AN INTERNATIONAL PERSPECTIVE |
| SE | Higher Education Dynamics |
| SN | 1571-0378 |
| BN | 978-3-319-61479-3; 978-3-319-61478-6 |
| PY | 2018 |
| VL | 49 |
| BP | 177 |
| EP | 222 |
| DI | 10.1007/978-3-319-61479-3_6 |
| D2 | 10.1007/978-3-319-66703-4 |
| UT | WOS:000442265300008 |
| ER |
| PT | J | ||
| AU | Mazouch, P
Ptackova, V Fischer, J Hulik, V |
||
| AF | Mazouch, Petr
Ptackova, Veronika Fischer, Jakub Hulik, Vladimir |
||
| TI | STUDENTS WHO HAVE UNSUCCESSFULLY STUDIED IN THE PAST - ANALYSIS OF CAUSES | ||
| SO | JOURNAL ON EFFICIENCY AND RESPONSIBILITY IN EDUCATION AND SCIENCE | ||
| AB | With the increase in the number of university students, the number of those who do not finish successfully the tertiary education is also increasing. The article uses a specific data source and analyses only a part of the group of unsuccessful students who re-enroll. This is a specific group of students - they did not finish the tertiary study in the past, but after some time they returned to education. The aim of the paper is to find significant factors that influence the decision whether the student changes the studied school or field of study. Factors will be searched using decision trees and binary logistic regression. Both methods were significant for gender and the fact that a student is studying his preferred university. Logistic regression adds to the student's health disadvantage. The data were obtained from the EUROSTUDENT survey, which was held in the Czech Republic in 2016 under the auspices of the Ministry of Education, Youth and Sports. The results can be used to identify a risky candidate or student at the beginning of tertiary education. | ||
| RI |
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| OI |
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| SN | 2336-2375 | ||
| EI | 1803-1617 | ||
| PY | 2018 | ||
| VL | 11 | ||
| IS | 3 | ||
| BP | 66 | ||
| EP | 72 | ||
| DI | 10.7160/eriesj.2018.110303 | ||
| UT | WOS:000446139600004 | ||
| ER |
| PT | J |
| AU | Boath, E
Simcock, P Watts, R Thomas, N Evans, J Taylor, L O'Connell, P |
| AF | Boath, Elizabeth
Simcock, Peter Watts, Richard Thomas, Nigel Evans, Jayne Taylor, Lisa O'Connell, Phil |
| TI | Stay with the 'FLO': evaluating a mobile texting service to enhance social work student retention while on placement |
| SO | SOCIAL WORK EDUCATION |
| AB | Practice placements are a trigger point for social work students dropping out of university. This small pilot study, explores the use of 'FLO', an automated text message service, to support social work students on their 70-day placement. Participants were asked to complete a FLO evaluation questionnaire and to attend a focus group to explore their experiences. Data were analysed using descriptive statistics and thematic analysis of focus group transcripts. Five key themes emerged: student retention, sense of belonging and attendance; importance of the initial text message; frequency of FLO text messages and reminders; stopping the FLO and the future potential of FLO. Student retention was 100% during the placement period. Issues concerning the costs incurred by participants when sending reply text messages were also evident. The authors conclude that FLO, or other similar mobile technologies may be a useful addition to approaches to improve undergraduate social work student retention rates during placement. However, the correct focus and student involvement in designing the content of the text messages is critical. |
| SN | 0261-5479 |
| EI | 1470-1227 |
| PY | 2018 |
| VL | 37 |
| IS | 7 |
| BP | 909 |
| EP | 923 |
| DI | 10.1080/02615479.2018.1459537 |
| UT | WOS:000442731400007 |
| ER |
| PT | J | ||
| AU | Webb, OJ
Cotton, DRE |
||
| AF | Webb, O. J.
Cotton, D. R. E. |
||
| TI | Early withdrawal from higher education: a focus on academic experiences | ||
| SO | TEACHING IN HIGHER EDUCATION | ||
| AB | Early withdrawal from higher education (HE) programmes can be detrimental for the students and institutions involved. Quantitative research has often concentrated on demographic and social antecedents (e.g. gender, prior education). Other factors may be more open to intervention e.g. students' academic experiences in HE. Using data from an institutional survey (N = 1170), logistic regression tested a range of academic experiences, regarding their relationship to contemplation of withdrawal ('COW': a recognised marker for actual withdrawal). COW was associated with student perceptions of low one-to-one contact with staff; non-traditional delivery methods; low peer-interaction; and high assessment load. Interestingly, COW was not associated with overall contact hours, large classes, or personal tutoring. The contributing factors explained 5.1%-8.6% of variance in COW, suggesting they may be meaningful levers for optimising retention. The paper discusses links to existing literature, future research directions, and applied implications for institutions. | ||
| OI |
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| SN | 1356-2517 | ||
| EI | 1470-1294 | ||
| PY | 2018 | ||
| VL | 23 | ||
| IS | 7 | ||
| BP | 835 | ||
| EP | 852 | ||
| DI | 10.1080/13562517.2018.1437130 | ||
| UT | WOS:000442694500004 | ||
| ER |
| PT | J | ||
| AU | Jevons, C
Lindsay, S |
||
| AF | Jevons, Colin
Lindsay, Sophie |
||
| TI | The middle years slump: addressing student-reported barriers to academic progress | ||
| SO | HIGHER EDUCATION RESEARCH & DEVELOPMENT | ||
| AB | First-year university student attrition has been widely explored. However, there is a gap in our understanding when it comes to later years. Why do students who successfully navigate the hurdles of transition into university become at risk of exclusion in the middle years of study because of poor academic progress? This qualitative project develops a student-centred understanding of the problem of attrition through academic failure. It investigates the reasons given by students wishing to avoid involuntary exclusion from their course. Specifically, we address why middle-year students say they fail when they wish to succeed by examining self-reports. We find six main self-reported themes in three categories. The problems faced by mid-degree undergraduates are broader and more complex than those encountered in the first year. Our findings contrast with previous work on first-year attrition, which found that negative expectations of their own ability to succeed were a major factor in students' decisions to drop out, although our study is constructed differently in that we analyse people wishing to continue their studies. The results expand our understanding of student involuntary attrition in the middle years. The overarching major issues in the themes we identified were financial, family/personal issues and health problems. In particular, mental health issues were remarkably apparent. This has significant implications for future student support. We find that there are commonly multiple reasons underlying each student's at-risk status and provide suggestions for managers of programs that help students succeed. | ||
| OI |
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| SN | 0729-4360 | ||
| EI | 1469-8366 | ||
| PY | 2018 | ||
| VL | 37 | ||
| IS | 6 | ||
| BP | 1156 | ||
| EP | 1170 | ||
| DI | 10.1080/07294360.2018.1462305 | ||
| UT | WOS:000441641400006 | ||
| ER |
| PT | J | ||
| AU | Van den Broeck, L
De Laet, T Lacante, M Pinxten, M Van Soom, C Langie, G |
||
| AF | Van den Broeck, L.
De Laet, T. Lacante, M. Pinxten, M. Van Soom, C. Langie, G. |
||
| TI | Comparison between bridging students and traditional first-year students in engineering technology | ||
| SO | EUROPEAN JOURNAL OF ENGINEERING EDUCATION | ||
| AB | To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin's Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students. | ||
| RI |
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| OI |
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| SN | 0304-3797 | ||
| EI | 1469-5898 | ||
| PY | 2018 | ||
| VL | 43 | ||
| IS | 5 | ||
| BP | 741 | ||
| EP | 756 | ||
| DI | 10.1080/03043797.2017.1417357 | ||
| UT | WOS:000440357700008 | ||
| ER |
| PT | J |
| AU | Chown, N
Baker-Rogers, J Hughes, L Cossburn, KN Byrne, P |
| AF | Chown, Nick
Baker-Rogers, Joanna Hughes, Liz Cossburn, Kleio Nicola Byrne, Pam |
| TI | The 'High Achievers' project: an assessment of the support for students with autism attending UK universities |
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION |
| AB | In the UK autism is classed as a disability under the Disability Discrimination Act 2005. Under the Special Educational Needs and Disability Act 2001, higher education institutions in the UK are legally required to make reasonable adjustments for students with disabilities who are placed at a substantial disadvantage in comparison to students without disabilities. Despite the social difficulties associated with autism, and autistic students being at a heightened risk of dropping out of university, high-functioning autistic students are often high achievers academically. The National Audit Office recognises university as a desirable option for academically gifted students with autism. As there have been few studies directly examining the needs of autistic students in post-secondary education by established researchers, we undertook an online questionnaire survey of all UK universities, other than those under foreign ownership, to ascertain current levels of support for students with autism in higher education. This was followed up with Freedom of Information Act requests to establishments that did not respond to the survey. We report our findings based on responses from 99 universities out of approximately 160 establishments in total. As autistic university graduates are at a disadvantage when compared to their non-autistic peers in obtaining employment after graduation, we propose that all higher education establishments follow the government recommendation for providers of services not covered by the Autism Act 2009, but who support people into employment, to adopt the Statutory Guidance issued in connection with the Adult Autism Strategy. Universities should consider seeking accreditation under the National Autistic Society's accreditation scheme. |
| SN | 0309-877X |
| EI | 1469-9486 |
| PY | 2018 |
| VL | 42 |
| IS | 6 |
| BP | 837 |
| EP | 854 |
| DI | 10.1080/0309877X.2017.1323191 |
| UT | WOS:000437790500009 |
| ER |
| PT | J |
| AU | Malm, J
Bryngfors, L Fredriksson, J |
| AF | Malm, Joakim
Bryngfors, Leif Fredriksson, Johan |
| TI | Impact of Supplemental Instruction on dropout and graduation rates: an example from 5-year engineering programs |
| SO | JOURNAL OF PEER LEARNING |
| AB | This study focuses on quantitative long-term effects of Supplemental Instruction (SI) in terms of graduation and dropout rates. One of the main aims of SI is to introduce students to effective study strategies and techniques. If SI is introduced at an early stage for new students in higher education, it should therefore be expected that this action will promote timely graduation. This has also been indicated in studies at two US universities - University of Missouri Kansas City and Utah State University. This impact should obviously be of huge interest to any college or university that wants to introduce SI for their students. However, more studies from different settings and environments are needed to be able to generalise the findings from previous studies. This investigation is one such study for students at an engineering education faculty.
The results from this study show that SI appears to have a pronounced effect on student persistence, and that the effect increases continuously with increasing SI attendance. A student's chances of graduating from an Master of Science (MSc) engineering program within six years, increases by approximately 20-35 % for a student attending all SI meetings in the first semester, compared to a student who does not attend SI. The risk of a student dropping out is reduced by approximately 20-40 % if he/she attends all SI sessions. The results also show that all students benefit from attending SI, independent of prior academic achievement and gender. |
| SN | 2200-2359 |
| PY | 2018 |
| VL | 11 |
| BP | 76 |
| EP | 88 |
| UT | WOS:000437503800006 |
| ER |
| PT | J |
| AU | Kruger, HH
Jorke, D Kreuz, S |
| AF | Krueger, Heinz-Hermann
Joerke, Desiree Kreuz, Stephanie |
| TI | Dual Careers of Pupils of an Elite School of Sports Heading for University and Professional Careers - Results of a Qualitative Longitudinal Study |
| SO | ZEITSCHRIFT FUR SOZIOLOGIE DER ERZIEHUNG UND SOZIALISATION |
| AB | Based on the results of a longitudinal study this paper focusses on dual careers of adolescents of an Elite School of Sports, who were interviewed three times in the tenth grade, shortly before their final exams and in the second year of their after school career. In a processual perspective two young adults, one continuing her high-performance sports career and one experienced a drop out during the transition to his academic career progression, are compared to reconstruct their biographical experiences and career figurations. Conclusively we discuss the influence and importance of institutional (school, university) and social conditions for their different high-performance sports careers. We can illustrate for instance that nationally successful sport careers can be associated with ambivalences and disconnected trajectories, their success implies not only highly developed orientations towards individual achievements in sport and schooling as well as support by different socializing factors. |
| SN | 1436-1957 |
| PY | 2018 |
| VL | 38 |
| IS | 2 |
| BP | 191 |
| EP | 208 |
| UT | WOS:000436529400006 |
| ER |
| PT | J |
| AU | Niella, MF
Ordonez, JL Pueyo, MV |
| AF | Freixa Niella, Montserrat
Llanes Ordonez, Juan Venceslao Pueyo, Marta |
| TI | Abandonment in the Student's educational itinerary of ADE of the University of Barcelona |
| SO | RIE-REVISTA DE INVESTIGACION EDUCATIVA |
| AB | This article focuses on the analysis of the abandonment of ADE's career in the first, second and third years. It aims to analyze the moment of abandonment throughout the study period, to identify the different causes that make/cause students abandon; it also describes the abandonment reasons over the three years. The methodology is descriptive in quantitative terms, using a questionnaire as a tool for collecting information. We present, firstly, the quantitative analysis of the reasons for abandonment and, secondly, the analysis of the students' discourse. Research shows that university dropout cannot be interpreted solely as abandonment of the education system since a significant number of students re-enter other university degrees or training cycles. It establishes, in turn, clear differences in the causes of abandonment for those students who simultaneously work and study and those who only study. For the latter, demotivation and unfulfilled expectations in relation to the career would be a fundamental cause. We find other reasons for abandonment preeminent in the difficulties of reconciliation between work and studies; academic failure, lack of motivation and the construction of a weak professional identity. |
| SN | 0212-4068 |
| EI | 1989-9106 |
| PY | 2018 |
| VL | 36 |
| IS | 1 |
| BP | 185 |
| EP | 202 |
| DI | 10.6018/rie.36.1.278971 |
| UT | WOS:000436380400011 |
| ER |
| PT | S |
| AU | Ruiz-Ferrandez, M
Ortega, G Roca-Piera, J |
| AF | Ruiz-Ferrandez, M.
Ortega, G. Roca-Piera, J. |
| GP | IEEE |
| TI | Learning Analytics and Evaluative Mentoring to increase the students' performance in Computer Science |
| SO | PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION |
| SE | IEEE Global Engineering Education Conference |
| CT | IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education |
| CY | APR 17-20, 2018 |
| CL | Santa Cruz de Tenerife, SPAIN |
| SP | IEEE, Coplaca, Fuentealta, Soc Desarrollo Ayuntamiento Tenerife, Grupo Visual Canarias, MathWorks, Cypress, Pentec Blackboard, UNIR iTED |
| AB | This work is devoted to presenting some strategies aimed at incrementing the students' commitment with their formative process and, at the same time, achieving a satisfactory evaluative procedure. The strategies described in this work have been applied in the subject "Computer Structure and Technology", which corresponds to the BSc in Computer Science syllabus at the University of Almeria. Broadly speaking, the subject delves into internal aspects of computer operation, such as several devices found in the computer data path, memory organization, and the control unit. These issues are frequently very unpopular among students because they are not familiar with the deepest level of the operations and, therefore, they usually need to dedicate a huge amount of time and effort to understand them. For these reasons, a student's level of competency at the endo of the course is not usually very high and many students even drop out of the subject in its early stages. To overcome this situation, we have introduced two novelties in the learning methodology. On the one hand, we have taken advantage of possibilities that the Learning Management System of our university (Blackboard) offers using Learning Analytics to find out what activities are more relevant from an academic result point of view. On the other hand, we have proposed evaluative mentoring to personally deal with the students' necessities. Thus, the methodology combines the advantages of both, online and on-site activities. As an obtained result, we have studied the validity of the methodological strategies, detecting the issues that have more impact on the assessment results. This fact is very helpful to focus our attention on these issues in the following academic years. Moreover, we have demonstrated a significative improvement in students' competency levels with respect to previous academic years in the same subject and other subjects of the same course. |
| SN | 2165-9567 |
| BN | 978-1-5386-2957-4 |
| PY | 2018 |
| BP | 1297 |
| EP | 1304 |
| UT | WOS:000434866100179 |
| ER |
| PT | J |
| AU | Tuero, E
Cervero, A Esteban, M Bernardo, A |
| AF | Tuero, Ellian
Cervero, Antonio Esteban, Maria Bernardo, Ana |
| TI | WHY DO UNIVERSITY STUDENTS DROP OUT? INFLUENCING VARIABLES REGARDING THE APPROACH AND CONSOLIDATION OF DROP OUT |
| SO | EDUCACION XX1 |
| AB | Introduction. At present, among the aspects that are of the greatest interest in the educational field are the causes that lead students to drop out of their university studies. The common aim is to try to develop preventive measures and stop this process. However, despite the existing work on this, there are few national studies that have tried to determine the variables that present the most weight for students to develop the idea of drop-out and the decision-making processes of its later consolidation. In order to shed more light on this, we have studied the case of students in universities in north Spain in depth. Method. For this, an ex-post-facto research of descriptive and inferential study was developed. The sample was formed by 1,055 students belonging to different areas of knowledge, who began their careers in the 2010/2011 academic year at the university. For the collection of data, an ad hoc questionnaire with 36 items was developed. Results. The analysis of the cohort of new income show that a high percentage of students (31.5%) has considered dropping out of their university career, with over half of these consolidating their idea (17.0%). The results of this study also respond to the main objective. Thus, the most relevant variables in the approach and consolidation of abandonment, respectively, and in order of importance, are: the student's early performance, their non-academic working hours (domestic and/or paid), the relationship with the professors, the expectations generated on the content, use of study techniques and guidance received. Discussion. These results are consistent with those obtained in previous studies and demonstrate the need for global action on the part of the educational institutions that should already start in Secondary Education. |
| SN | 1139-613X |
| EI | 2174-5374 |
| PY | 2018 |
| VL | 21 |
| IS | 2 |
| BP | 131 |
| EP | 154 |
| DI | 10.5944/educXX1.20066 |
| UT | WOS:000434008500007 |
| ER |
| PT | J |
| AU | Choi, HJ
Kim, BU |
| AF | Choi, Hee Jun
Kim, Byoung Uk |
| TI | Factors Affecting Adult Student Dropout Rates in the Korean Cyber-University Degree Programs |
| SO | JOURNAL OF CONTINUING HIGHER EDUCATION |
| AB | Few empirical studies of adult distance learners' decisions to drop out of degree programs have used large enough sample sizes to generalize the findings or data sets drawn from multiple online programs that address various subjects. Accordingly, in this study, we used a large administrative data set drawn from multiple online degree programs to investigate meaningful factors (derived from a conceptual model for adult dropout) affecting adult distance learners' decisions to drop out of online degree programs in a cyber-university. The findings indicate that adult students who have a low level of basic scholastic aptitude, the studying motive to go on to graduate school, more physical constraints, less learner-content interaction, frequent learner-instructor interaction, low level of satisfaction, and low GPA are more likely to drop out of degree programs. Surprisingly, this study found that learner-instructor interaction has a significant, but negative, effect on student persistence. |
| SN | 0737-7363 |
| EI | 1948-4801 |
| PY | 2018 |
| VL | 66 |
| IS | 1 |
| BP | 1 |
| EP | 12 |
| DI | 10.1080/07377363.2017.1400357 |
| UT | WOS:000433509700001 |
| ER |
| PT | J |
| AU | Sauve, L
Fortin, A Viger, C Landry, F |
| AF | Sauve, Louise
Fortin, Anne Viger, Chantal Landry, France |
| TI | Ineffective learning strategies: a significant barrier to post-secondary perseverance |
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION |
| AB | Study programme withdrawal and student perseverance in post-secondary education are major challenges for post-secondary institutions, especially in view of the increasing difficulty of retaining the student clientele during the first year of university studies. To analyse the challenges students face in terms of learning strategies, we asked students to identify the cognitive and self-regulatory strategies that they would like to enhance in order to succeed in their education. We conduct a descriptive analysis of 824 respondents from 7 university accounting programmes to highlight the main learning strategies that failed to work for our sample, mainly for time management, listening, and reading, and attention, concentration, and memorisation management. The students report that they are unable to effectively manage their time (balance family, work, and studies) or estimate the time they need to devote to their studies. They mention being unaware of strategies for easily retaining the information they read in books or texts and for listening to teacher presentations, doing exercises to apply the procedures that they are required to learn, or problem solving. They also report difficulties with concentration and recall. Learning difficulties, lack of project writing skills, and thinking about dropping out are found to be positively related to study withdrawal. Gaps in information search strategies and feeling dissatisfied with results despite the effort expended negatively affect student academic performance and thus increase the likelihood of student withdrawal. |
| SN | 0309-877X |
| EI | 1469-9486 |
| PY | 2018 |
| VL | 42 |
| IS | 2 |
| BP | 205 |
| EP | 222 |
| DI | 10.1080/0309877X.2016.1224329 |
| UT | WOS:000432865700006 |
| ER |
| PT | J |
| AU | Canedo, ED
Santos, GA Leite, LL |
| AF | Canedo, Edna Dias
Santos, Giovanni Almeida Leite, Leticia Lopes |
| TI | An Assessment of the Teaching-Learning Methodologies Used in the Introductory Programming Courses at a Brazilian University |
| SO | INFORMATICS IN EDUCATION |
| AB | The teaching-learning methodology adopted in the Introduction to Computer Science classes may be a process that makes it difficult to understand the principles of programming language for undergraduate students in Computer Science and related areas, generating high failure and course drop out rates. This paper presents an analysis of the results obtained in the Introduction to Computer Science classes taught in Computer Science and Engineering courses at University of Brasilia (UnB). The evaluation questionnaire answered by the undergraduate students in 2017 was analyzed, a validation was performed, and we checked the level of students satisfaction in relation to the evaluated subject and the association among the level of satisfaction, the percentage of practical activities of the discipline, student performance and the level of absenteeism. |
| SN | 1648-5831 |
| EI | 2335-8971 |
| PY | 2018 |
| VL | 17 |
| IS | 1 |
| BP | 45 |
| EP | 59 |
| DI | 10.15388/infedu.2018.03 |
| UT | WOS:000430573500003 |
| ER |
| PT | J |
| AU | Adejo, OW
Connolly, T |
| AF | Adejo, Olugbenga Wilson
Connolly, Thomas |
| TI | Predicting student academic performance using multi-model heterogeneous ensemble approach |
| SO | JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION |
| AB | Purpose - The purpose of this paper is to empirically investigate and compare the use of multiple data sources, different classifiers and ensembles of classifiers technique in predicting student academic performance. The study will compare the performance and efficiency of ensemble techniques that make use of different combination of data sources with that of base classifiers with single data source.
Design/methodology/approach - Using a quantitative research methodology, data samples of 141 learners enrolled in the University of the West of Scotland were extracted from the institution's databases and also collected through survey questionnaire. The research focused on three data sources: student record system, learning management system and survey, and also used three state-of-art data mining classifiers, namely, decision tree, artificial neural network and support vector machine for the modeling. In addition, the ensembles of these base classifiers were used in the student performance prediction and the performances of the seven different models developed were compared using six different evaluation metrics. Findings - The results show that the approach of using multiple data sources along with heterogeneous ensemble techniques is very efficient and accurate in prediction of student performance as well as help in proper identification of student at risk of attrition. Practical implications - The approach proposed in this study will help the educational administrators and policy makers working within educational sector in the development of new policies and curriculum on higher education that are relevant to student retention. In addition, the general implications of this research to practice is its ability to accurately help in early identification of students at risk of dropping out of HE from the combination of data sources so that necessary support and intervention can be provided. Originality/value - The research empirically investigated and compared the performance accuracy and efficiency of single classifiers and ensemble of classifiers that make use of single and multiple data sources. The study has developed a novel hybrid model that can be used for predicting student performance that is high in accuracy and efficient in performance. Generally, this research study advances the understanding of the application of ensemble techniques to predicting student performance using learner data and has successfully addressed these fundamental questions: What combination of variables will accurately predict student academic performance? What is the potential of the use of stacking ensemble techniques in accurately predicting student academic performance? |
| SN | 2050-7003 |
| EI | 1758-1184 |
| PY | 2018 |
| VL | 10 |
| IS | 1 |
| BP | 61 |
| EP | 75 |
| DI | 10.1108/JARHE-09-2017-0113 |
| UT | WOS:000429453300005 |
| ER |
| PT | J |
| AU | Bernholt, A
Hagenauer, G Lohbeck, A Glaser-Zikuda, M Wolf, N Moschner, B Luschen, I Klass, S Dunker, N |
| AF | Bernholt, Andrea
Hagenauer, Gerda Lohbeck, Annette Glaeser-Zikuda, Michaela Wolf, Nicole Moschner, Barbara Lueschen, Iris Klass, Susi Dunker, Nina |
| TI | Antecedents of study satisfaction of students in teacher education |
| SO | JOURNAL FOR EDUCATIONAL RESEARCH ONLINE-JERO |
| AB | Study satisfaction is regarded as a significant indicator of study success. Based on the off er-and-use model (Helmke, 2012), the present study aimed at predicting study satisfaction of students in teacher education by individual factors and perceived factors of the study environment. According to Westermann et al. (1996), three facets of study satisfaction were distinguished: satisfaction with the study content, satisfaction with the study conditions, and satisfaction with coping of study-related stress. The study was conducted at four universities and two colleges of teacher training in Germany. Participants were 792 student teachers (mean semester: 3.51). Path analysis showed that factors of the perceived study environment (instructional quality and positive relationships with fellow students), students' personality (in particular neuroticism; to a lower extent also conscientiousness) as well as individual factors concerning the use of study off er (mastery goal orientation, academic self-concept, and the subjective experience of study success) substantially explained study satisfaction. The explained variance was highest for students' satisfaction with the study content. Furthermore, the three-dimensionality of study satisfaction was confirmed. |
| SN | 1866-6671 |
| PY | 2018 |
| VL | 10 |
| IS | 1 |
| BP | 24 |
| EP | 51 |
| UT | WOS:000427706700003 |
| ER |
| PT | J |
| AU | Bodin, R
Orange, S |
| AF | Bodin, Romuald
Orange, Sophie |
| TI | Access and retention in French higher education: student drop-out as a form of regulation |
| SO | BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION |
| AB | Drawing on Bourdieu's theory and using Durkheim's concepts of 'social fact' and 'regulation', this article examines the place held by public universities within the French higher education (HE) system, breaking with the purely bureaucratic vision prevailing in France today. By setting aside some of the main received ideas about the effects and meanings of student selection and drop-out, the article suggests that public universities play an essential role in regulating the successive flows of first-generation students through French HE. It is precisely because public universities are non-selective that they are able to play this role. Finally, the distribution of HE choices and students' dropping out are both considered as products of a structural and institutional process of regulation. |
| SN | 0142-5692 |
| EI | 1465-3346 |
| PY | 2018 |
| VL | 39 |
| IS | 1 |
| BP | 126 |
| EP | 143 |
| DI | 10.1080/01425692.2017.1319760 |
| UT | WOS:000427051500009 |
| ER |
| PT | J |
| AU | Willson-Conrad, A
Kowalske, MG |
| AF | Willson-Conrad, Angela
Kowalske, Megan Grunert |
| TI | Using self-efficacy beliefs to understand how students in a general chemistry course approach the exam process |
| SO | CHEMISTRY EDUCATION RESEARCH AND PRACTICE |
| AB | Retention of students who major in STEM continues to be a major concern for universities. Many students cite poor teaching and disappointing grades as reasons for dropping out of STEM courses. Current college chemistry courses often assess what a student has learned through summative exams. To understand students' experiences of the exam process, including how students prepare for an exam, take an exam, and respond to feedback from an exam, data was collected through interviews with students in an introductory college chemistry course. The interview data was analyzed using emergent coding to describe students' experiences of the exam process using phenomenography. Data indicated that students' experiences with the exam process could be categorized based on their reported exam performance. Overall, differences could be seen between these students' self-efficacy beliefs and metacognitive skills based on the grade each student reported receiving on the exam. The students who performed highest on the exam had self-efficacy beliefs primarily from their mastery experience, and middle performing students' self-efficacy beliefs came from vicarious experience. The lowest performing student had low self-efficacy beliefs. Students who received the highest grades on the exam viewed learning as making meaningful connections between topics, and students who received lower grades viewed learning as memorization. By further understanding students study habits, their views on the exam process, and the development of their self-efficacy beliefs, instructors may be better able to assist low and middle performing students in our general chemistry courses. The findings from this study suggest several ways instructors could facilitate more effective studying and promote higher self-efficacy beliefs, including promoting group work, talking with students about study skills, and encouraging attendance at office hours to review exam responses. |
| SN | 1109-4028 |
| PD | JAN 1 |
| PY | 2018 |
| VL | 19 |
| IS | 1 |
| BP | 265 |
| EP | 275 |
| DI | 10.1039/c7rp00073a |
| UT | WOS:000422864700019 |
| ER |
| PT | J | ||
| AU | Meyer, T
Thomsen, SL |
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| AF | Meyer, Tobias
Thomsen, Stephan L. |
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| TI | The role of high-school duration for university students' motivation, abilities and achievements | ||
| SO | EDUCATION ECONOMICS | ||
| AB | We study the effects of learning intensity and duration of high school on students' motivation, abilities and achievements at university. The empirical analysis is based on primary panel data from an education reform in the German state of Saxony-Anhalt that reduced university preparatory schooling from 13 to 12 years but left the curriculum unchanged. The estimates show some impacts on students' perceptions of learning abilities, but the probability of university drop-out and the final grade remain unchanged. By and large, the findings indicate that students affected by the reform are similarly motivated and skilled compared to the counterfactual situation. | ||
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| SN | 0964-5292 | ||
| EI | 1469-5782 | ||
| PY | 2018 | ||
| VL | 26 | ||
| IS | 1 | ||
| BP | 24 | ||
| EP | 45 | ||
| DI | 10.1080/09645292.2017.1351525 | ||
| UT | WOS:000417764500003 | ||
| ER |
| PT | J |
| AU | Di Pietro, G |
| AF | Di Pietro, Giorgio |
| TI | The academic impact of natural disasters: evidence from L'Aquila earthquake |
| SO | EDUCATION ECONOMICS |
| AB | This paper uses a standard difference-in-differences approach to examine the effect of the L'Aquila earthquake on the academic performance of the students of the local university. The empirical results indicate that this natural disaster reduced students' probability of graduating on-time and slightly increased students' probability of dropping out. While post-disaster measures (e.g. fast re-establishment of education activities in temporary locations) are likely to have mitigated the effects of this event, disruptions in the learning environment and the mental trauma suffered by students in the aftermath of the earthquake may have worsened their academic performance. |
| SN | 0964-5292 |
| EI | 1469-5782 |
| PY | 2018 |
| VL | 26 |
| IS | 1 |
| BP | 62 |
| EP | 77 |
| DI | 10.1080/09645292.2017.1394984 |
| UT | WOS:000417764500005 |
| ER |
| PT | J |
| AU | de la Rosa, OMA
Angulo, LMV |
| AF | Alegre de la Rosa, Olga Maria
Villar Angulo, Luis Miguel |
| TI | Indicators and statistical control in monitoring and assessing university students' learning preferences |
| SO | RED-REVISTA DE EDUCACION A DISTANCIA |
| AB | Introduction. Spanish universities adopt performance indicators as a prominent practice of institutional renewal. In this study, university performance indicators (students(success rates, efficiency, graduation, dropout and attainment) of different fields of knowledge are analyzed to compare them with the opinion of the quality commissions of the different university centers. Methodology. Mixed methods were used: a quantitative analysis of percentage means of the different fields of knowledge for the five university performance indicators and a qualitative analysis by means of a SWOT (weaknesses, threats, strengths and opportunities) with the opinion of the quality commissions in six dimensions of content: training program, infrastructure and resources, students, teachers, and institutional elements. Results. Health Sciences are shown as the only branch of knowledge that improves the success rate in three years, however Social Sciences and Law and Engineering and Architecture improve efficiency. The Arts and Humanities branch has the highest dropout rate. Discussion. We find similarities with other studies in the success rates improvement in Health Sciences, which contrasts with the dropout rates of Engineering and Architecture, as well as the low rate of graduation in the History of Art degree. Conclusions. It is proposed a longitudinal review of the instructional methods, training in university teaching and a plan for improvement distance learning progress and enhancing performance of trainees. |
| SN | 1578-7680 |
| PD | DEC 22 |
| PY | 2017 |
| IS | 55 |
| AR | 2 |
| DI | 10.6018/red/55/2 |
| UT | WOS:000419709000002 |
| ER |
| PT | J | ||
| AU | Esteban, M
Bernardo, A Tuero, E Cervero, A Casanova, J |
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| AF | Esteban, Maria
Bernardo, Ana Tuero, Ellian Cervero, Antonio Casanova, Joana |
||
| TI | Variables that influence academic performance and university persistence | ||
| SO | EUROPEAN JOURNAL OF EDUCATION AND PSYCHOLOGY | ||
| AB | University dropout has serious consequences not only for the student who gives up, but also for the host society itself. This has led to an increase in studies aimed at analysing and preventing dropout, implemented under different methodologies that are reported in this article.
In addition to this trend, the authors - as members of the European Project ALFA GUIA - have developed a study using a holistic ex-post facto approach targeted at identifying those variables that play a fundamental role in university studentspersistence. The sample used for the statistical analyses excluded students who had left one degree course to enrol on another (since there were no significant differences compared to the group that continued), and the cases with missing values. This resulted in a final sample of 677 subjects (198 who had dropped out and 479 who had persisted). A sample of 1300 university students was interviewed; the information was collected using a questionnaire collaboratively designed by the Project partners, and - in this case - by means of computer assisted interview. A descriptive and correlational analysis was carried out, as a first approximation to data, helping to identify the main relationships between variables. Based on these results, a binary logistic regression analysis was performed. The results confirmed that vocation is the variable that most influences persistence on the studies started. Therefore, this variable (vocation) can act as a protective factor against university dropout, once the remaining variables are controlled. (C) 2017 European Journal of Education and Psychology. |
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| SN | 1888-8992 | ||
| EI | 1989-2209 | ||
| PD | DEC | ||
| PY | 2017 | ||
| VL | 10 | ||
| IS | 2 | ||
| BP | 75 | ||
| EP | 81 | ||
| DI | 10.1016/j.ejeps.2017.07.003 | ||
| UT | WOS:000414760700005 | ||
| ER |
| PT | J | ||
| AU | Castello, M
Pardo, M Sala-Bubare, A Sune-Soler, N |
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| AF | Castello, Montserrat
Pardo, Marta Sala-Bubare, Anna Sune-Soler, Nuria |
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| TI | Why do students consider dropping out of doctoral degrees? Institutional and personal factors | ||
| SO | HIGHER EDUCATION | ||
| AB | Despite the increasing popularity of doctoral education, many students do not complete their studies, and very little information is available about them. Understanding why some students consider that they do not want to, or cannot, continue with their studies is essential to reduce dropout rates and to improve the overall quality of doctoral programmes. This study focuses on the motives students give for considering dropping out of their doctoral degree. Participants were 724 social sciences doctoral students from 56 Spanish universities, who responded to a questionnaire containing doctoral degree conditions questions and an open-ended question on motives for dropping out. Results showed that a third of the sample, mainly the youngest, female and part time students, stated that they had intended to drop out. The most frequent motives for considering dropping out were difficulties in achieving a balance between work, personal life and doctoral studies and problems with socialization. Overall, results offer a complex picture that has implications for the design of doctoral programmes, such as the conditions and demands of part-time doctoral studies or the implementation of educational proposals that facilitate students' academic and personal integration into the scientific community in order to prevent the development of a culture of institutional neglect. | ||
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| OI |
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| SN | 0018-1560 | ||
| EI | 1573-174X | ||
| PD | DEC | ||
| PY | 2017 | ||
| VL | 74 | ||
| IS | 6 | ||
| BP | 1053 | ||
| EP | 1068 | ||
| DI | 10.1007/s10734-016-0106-9 | ||
| UT | WOS:000414479000008 | ||
| ER |
| PT | J | ||
| AU | Cohen, A | ||
| AF | Cohen, Anat | ||
| TI | Analysis of student activity in web-supported courses as a tool for predicting dropout | ||
| SO | ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | ||
| AB | Persistence in learning processes is perceived as a central value; therefore, dropouts from studies are a prime concern for educators. This study focuses on the quantitative analysis of data accumulated on 362 students in three academic course website log files in the disciplines of mathematics and statistics, in order to examine whether student activity on course websites may assist in providing early identification of learner dropout from specific courses or from degree track studies in general. It was found in this study that identifying the changes in student activity during the course period could help in detecting at-risk learners in real time, before they actually drop out from the course. Data examination on a monthly basis throughout the semester can enable educators and institutions to flag students that have been identified as having unusual behavior, deviating from the course average. It was found that a large percentage of students (66%) who had been marked as at-risk actually did not finish their courses and/or degree. The presented analysis allows instructors to observe website student usage data during a course, and to locate students who are not using the system as expected. Furthermore, it could enable university decision makers to see the information on a campus level for initiating intervention programs. | ||
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| OI |
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| SN | 1042-1629 | ||
| EI | 1556-6501 | ||
| PD | OCT | ||
| PY | 2017 | ||
| VL | 65 | ||
| IS | 5 | ||
| BP | 1285 | ||
| EP | 1304 | ||
| DI | 10.1007/s11423-017-9524-3 | ||
| UT | WOS:000411864800008 | ||
| ER |
| PT | J |
| AU | Bossema, ER
Meijs, THJM Peters, JWB |
| AF | Bossema, Ercolie R.
Meijs, Tineke H. J. M. Peters, Jeroen W. B. |
| TI | Early predictors of study success in a Dutch advanced nurse practitioner education program: A retrospective cohort study |
| SO | NURSE EDUCATION TODAY |
| AB | Background: Study delay and attrition are major concerns in higher education. They cost time and effort, and threaten the availability of higher qualified professionals. Knowing early what factors contribute to delay and attrition may help prevent this.
Objective: The aim of this study was to examine whether student characteristics, including a literature study report grade as a proxy of cognitive abilities, predicted study success in a dual advanced nurse practitioner education program. Methods: Retrospective cohort study, including all 214 students who between September 2009 and September 2015 started the two-year program at the HAN University of Applied Sciences in Nijmegen, the Netherlands. Study success was defined as having completed the program within the envisaged period. Variables examined included: age, gender, previous education (bachelor's degree or in-service training in nursing), work setting (general health, mental health, public health, or nursing home care), and literature study report grade (from 1 to 10). A hierarchical logistic regression analysis was performed. Results: Most students were female (80%), had a bachelor's degree in nursing (67%), and were employed in a general healthcare setting (58%). Mean age was 40.5 years (SD 9.4). One hundred thirty-seven students (64%) had study success. Being employed in a general healthcare setting (p <= 0.004) and a higher literature study report grade (p = 0.001) were associated with a higher study success rate. Conclusion: In advanced nurse practitioner education, study success rate seems associated with the student's cognitive abilities and work field. It might be worthwhile to identify students 'at risk of failure' before the start of the program and offer them extra support. |
| SN | 0260-6917 |
| EI | 1532-2793 |
| PD | OCT |
| PY | 2017 |
| VL | 57 |
| BP | 68 |
| EP | 73 |
| DI | 10.1016/j.nedt.2017.07.005 |
| UT | WOS:000411301800012 |
| PM | 28738236 |
| ER |
| PT | J |
| AU | Sorensen, C
Donovan, J |
| AF | Sorensen, Chris
Donovan, Judy |
| TI | An Examination of Factors That Impact the Retention of Online Students at a For-profit University |
| SO | ONLINE LEARNING |
| AB | Online learning has continued to grow in recent years. However, retaining students in online courses and programs has posed a challenge. Whether the university is public, private, offers both face-to-face and online programs, or is 100% online, retaining students in online programs can be an issue. This study reflects the widespread desire at a large online for-profit university to improve student retention rates. The goal of the research was to provide further insight into why students may decide to drop out of online programs. Participants consisted of former undergraduate students at the university in the College of Education who dropped out without providing a specific reason for doing so. The study used a non-experimental mixed methods approach collecting data from university databases, an online survey, interviews, and classroom walk-throughs. Data analysis employed techniques such as frequency calculations, a MANOVA, and qualitative content analysis. Results from the MANOVA revealed statistically significant results when examining student Grade Point Average and last course grade. Furthermore, data collected from the online survey, interviews, and classroom walk-throughs revealed common reasons for why students may drop out of online programs. |
| SN | 1939-5256 |
| EI | 1092-8235 |
| PD | SEP |
| PY | 2017 |
| VL | 21 |
| IS | 3 |
| SI | SI |
| BP | 206 |
| EP | 221 |
| DI | 10.24059/olj.v21i3.935 |
| UT | WOS:000437145900015 |
| ER |
| PT | J |
| AU | Canaveral, ICP
Sa, TAD |
| AF | Puertas Canaveral, Inmaculada Cristina
de Oliveira Sa, Thiago Antonio |
| TI | REUNI: EXPANSION, SEGMENTATION AND INSTITUTIONAL DETERMINATION OF DROPOUT. CASE STUDY AT UNIFAL-MG |
| SO | ECCOS-REVISTA CIENTIFICA |
| AB | Despite of all enlargement and inclusion REUNI has provided, institutional determinants imply in academic spots filling, causing inner segmentation at universities. The objectives in this article were I- to check out the hypothesis that the same institutional factors that influence in social determination of access to majors also influence in dropout decision; and, if it's confirmed, 2- to explain how those factors act in dropout decision. We've analyzed the set of students who dropped out in the main campus of Alfenas Federal University. Data shows that those institutional determinants of access also influence in dropping out, helping preserve an "academic aristocracy" that occupies disputed majors and maintain others limited to less desired majors. Dropping out, in situations like that, isn't due to elimination, but to giving up a major one isn't interested in, although it was the only possible one to be accessed. All in all, it's an example of a non-including, insufficient and, therefore, temporary inclusion. |
| SN | 1517-1949 |
| EI | 1983-9278 |
| PD | SEP-DEC |
| PY | 2017 |
| IS | 44 |
| BP | 93 |
| EP | 115 |
| DI | 10.5585/ECCOS.N44.7899 |
| UT | WOS:000423938300005 |
| ER |
| PT | J |
| AU | El Said, GR |
| AF | El Said, Ghada Refaat |
| TI | Understanding How Learners Use Massive Open Online Courses and Why They Drop Out: Thematic Analysis of an Interview Study in a Developing Country |
| SO | JOURNAL OF EDUCATIONAL COMPUTING RESEARCH |
| AB | This article presents a qualitative study on Massive Open Online Course (MOOC) dropout in a developing world. Thematic analyses of semistructured interviews were conducted with 52 learners, eight weeks after their actual registration for a course of their choice as part of a self-learning activity. The results uncover novel design factors affecting MOOC retention. Among these factors are Learner Control, in which users can design their own long-term learning track from various course modules; Integrative Design, comprising learners' own accounts on social media; and Independent Design, in which a course's modules can be taught separately and learners need not complete an overall course but rather can select modules from various courses. Mobility and Language are identified as important decisive factors for users to drop out from or complete a MOOC Course. This research also highlights the importance of Diversity and Novelty for this type of application. The research reveals the Multitasking Behavior of users, leading to the need for Easy-to-Scan content. The findings provide a basis for improving the understanding toward reasons for MOOC drops and suggest a number of practical design recommendations for designers and providers. Furthermore, the completion rate observed in this study was slightly higher than was typically found in previous studies. This result might suggest that using a MOOC as a learning opportunity within the context of a university-accredited program would increase the likelihood of completion. |
| SN | 0735-6331 |
| EI | 1541-4140 |
| PD | SEP |
| PY | 2017 |
| VL | 55 |
| IS | 5 |
| BP | 724 |
| EP | 752 |
| DI | 10.1177/0735633116681302 |
| UT | WOS:000407515600005 |
| ER |
| PT | J |
| AU | Murray, M |
| AF | Murray, Michael |
| TI | How does the grade obtained at school for English and Mathematics affect the probability of graduation at a university? |
| SO | PYTHAGORAS |
| AB | Over half of all students enrolling at a particular university in KwaZulu-Natal fail to complete a degree. This article aims to determine to what extent the marks they obtain for English and Mathematics at school impact on their probability of graduation at this university. In addressing this problem, other student specific factors associated with their gender, race and the type of school they attended need also to be properly accounted for. To provide answers for this study, the performance of 24 392 students enrolling at the university over the period 2004 to 2012 was followed until they graduated or dropped out from their studies. A structural equation model was fitted because it allows one to separate a direct effect from that of an indirect effect. Gender, race and school background were found to be very significant with men, Black Africans and students coming from a less privileged school background having a smaller probability associated with eventually graduating from this university. Men tend to perform better than women in Mathematics, with women performing better men in English. More importantly, however, a single percentage point increase in one's mark for English increases the probability associated with graduating from this university far more than would be the case if their Mathematics mark were to increase by a single percentage point. In light of these mediated results, perhaps this university should be directing their efforts more towards improving the English (rather than mathematical) literacy of students entering the university. |
| SN | 1012-2346 |
| EI | 2223-7895 |
| PD | AUG 25 |
| PY | 2017 |
| VL | 38 |
| IS | 1 |
| AR | a335 |
| DI | 10.4102/pythagoras.v38i1.335 |
| UT | WOS:000409070300001 |
| ER |
| PT | J |
| AU | Duran-Aponte, E |
| AF | Duran-Aponte, Emilse |
| TI | A PROPOSAL OF A SYSTEM TO PROMOTE ACADEMIC PERFORMANCE AND PERSISTENCE |
| SO | EDUWEB-REVISTA DE TECNOLOGIA DE INFORMACION Y COMUNICACION EN EDUCACION |
| AB | Intending to take advantage of technology in order to reduce this situation, a proposal was made aiming for the creation of a Web site that promotes persistence and academic performance. A Feasible project methodology was applied. The web development was called Automated system for the identification and evaluation of intellectual skills (SAPIENS), validated through expert judgment. It is expected to serve as a starting point for the design of public policies aimed at improving the admission process and to offer proposals for the issue of college permanence through the use of technologies. |
| SN | 1856-7576 |
| PD | JUL-DEC |
| PY | 2017 |
| VL | 11 |
| IS | 2 |
| BP | 25 |
| EP | 38 |
| UT | WOS:000444887700004 |
| ER |
| PT | J | ||
| AU | Arias-Gomez, D
Duran-Aponte, E |
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| AF | Arias-Gomez, Diana
Duran-Aponte, Emilse |
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| TI | Academic Persistence at Completion of a Venezuelan University Leveling Program: Simon Bolivar University Case | ||
| SO | REVISTA DIGITAL DE INVESTIGACION EN DOCENCIA UNIVERSITARIA-RIDU | ||
| AB | This research was aimed at determining to what extent factors prior to university admission, motivational factors, and institutional experiences explain the academic persistence of students in the University Leveling Term (CIU) at the Simon Bolivar University - Coastal Campus. An explanatory-type quantitative study was proposed, which involved a non-experimental cross-sectional retrospective causal relationship design. The sample consisted of 101 students (50.5% female) with an average age of 17.90 years (SD = 2.37). The study found a significant relationship between some variables explaining academic persistence, which were: a) having a lower orientation toward academic goals; b) a higher score on the maladaptive pattern; c) a higher score in the perception of the Mathematics professor's evaluation; and d) a higher score in the final performance. This set of variables explains 56.4% of the academic persistence in the CIU program for the study sample. Based on results, this research posits a possible explanation for the academic persistence and analyzes the importance of comparing findings with new research works in different academic settings. | ||
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| SN | 2223-2516 | ||
| PD | JUL-DEC | ||
| PY | 2017 | ||
| VL | 11 | ||
| IS | 2 | ||
| BP | 289 | ||
| EP | 307 | ||
| DI | 10.19083/ridu.11.512 | ||
| UT | WOS:000438169100018 | ||
| ER |
| PT | J |
| AU | Biasi, V
Patrizi, N De Vincenzo, C Mosca, M |
| AF | Biasi, Valeria
Patrizi, Nazarena De Vincenzo, Conny Mosca, Mauro |
| TI | THE COLLOQUIUM FOR UNIVERSITY GUIDANCE IN FACILITATING ACADEMIC SUCCESS: AN EXPERIMENTAL STUDY |
| SO | JOURNAL OF EDUCATIONAL CULTURAL AND PSYCHOLOGICAL STUDIES |
| AB | This article discusses the effectiveness of colloquium for university guidance in facilitating academic success and address the phenomenon of the delay in the studies, which also represents a drop-out risk factor. Before and after the session period of the colloquium for guidance, are administered some questionnaires including the OQ-45 and Lambert Hill (1994; Lo Coco et al., 2008). Participants are divided into an experimental group (80 students completing the guidance session in the first semester), and a control group (52 students placed on the waiting list, who have booked advice for guidance session in the next semester). The characteristics of the participants are described (age, frequented faculty, main areas of discomfort), and data collected show the significant reduction of the symptoms of stress and of the common relational difficulties after the colloquia for university guidance. Data underscore even the efficacy and good stability effects during the follow-up session. Moreover, compared to the control group, students who have done the session path for orientation have showed a significant recovery of the studies. The offer by a university institution of guidance colloquium is one of the many initiatives to facilitate academic success, as well as the setting up of credit recovery courses, the presence of educational support achieved through mentoring and/or online individualized teaching strategies the implementation of paths of re-training orientation. |
| SN | 2037-7932 |
| EI | 2037-7924 |
| PD | JUN |
| PY | 2017 |
| IS | 15 |
| BP | 215 |
| EP | 228 |
| DI | 10.7358/ecps-2017-015-bias |
| UT | WOS:000461063700011 |
| ER |
| PT | J | ||||
| AU | Fonteyne, L
Duyck, W De Fruyt, F |
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| AF | Fonteyne, Lot
Duyck, Wouter De Fruyt, Filip |
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| TI | Program-specific prediction of academic achievement on the basis of cognitive and non-cognitive factors | ||||
| SO | LEARNING AND INDIVIDUAL DIFFERENCES | ||||
| AB | Choosing a suitable study program is one of the factors that facilitates academic achievement and thus prevents drop-out in the first year of tertiary education. This requires adequate information on both the individual abilities and the environment during the study choice process. The SIMON (Study Skills and Interest MONitor) project of Ghent University, Belgium, provides this information to prospective students through an online tool that informs them a) on the match between their interests and study programs and b) about their personal chances of success in specific study programs. The current study intends to validate the prediction of program specific chances of success by examining a) the (incremental) predictive validity of cognitive and non-cognitive variables of conscientiousness, motivation, self-efficacy, metacognition and test anxiety and b) the differential predictive power of variables within and across study programs. In addition, a path model with structural relations between variables was tested. The sample consisted of 2391 new incoming students.
Results supported the incremental validity of non-cognitive factors. Achievement could be predicted by cognitive and background factors and by conscientiousness, self-efficacy and test anxiety. Moreover, the predictive power of variables varied across study programs, which suggests that research findings about the prediction of academic achievement might benefit from taking into account the specific program context. Practical implications for research and (educational program choice) counselling of students are discussed. |
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| SN | 1041-6080 | ||||
| EI | 1873-3425 | ||||
| PD | MAY | ||||
| PY | 2017 | ||||
| VL | 56 | ||||
| BP | 34 | ||||
| EP | 48 | ||||
| DI | 10.1016/j.lindif.2017.05.003 | ||||
| UT | WOS:000404204900004 | ||||
| ER |
| PT | J | ||
| AU | Godwin, A
Potvin, G |
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| AF | Godwin, Allison
Potvin, Geoff |
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| TI | Pushing and Pulling Sara: A Case Study of the Contrasting Influences of High School and University Experiences on Engineering Agency, Identity, and Participation | ||
| SO | JOURNAL OF RESEARCH IN SCIENCE TEACHING | ||
| AB | This manuscript reports a longitudinal case study of how one woman, Sara, who had previously considered dropping out of high school, authored strong mathematics and science identities and purposefully exhibited agency through her experiences in high school science. These experiences empowered her to choose an engineering major in college; however, her introductory university engineering experiences ultimately pushed her out of engineering. Drawing on critical agency theory, we argue that by paying careful attention to how and why women author their identities and build agency through their experiences in high school, we may gain insight into why women may choose an engineering path in college. Additionally, we examine how Sara's perceptions of engineering structures and practices chipped away at the critical engineering agency she developed and caused her to leave engineering after her first year in college. (C) 2016 Wiley Periodicals, Inc. | ||
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| SN | 0022-4308 | ||
| EI | 1098-2736 | ||
| PD | APR | ||
| PY | 2017 | ||
| VL | 54 | ||
| IS | 4 | ||
| BP | 439 | ||
| EP | 462 | ||
| DI | 10.1002/tea.21372 | ||
| UT | WOS:000395996900002 | ||
| ER |
| PT | J |
| AU | MacDonnell, M |
| AF | MacDonnell, Maggie |
| TI | Student Health and Well-Being in Indigenous Communities: "No One Is Healed Until Everyone Is Healed" |
| SO | LEARNING LANDSCAPES |
| AB | In this interview, Maggie MacDonnell, recipient of the 2017 Global Teacher Prize, discusses how growing up near a First Nations reserve in Nova Scotia opened her eyes to inequalities between Indigenous and non-Indigenous peoples in Canada. She talks about the influence of Moses Coady, who instilled in her an appreciation for co-operative development, and T'hohahoken Michael Doxtater, an Indigenous scholar at McGill University, whose message, "No one is healed until everyone is healed," she did not fully appreciate until she began working in the Inuit village of Salluit. She describes the life situation of the youth living in this kind of closed community where addiction and violence often become part of their everyday experience. Her interventions with this group of at-risk youth have helped decrease the school drop-out rate, improve students' work and social skills, and raise awareness about suicide prevention. She concludes by giving advice to teachers who may be interested in working with students in remote communities. |
| SN | 1913-5688 |
| PD | SPR |
| PY | 2017 |
| VL | 10 |
| IS | 2 |
| BP | 31 |
| EP | 38 |
| UT | WOS:000411575100004 |
| ER |
| PT | J |
| AU | McGhie, V |
| AF | McGhie, Venicia |
| TI | Entering university studies: identifying enabling factors for a successful transition from school to university |
| SO | HIGHER EDUCATION |
| AB | The South African higher education sector is faced with high attrition and low retention rates. Studies conducted by the Council on Higher Education in South Africa have found that 50% of black students who access university study drop out, and the majority of dropouts occurred in the first year of study. While these studies revealed what the challenges were and why they occurred, not much has been done to overcome or prevent the challenges. Therefore, knowledge on how first-year students could be assisted and guided to adjust successful to the university environment is paramount. The goal of this article is to determine which factors enable new students' successful adjustment to the university environment. Identifying these factors was deemed important because they could be used to assist and guide new student cohorts. Thirty-two first-year students were the research participants, and data were collected from all of them through a questionnaire, two written reflective pieces, the students' results and individual interviews. Content analysis, using a three-stage open coding process, was used to categorize the findings into themes and sub-themes. The findings revealed that 20 of the 32 students had difficulty overcoming their transition challenges and failed some or all their subjects at the end of their first year of study. The remaining 12 students overcame their challenges and achieved study success. They identified three overall factors that enabled them to adjust and integrate successfully to the university environment. |
| SN | 0018-1560 |
| EI | 1573-174X |
| PD | MAR |
| PY | 2017 |
| VL | 73 |
| IS | 3 |
| SI | SI |
| BP | 407 |
| EP | 422 |
| DI | 10.1007/s10734-016-0100-2 |
| UT | WOS:000396146200004 |
| ER |
| PT | S | ||
| AU | Aparicio-Chueca, P
Maestro-Yarza, I Dominguez-Amoros, M |
||
| AF | Aparicio-Chueca, Pilar
Maestro-Yarza, Irene Dominguez-Amoros, Marius |
||
| BE | Chova, LG
Martinez, AL Torres, IC |
||
| TI | THE DROPOUT RATES IN THE FIRST YEAR OF HIGHER EDUCATION AS A QUALITY INDICATOR OF THE UNIVERSITY DEGREES. STUDY ON THE CATALAN PUBLIC UNIVERSITIES | ||
| SO | 10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017) | ||
| SE | ICERI Proceedings | ||
| CT | 10th Annual International Conference of Education, Research and Innovation (ICERI) | ||
| CY | NOV 16-18, 2017 | ||
| CL | Seville, SPAIN | ||
| AB | Students entering the University face every year a very broad degrees offer map, both heterogeneous and often with little discrimination among them. This situation makes it difficult for students to decide what degree they should study. In Catalonia, the final supply for the 2016-17 course amounted up to 691 different degrees and/or different universities. In front of such a big supply, pre-college students have had to decide their future educational and professional career. There are certain vocational degrees and some others with very clear training objectives. However, there is a large majority of degrees not so clearly vocational; or whose training and career goals can lead to important doubts among the students when making their selection. Consequently, in these cases, there is an increasing and frequent phenomenon, which consists on dropping out the initiated degree in order to move to another one -"change of degree" or "change of studies".
By joining these two circumstances, a complex and difficult to deal with situation arises. The university degrees are accredited (or not) taking into account the dropout rate, but this rate rather than a quality indicator is the result of students' reorientation of studies. The aim of this communication is to describe, through both academic and social variables, this partial abandonment and change of degree, in order to check if the abandonment during the first year rather than a quality indicator is an indicator of reorientation of studies. Therefore, at the end of the paper it will be reconsidered the relevance of using the dropout rate as a quality indicator, since it can be largely explained by exogenous factors rather than by the quality of the studies themselves. |
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| RI |
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| OI |
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| SN | 2340-1095 | ||
| BN | 978-84-697-6957-7 | ||
| PY | 2017 | ||
| BP | 6011 | ||
| EP | 6017 | ||
| UT | WOS:000429975306017 | ||
| ER |
| PT | B |
| AU | Andersson, C
Logofatu, D |
| AF | Andersson, Christina
Logofatu, Doina |
| BE | Wang, FL
Au, O Ng, KK Shang, J Kwan, R |
| TI | Using a Modified Jigsaw Technique in E-Learning Laboratory Classes for Engineering Students |
| SO | 2017 INTERNATIONAL SYMPOSIUM ON EDUCATIONAL TECHNOLOGY (ISET 2017) |
| CT | International Symposium on Educational Technology (ISET) |
| CY | JUN 27-29, 2017 |
| CL | City Univ Hong Kong, Hong Kong, HONG KONG |
| SP | IEEE Hong Kong Sect Comp Chapter, Caritas Inst Higher Educ, Hong Kong Soc Multimedia & Image Comp |
| HO | City Univ Hong Kong |
| AB | In this paper, we discuss the use of the jigsaw technique in e-learning laboratory classes for mechanical engineering undergraduate students. The program Mechanical Engineering Online at Frankfurt University of Applied Sciences (FRA-UAS) makes it possible for students to combine studying for a university degree with work and family life. The main part of the tuition of the program takes place as web conferences, preferably in the evenings. Only 20% of the teaching requires the students to be present at the university, mostly during weekends. However, one common problem in the teaching of e-learning based courses is the high risk that the students who start the course will drop out. Some important factors influencing the dropout rate are, among many other factors, how actively the students are contributing to the learning process and how much responsibility they assume during the course. This paper describes how we can apply a modified version of the jigsaw cooperative learning technique in order to make the students actively and with a high level of responsibility participate in web conference based laboratory work in a course in basic natural sciences. The current study focuses on the settings and implementation of the web-based laboratory work. Furthermore, the first experimental in-class-usage has been completed and the outcome is discussed. |
| BN | 978-1-5090-3031-6 |
| PY | 2017 |
| BP | 244 |
| EP | 248 |
| DI | 10.1109/ISET.2017.62 |
| UT | WOS:000452641800052 |
| ER |
| PT | J |
| AU | Gonzalez-Ramirez, T
Pedraza-Navarro, I |
| AF | Gonzalez-Ramirez, Teresa
Pedraza-Navarro, Inmaculada |
| TI | Social and families variables associated with university drop-out |
| SO | EDUCATIO SIGLO XXI |
| AB | Introduction. The purpose of this research is to identify which social and family problems affect students at university dropout risk. In doing so, we will analyze the relationships between university drop-out and specific variables such as sex, age, educational level and socio-economic status of parents. Method. We use an expost- facto methodology, with descriptive and inferential design. The sample is 86 students from the Degree of Pedagogy and Physical Activity and Sport at the University of Seville. These are students who began their studies in the academic year 2009/2010 and did not enrol again in this degree in the following two years. For data collection we developed an ad hoc questionnaire with 51 items. For the analysis we used descriptive and contrast techniques. Results. The results show how the existence of social and family problems affect students causing their drop out or temporary abandonment; at the same time, we detected which personal, family, institutional or social factors determine the student's decision to drop out. 72% of the sample justified their drop-out in social and family variables while 26% alluded to demotivation and preference for another degree or institution. Discussion. These results coincide with previous research; in this way we make a series of proposals that can serve as a reflection for academic leaders to improve success rates and efficiency in current degrees and to promote an inclusive university. |
| SN | 1699-2105 |
| EI | 1989-466X |
| PY | 2017 |
| VL | 35 |
| IS | 2 |
| BP | 365 |
| EP | 387 |
| DI | 10.6018/j/298651 |
| UT | WOS:000412427800017 |
| ER |
| PT | J |
| AU | Simon, EJL |
| AF | Lizarte Simon, Emilio Jesus |
| TI | Biographical trajectory of a student who dropout Pedagogy at the University of Granada |
| SO | JOURNAL FOR EDUCATORS TEACHERS AND TRAINERS |
| AB | The aim of this study has been to analyse those specific variables which take place in dropout and also in students' profiles and paths corresponding to those who drop out in their first or second year. As a result of the increase in dropout research a myriad of methodologies are regularly used to materialize and reduce the effect of university dropout. This piece of research is based on an in-depth interview with a student who dropped out her Pedagogy degree studies at the Faculty of Education, University of Granada. This cross curricular study has been carried out following a bibliographical-narrative methodology. Data have been gathered through a semi-structured in-depth interview following Torrado's model (2012). Results allow to characterize dropout and the main reasons that take part in the process are thoroughly discussed. |
| SN | 1989-9572 |
| PY | 2017 |
| VL | 8 |
| IS | 1 |
| BP | 268 |
| EP | 282 |
| UT | WOS:000433101100006 |
| ER |
| PT | S | ||
| AU | Kori, K
Pedaste, M Must, O |
||
| AF | Kori, Kulli
Pedaste, Margus Must, Olev |
||
| BE | Zaphiris, P
Ioannou, A |
||
| TI | Integration of Estonian Higher Education Information Technology Students and Its Effect on Graduation-Related Self-efficacy | ||
| SO | LEARNING AND COLLABORATION TECHNOLOGIES: TECHNOLOGY IN EDUCATION, LCT 2017, PT II | ||
| SE | Lecture Notes in Computer Science | ||
| CT | 4th International Conference on Learning and Collaboration Technologies (LCT) Held as Part of 19th International Conference on Human-Computer Interaction (HCI International) | ||
| CY | JUL 09-14, 2017 | ||
| CL | Vancouver, CANADA | ||
| AB | Low graduation rates in higher education are problem in many countries. This study investigates Estonian higher education IT studies, where focus is on interaction with computers, but first-year dropout rates are very high. The aim of the study was to establish which factors influencing dropout based on the literature are associated with each other, and according to Tinto's dropout model, to investigate the role of academic experience and social work-related experience in first-year IT students' graduation-related self-efficacy. Data were collected from 509 Estonian first-year IT students. The initial model shows that bivariate association found in the literature give a simplified impression of the graduation-related self-efficacy. Although Tinto's model can be implemented in first-year IT studies, IT work experience has a much greater effect on the graduation-related self-efficacy than academic experience. This means that working in IT field is very important for students in Estonian IT curricula and universities should take this into account. | ||
| OI |
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| SN | 0302-9743 | ||
| EI | 1611-3349 | ||
| BN | 978-3-319-58515-4; 978-3-319-58514-7 | ||
| PY | 2017 | ||
| VL | 10296 | ||
| BP | 435 | ||
| EP | 448 | ||
| DI | 10.1007/978-3-319-58515-4_33 | ||
| UT | WOS:000432222100033 | ||
| ER |
| PT | S | ||||
| AU | Recio, R
Benito, E Valdivia, V Begines, B Borrego, GL Romero-Azogil, L Alcudia, A Molina, I Vega-Holm, M Vengut-Climent, E Bueno, M |
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| AF | Recio, R.
Benito, E. Valdivia, V. Begines, B. Borrego, G. L. Romero-Azogil, L. Alcudia, A. Molina, I. Vega-Holm, M. Vengut-Climent, E. Bueno, M. |
||||
| BE | Chova, LG
Martinez, AL Torres, IC |
||||
| TI | COMPUTER ASSISTED DRUG DESIGN BY USING PROBLEM BASED LEARNING METHODOLOGIES | ||||
| SO | 10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017) | ||||
| SE | ICERI Proceedings | ||||
| CT | 10th Annual International Conference of Education, Research and Innovation (ICERI) | ||||
| CY | NOV 16-18, 2017 | ||||
| CL | Seville, SPAIN | ||||
| AB | In the last years, a high dropout rate has been observed during the first years of university studies. In addition, in studies related to health sciences (Pharmacy, Biomedicine, Medicine.), we can appreciate a strong fear towards the subjects that involves Chemistry. This can be clearly seen from the fact that a large percentage of students give up the subject before getting to the corresponding evaluations. This fact can be the trigger, in many cases, of the definitive drop out of their studies.
Specifically, in the Pharmacy Degree (at the University of Seville), our own experience indicates that approximately 35% of the students give up the subject of Medicinal Chemistry. Part of the presented problem might be attributed to the passivity and stiffness of the classical teaching methods commonly used at universities, which diminishes the attractiveness of the subjects and reduces the enthusiasm of the students. Therefore, a change in the way of teaching and leading our students along their way through the University is necessary. In order to overcome this problem, our team of teachers proposes an alternative method of teaching that combines the methodology of Problem-Based Learning (BPL), collaborative learning and technological applications. In this proposal, we will implement the use of specialized software in chemistry, which can be acquired with university license, to approach the virtual design of new drugs with some potential specific activity. The use of these strategies will provide the students a new perspective much more interesting of the Medicinal Chemistry, since they will have to overcome new challenges using technological tools that are very attractive and are usually quickly assimilated by them. |
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| RI |
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| OI |
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| SN | 2340-1095 | ||||
| BN | 978-84-697-6957-7 | ||||
| PY | 2017 | ||||
| BP | 5563 | ||||
| EP | 5567 | ||||
| UT | WOS:000429975305101 | ||||
| ER |
| PT | S |
| AU | Srsnikova, D
Hockicko, P Tarjanyiova, G |
| AF | Srsnikova, Daniela
Hockicko, Peter Tarjanyiova, Gabriela |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | EVALUATION OF EXISTING INTERVENTION INITIATIVES FOR HELPING AT RISK FIRST-YEAR SCIENCE AND ENGINEERING STUDENTS AT THE UNIVERSITY OF ZILINA |
| SO | 10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017) |
| SE | ICERI Proceedings |
| CT | 10th Annual International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 16-18, 2017 |
| CL | Seville, SPAIN |
| AB | Over the last few decades the University of Zilina faces the pivotal challenge of retaining qualified students who would be interested in Science, Technology, Engineering and Math (STEM) study programmes. However, a substantial number of first-year science and engineering students do have a problem during their transition from secondary school to university and the drop-out rate at the University of Zilina is increasing. Therefore, together with five other European universities, Aalto University [Finland], University of Birmingham [UK], Budapest Institute of Economics and Technology [Hungary - BME], Katholieke University Leuven [Belgium - KU Leuven], Technical University of Hamburg-Harburg [Germany - TUHH], we put paramount focus on understanding the factors related to study success of first-year engineering students via fulfilling the goals of readySTEMgo project. The main objective of the readySTEMgo project is threefold:
1 Identifying the key competencies that are required for a successful educational STEM career; 2 constructing an instrument inventory for measuring these competencies; and 3 identifying at risk students and evaluating existing intervention initiatives for helping at risk students (preferably before the start of the academic year). To date, there is ample research on the predictive power of students' prior grades and domain-specific knowledge on their achievement in the first year and results show that high grades obtain during their secondary studies are a necessary but not sufficient condition to be successful in the first year ([5], [6], [10]). However, the prediction of students' future performance is not a task that should be taken lightly. There are a large number of factors that should be taken into account. In this paper we would like to deal with possible reasons why Slovak secondary students lose their interest in STEM study programmes, why their prior knowledge of physics before they enrol at university is breath-taking and then we shift the focus to the evaluation of an existing intervention initiative for helping first-year Science and Engineering students at the University of Zilina with an increased propensity of dropping out in an early stage of the chosen STEM programme by focusing on their academic readiness. |
| SN | 2340-1095 |
| BN | 978-84-697-6957-7 |
| PY | 2017 |
| BP | 7979 |
| EP | 7987 |
| UT | WOS:000429975308014 |
| ER |
| PT | S |
| AU | Morgan, M
O'Gorman, P |
| AF | Morgan, M.
O'Gorman, P. |
| GP | IEEE |
| TI | Engaging with Industry to Improve Student Learning on Undergraduate Engineering Programmes |
| SO | 2017 IEEE INTERNATIONAL CONFERENCE ON INDUSTRIAL ENGINEERING AND ENGINEERING MANAGEMENT (IEEM) |
| SE | International Conference on Industrial Engineering and Engineering Management IEEM |
| CT | IEEE International Conference on Industrial Engineering and Engineering Management (IEEE IEEM) |
| CY | DEC 10-13, 2017 |
| CL | Singapore, SINGAPORE |
| SP | IEEE, IEEE Singapore Sect, IEEE TEMS Singapore Chapter, IEEE TEMS Hong Kong Chapter |
| AB | It is widely accepted that students' learning is closely linked to their levels of engagement. Whilst there is no single, universally accepted definition of 'a fully engaged student' there is a general consensus that active participation by the student leads to higher levels of student learning. Engineering programmes typically provide many opportunities for their students' active participation, yet many students simply drop-out or discontinue their studies before graduation. This paper describes how staff in the School of Engineering at Ulster University have used an active participation approach in a second year module in industrial engineering using a series of industrial student visits. Students' participation during the visits and their perceptions of industry before and after the visits are described. Practical suggestions on how site visits to manufacturing companies might be incorporated into the undergraduate engineering curriculum are provided. |
| SN | 2157-3611 |
| BN | 978-1-5386-0948-4 |
| PY | 2017 |
| BP | 105 |
| EP | 109 |
| UT | WOS:000428267800022 |
| ER |
| PT | S |
| AU | Canedo, ED
Santos, GA de Freitas, SAA |
| AF | Canedo, Edna Dias
Santos, Giovanni Almeida Andrade de Freitas, Sergio Antonio |
| GP | IEEE |
| TI | Analysis of the Teaching-Learning Methodology Adopted in the Introduction to Computer Science Classes |
| SO | 2017 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) |
| SE | Frontiers in Education Conference |
| CT | IEEE Frontiers in Education Conference (FIE) |
| CY | OCT 18-21, 2017 |
| CL | Indianapolis, IN |
| SP | IEEE, IEEE ASEE, IEEE Comp Soc, Indian |
| AB | To meet socio-cultural demands imposed by the new millennium and its implications for education, it was necessary for teachers and students to participate actively in the teaching-learning process. In this context, the classes' evaluation by students has been a tool widely used in various universities in different countries. For institutions and teachers, these assessments allow knowing and measuring the results, further analysis of the institutional status, reviewing projects, adjusting goals, diagnosing weaknesses and correcting possible deviations. For the monitoring and improvement of this process, it was necessary to create instruments that aimed to evaluate the performance of the proposed changes. The teaching-learning methodology adopted in the Introduction to Computer Science classes may be a process that makes it difficult to understand the principles of language programming for undergraduate students in Computer Science and related areas, generating high failure and course drop out rates. This paper presents an analysis of the results obtained in the Introduction to Computer Science classes taught in five Engineering courses, of the Faculty of Gama (FGA) at University of Brasilia (UnB). It was analyzed the evaluation questionnaire answered by the undergraduate students in 2017, perform validation of the questionnaire, check the level of students satisfaction in relation to the evaluated subject and the association among the level of satisfaction, the percentage of practical activities of the discipline, student performance and the level of absenteeism. 519 responses were studied, 63% of students reported satisfaction with the classes taken, however a significant number of students 37% reported dissatisfaction with assessment practices and the dynamics of the classes. |
| SN | 0190-5848 |
| BN | 978-1-5090-5920-1 |
| PY | 2017 |
| UT | WOS:000426974900124 |
| ER |
| PT | S |
| AU | Raigoza, J |
| AF | Raigoza, Jaime |
| GP | IEEE |
| TI | A Study of Students' Progress Through Introductory Computer Science Programming Courses |
| SO | 2017 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) |
| SE | Frontiers in Education Conference |
| CT | IEEE Frontiers in Education Conference (FIE) |
| CY | OCT 18-21, 2017 |
| CL | Indianapolis, IN |
| SP | IEEE, IEEE ASEE, IEEE Comp Soc, Indian |
| AB | Given the growing demand for skilled workers from the Computer Science field, the high attrition rate of entering Computer Science students is a serious problem at most universities. Much research exists on evaluating the reasons of failure with the introductory Computer Science curriculum referred to as the CS1, CS2 and CS3 courses. Current research has proposed methods to predict patterns and characteristics to offer early detection of students likely to fail. The problem is difficult to understand due to the existence of many possible reasons students drop-out from the computer science curriculum. Factors such as student transfers, course diversity, and students repeating failed courses are seldom considered.
The goal of this paper is to extend the understanding of the attrition rates for entering Computer Science students by analyzing the progress of student success through 10 years of course data. The impact of transfer students is considered as well as the frequency students repeat the CS1, CS2, and CS3 courses, and their success. Analysis is done by following the students up until graduation. An analysis is also made to determine how courses tend to predict the graduation success rate. |
| SN | 0190-5848 |
| BN | 978-1-5090-5920-1 |
| PY | 2017 |
| UT | WOS:000426974900127 |
| ER |
| PT | S |
| AU | Camara-Zapata, JM |
| AF | Camara-Zapata, J. M. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | EFFECT OF CONTINUOUS ASSESSMENT ON THE RETENTION OF FRESHMEN IN APPLIED PHYSICS IN ENGINEERING |
| SO | INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 11th International Conference on Technology, Education and Development (INTED) |
| CY | MAR 06-08, 2017 |
| CL | Valencia, SPAIN |
| AB | The basic education is very important in the training process for engineering students and it is the very first that receive. The students can overcome this stage successfully or quit their studies, depending on their previous training, the teaching methodology or assessment system. The assessment is the most complicated task for a teacher. Currently, the continuous assessment is recommended as an alternative to the final assessment. This present work shows a comparative study of the students' retention in physics in an engineering degree where two different assessment systems are used: the final one and the continuous one. The results demonstrate that the continuous assessment improves the student's endurance. |
| SN | 2340-1079 |
| BN | 978-84-617-8491-2 |
| PY | 2017 |
| BP | 5769 |
| EP | 5773 |
| UT | WOS:000427401300100 |
| ER |
| PT | S |
| AU | Souza, GP
de Moraes, M de Carvalho, LC |
| AF | Souza, G. P.
de Moraes, M. de Carvalho Junior, L. C. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | DEPENDENCE RELATIONSHIP BETWEEN STUDENT CHARACTERISTICS AND DROP-OUT IN A DISTANCE EDUCATION COURSE IN ECONOMICS |
| SO | INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 11th International Conference on Technology, Education and Development (INTED) |
| CY | MAR 06-08, 2017 |
| CL | Valencia, SPAIN |
| AB | The study presented in this work aims to foster strategic actions to avoid drop-outs, and to improve students adherence to a undergraduate course offered at a distance in the Federal University of Santa Catarina (UFSC). The identification of a profile for the drop-outs, accomplished through the analysis of the dependence relationship between strata of students by date of access, aimed to reveal possible management strategies that could be employed by the program coordination to avoid the drop-out of new students. The data was collected using the institutional management system called CAGR, where it was possible to access reports since the first student's access (matriculation) in 2007-2, until August 28 2014. In terms of results, possibilities were found to reject the hypothesis of independence between the profile data and drop-out rates in the case of the strata race/color, local of origin and form of entry and to accept such a hypothesis in the case of gender strata, age at entry and marital status. |
| SN | 2340-1079 |
| BN | 978-84-617-8491-2 |
| PY | 2017 |
| BP | 6639 |
| EP | 6648 |
| UT | WOS:000427401301090 |
| ER |
| PT | S |
| AU | Paimin, AN
Prpic, JK Hadgraft, RG Alias, M |
| AF | Paimin, Aini Nazura
Prpic, J. Kaya Hadgraft, Roger G. Alias, Maizam |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | UNDERSTANDING STUDENT'S LEARNING EXPERIENCES IN HIGHER EDUCATION |
| SO | INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 11th International Conference on Technology, Education and Development (INTED) |
| CY | MAR 06-08, 2017 |
| CL | Valencia, SPAIN |
| AB | Engineering students enter university with limited understanding about what are important for them to 'survive' and complete the program. Universities also face challenges in finding ways to minimise the numbers of students who drop out particularly in the first year of study. In engineering, the attrition problem results in the potential loss of qualified engineers who can support our local industries. Despite various efforts made to facilitate learning, we do not fully understand how the students are experiencing learning, how they are dealing with challenges, and what factors influence their success? The current research aims to develop an understanding into psychological factors that influence students' capability to remain and strive in engineering programs and how integrations of these factors contribute towards their success in completing the program. The psychological aspects included in this study are the cognitive (study strategies), affective (emotions) and conative (intentions). Semi-structured interviews were conducted with sixteen final year engineering students at a Malaysian and Australian university to collect breadth and depth information about the factors of interest. The data were used to explain interconnections between study strategies, emotions, intentions and action goal towards success in a framework. Information gained from the qualitative data contributes to a deeper understanding of factors contributing to the study success of engineering students at both study locations. The finding provides answers into "why some students can be successful while others drop out" and the recommendations suggest strategies to help improve students' learning experiences and minimise attrition rate in engineering programs. |
| SN | 2340-1079 |
| BN | 978-84-617-8491-2 |
| PY | 2017 |
| BP | 6670 |
| EP | 6676 |
| UT | WOS:000427401301094 |
| ER |
| PT | S |
| AU | Takacs, R
Horvath, Z |
| AF | Takacs, R.
Horvath, Z. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | DROPPING-OUT PREVENTION OF COMPUTER SCIENCE STUDENTS: DEVELOPING STUDYING, THINKING, AND SOFT SKILLS AMONG STUDENTS, USING TRAINING PROGRAMS |
| SO | INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 11th International Conference on Technology, Education and Development (INTED) |
| CY | MAR 06-08, 2017 |
| CL | Valencia, SPAIN |
| AB | Computer science students entering higher education for the first time often have difficulties to cope with university life. The dropout rate is very high, we lose many students in the Faculty of Informatics after the first year. Our program aims to prevent students from dropping out.
In this paper we focus on helping methods for students who struggle to develop studying skills, such as programming or mathematics. Our students feel a big gap between secondary school studies and university requirements. Therefore we introduced a new lecture held by professionals to help our students under the title Preparation Course for University Studies. The course consists of two main parts. One is an intensive training session by psychologists, focusing on developing academic skills and competences. The other is a group mentor program, a weekly session for helping students with their personal difficulties. In this study we show the effect of our program on academic performance, comparing those who participated with those who didn't. |
| SN | 2340-1079 |
| BN | 978-84-617-8491-2 |
| PY | 2017 |
| BP | 7094 |
| EP | 7099 |
| UT | WOS:000427401302015 |
| ER |
| PT | S | ||
| AU | Au-Yong-Oliveira, M
Vitoria, A Silva, C Carlos, V Moutinho, V Moreira, G Dias, GP |
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| AF | Au-Yong-Oliveira, M.
Vitoria, A. Silva, C. Carlos, V. Moutinho, V. Moreira, G. Paiva Dias, G. |
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| BE | Chova, LG
Martinez, AL Torres, IC |
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| TI | HIGHER EDUCATION AND THE PROBLEM OF ABANDONMENT - HOW CAN WE KEEP STUDENTS FROM LEAVING? | ||
| SO | INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE | ||
| SE | INTED Proceedings | ||
| CT | 11th International Conference on Technology, Education and Development (INTED) | ||
| CY | MAR 06-08, 2017 | ||
| CL | Valencia, SPAIN | ||
| AB | Taking the case of the University of Aveiro, we herein analyse why students choose to abandon their higher education degrees. To date, and as a result of focus group and brainstorming interactions, as well as of an analysis performed at the highest levels in the university, the following twelve causes for abandonment were identified: 1. Difficulty in adapting to the first year at university; 2. Financial difficulty and not being granted, as requested, a student scholarship; 3. Not being able to finish a satisfactory number of subjects, in the first year at university; 4. Missing a lot of lectures, which makes passing more difficult; 5. Being somewhat immature and subsequently not adapting to the challenges, often a long way from home; 6. Entering the university in a later recruitment stage, later than everyone else, and thus experiencing added difficulty in accompanying the syllabus; 7. Not being in a degree which was the first study choice, as the student's marks were not good enough, leading to low motivation levels; 8. Being one of the lower-end students in class, and thus having difficulty in keeping up; 9. Being a part-time student, while maintaining a full-time working job, which makes passing subjects harder; 10. Doing an internship, and subsequently being offered a job, which the student accepts, due to current financial priorities, leading to premature abandonment of university; 11. Having difficulty in passing one subject in particular (e.g. Calculus or Statistics), leading to the student abandoning higher education altogether; 12. Thinking that higher education is too theoretical, and therefore not worthwhile, and preferring to go right into the job market, to gain work experience. We also performed three interviews with students from various Higher Education Institutions (HEI), who dropped out of higher education, the data collected having confirmed what was stated above. Being aware of these issues and taking action (from a relationship marketing and services perspective) at the highest levels in a HEI is a good path towards success, as is occurring at the University of Aveiro. However, it will ultimately be up to the students, in the end, to decide whether studying is worthwhile thus keeping dropout to a minimum. | ||
| RI |
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| OI |
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| SN | 2340-1079 | ||
| BN | 978-84-617-8491-2 | ||
| PY | 2017 | ||
| BP | 7288 | ||
| EP | 7298 | ||
| UT | WOS:000427401302044 | ||
| ER |
| PT | J |
| AU | Valeeva, D
Dokuka, S Yudkevich, M |
| AF | Valeeva, Diliara
Dokuka, Sofia Yudkevich, Maria |
| TI | How Academic Failures Break Up Friendship Ties: Social Networks and Retakes |
| SO | VOPROSY OBRAZOVANIYA-EDUCATIONAL STUDIES MOSCOW |
| AB | Student academic failures have been traditionally explained by their abilities, socioeconomic status, institutional and social environment. However, the same factors are ignored by researchers when it comes to students at risk of dropping out. Using data about dynamic social networks, we study changes in the status of students with retakes. It was revealed that over time students with low academic achievements become socially isolated that increases their risk of dropping out. The article offers recommendations on surmounting such isolation and contributes to studies of social engagement of students in institutional and social environment. |
| SN | 1814-9545 |
| PY | 2017 |
| IS | 1 |
| BP | 8 |
| EP | 24 |
| DI | 10.17323/1814-9545-2017-1-8-24 |
| UT | WOS:000425614800001 |
| ER |
| PT | S | ||
| AU | Barana, A
Fioravera, M Marchisio, M Rabellino, S |
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| AF | Barana, Alice
Fioravera, Michele Marchisio, Marina Rabellino, Sergio |
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| BE | Reisman, S
Ahamed, SI Demartini, C Conte, T Liu, L Claycomb, W Nakamura, M Tovar, E Cimato, S Lung, CH Takakura, H Yang, JJ Akiyama, T Zhang, Z Hasan, K |
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| TI | Adaptive teaching supported by ICTs to reduce the school failure in the Project "Scuola dei Compiti" | ||
| SO | 2017 IEEE 41ST ANNUAL COMPUTER SOFTWARE AND APPLICATIONS CONFERENCE (COMPSAC), VOL 1 | ||
| SE | Proceedings International Computer Software and Applications Conference | ||
| CT | 41st IEEE Annual Computer Software and Applications Conference (COMPSAC) | ||
| CY | JUL 04-08, 2017 | ||
| CL | Torino, ITALY | ||
| SP | IEEE, IEEE Comp Soc | ||
| AB | Adaptive teaching consists in a teaching style aimed at overcoming inner differences among learners by providing them tailored ways to achieve outcomes according to their learning style, culture and needs. ICTs play an important role in supporting teachers with the adoption of adaptive strategies. Adaptive teaching acquires relevance in contexts of scholastic remediation and in reducing failures. The paper presents and discusses how adaptive teaching is used within "Scuola dei Compiti", a project proposed by the City of Turin (Italy) in collaboration with the University and the Polytechnic of Turin, aimed at reducing the drop-out rate and at enhancing scholastic success. University students help groups of 5-6 students aged 13-15 with their difficulties in the main subjects (Mathematics, Italian Language, Foreign Languages). Part of the Mathematics courses adopt a set of innovative computer based methodologies developed by the Department of Mathematics of the University of Turin, including a virtual learning environment integrated with an advanced computing environment, an automatic assessment system and a web-conference tool, which support adaptive teaching. The project has involved over 7500 students in the last 5 years; the results achieved, discussed in the paper, show the effectiveness of these methodologies with respect to traditional teaching methods. | ||
| OI |
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| SN | 0730-3157 | ||
| BN | 978-1-5386-0367-3 | ||
| PY | 2017 | ||
| BP | 432 | ||
| EP | 437 | ||
| DI | 10.1109/COMPSAC.2017.44 | ||
| UT | WOS:000424861400056 | ||
| ER |
| PT | J |
| AU | Pazmino, SJI
Escobar, LMM |
| AF | Iza Pazmino, Sarah Jacqueline
Melendez Escobar, Lorena Monserrat |
| TI | Methodological guide to facilitate the learning of English in middle-aged adults |
| SO | REVISTA PUBLICANDO |
| AB | This research was held at the Language Centre of the Technical University of Ambato, it is aimed at middle-aged adult students of English Program. A lot of discussion and investigations have been done about methodologies and strategies exclusively for young students. However, adults have not been taken into account.
This particular group of learners are in repetition phase or last enrollment, and some of them have dropped out to the English program. Besides, teachers must comply a strict planning in time and contents, which becomes discriminatory for learners with difficulties of learning. Some teachers think that working with adults delays the regular progress of teaching. In spite of legal basis, which assure equality in access to education for everybody. It happens for people with special educational needs associated or not to disabilities. In this university, adults are not part of this consideration. The goal of this investigation is to promote a different alternative of learning English for adults of middle age. At the same time: to raise the awareness about the importance of inclusive education. Also, to associate Andragogy to the methodologies that respect rhythms of adults, through the curricular adaptations. And, to provide teachers methodological strategies to work with adult learners. The author's teaching experience was a starting point for gathering information from a year ago. Given that there were no specific data on adults of middle aged studying at the Language Centre of the University. First, forms for students were created to record data, and a questionnaire was applied to determine students' level of satisfaction with their English learning. In addition, a survey was applied to English teachers to analyze about the methodological processes used to guide students' learning middle-aged adults. At the same time, explorations of texts and digital pages about the subject were made. The reliable results, allowed to design a guide of methodological strategies to offer a different alternative of learning for adults in the English program. It will give teachers the opportunity to improve their teaching process through curricular adaptations. Also, they can use mental gymnastics to stimulate learning of adults of middle-aged. |
| SN | 1390-9304 |
| PY | 2017 |
| VL | 4 |
| IS | 12 |
| BP | 227 |
| EP | 235 |
| PN | 1 |
| UT | WOS:000422691300018 |
| ER |
| PT | S |
| AU | Zeidmane, A
Rubina, T |
| AF | Zeidmane, Anda
Rubina, Tatjana |
| BE | Malinovska, L
Osadcuks, V |
| TI | STUDENT - RELATED FACTOR FOR DROPPING OUT IN THE FIRST YEAR OF STUDIES AT LLU ENGINEERING PROGRAMMES |
| SO | 16TH INTERNATIONAL SCIENTIFIC CONFERENCE: ENGINEERING FOR RURAL DEVELOPMENT |
| SE | Engineering for Rural Development |
| CT | 16th International Scientific Conference on Engineering for Rural Development |
| CY | MAY 24-26, 2017 |
| CL | Latvia Univ Agr, Fac Engn, Jelgava, LATVIA |
| HO | Latvia Univ Agr, Fac Engn |
| AB | In the 17th SEFI seminar, "Mathematical Education of Engineers", which was held in 2014, it was noted that many students have big problems starting their studies because of their lack of mathematical competencies. However, the low level of mathematical competence is not the only cause for dropping out in the first year of studies. There are many causes of student failure in universities and the main of them are: 1) student-related factors, 2) life and socioeconomic issues, 3) failures of the educational system. The aim of this research is to study the causes for dropping out in the first year of studies among engineering students at the Latvia University of Agriculture (LLU). The study is based on the analysis of mathematics test results of students from the Faculty of Engineering and the Faculty of Information Technologies as well as on the survey data analysis. The survey collected data and opinions regarding students': 1) attitude towards learning; 2) efforts in the study process 3) motivation and interest; 4) personality issues such as lack of social connections, lack of the support system and network, and poor self-esteem and self-confidence 5) economic issues. The analysis of the survey results showed that the core problem at the LLU is not only insufficient students' background knowledge in mathematics, but also their attitude towards learning, laziness to make efforts to do additional tasks or attend tutorials and lack of self-control. Students need to be motivated to want to learn and work hard to make faster gains and learn better than those who are bright but less motivated. |
| SN | 1691-3043 |
| EI | 1691-5976 |
| PY | 2017 |
| BP | 612 |
| EP | 618 |
| DI | 10.22616/ERDev2017.16.N122 |
| UT | WOS:000416378300092 |
| ER |
| PT | B |
| AU | Yu, XG
Peng, RQ |
| AF | Yu Xiaogao
Peng Ruiqing |
| GP | IEEE |
| TI | Research on Big Data-Driven High-Risk Students Prediction |
| SO | 2017 2ND IEEE INTERNATIONAL CONFERENCE ON CLOUD COMPUTING AND BIG DATA ANALYSIS (ICCCBDA 2017) |
| CT | 2nd IEEE International Conference on Cloud Computing and Big Data Analysis (ICCCBDA) |
| CY | APR 28-30, 2017 |
| CL | Chengdu, PEOPLES R CHINA |
| SP | IEEE |
| AB | Big data technology is used to integrate, clean up and analyze the data of student management system, educational administration system, and campus card consumption system and so on in this paper. The characteristics of high risk students are extracted and selected, and the prediction model is constructed, which can be used to predict the high risk students scientifically, reasonably and effectively, we can take care of these students and take effective measures to help them improve. The massive data accumulated in Colleges and universities can be effectively utilized by this study, managers have a more detailed understanding of colleges and universities and students, the teaching effect is improved, the risk of student drop-out is reduced. Therefore, this study has strong theoretical value and important practical value. |
| BN | 978-1-5090-4499-3 |
| PY | 2017 |
| BP | 145 |
| EP | 149 |
| UT | WOS:000414283700027 |
| ER |
| PT | J |
| AU | Lambani, MN
Nengome, Z |
| AF | Lambani, Matodzi Nancy
Nengome, Zachariah |
| TI | Group Work Impact on Academic Communication: Female English Student Teachers' Views |
| SO | INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES |
| AB | English Second Language (L2) learners/students experience challenges in communication within the academic setting. The research paper was conducted among twenty (20) purposefully sampled female third-year level former dropout student teachers at a selected university in South Africa. The paper explored the value of group work among female third-year level English student teachers, who had unpleasant experiences relating to early marriage and/or teenage pregnancy which compelled them to drop out of school. An interview schedule comprising questions relating to the benefits of group work was used to obtain students' views. The sampled students were involved in various study groups which they had formed; and they responded positively to all the questions. The results revealed that all the students who performed well in discussions, class exercises, tests, assignments and examinations were members of particular study groups. The research concludes that the students' good communication and improved academic performance was largely dependent on knowledge gained from the discussions held within the groups. |
| SN | 0975-1122 |
| PY | 2017 |
| VL | 18 |
| IS | 1-3 |
| BP | 101 |
| EP | 109 |
| DI | 10.1080/09751122.2017.1317168 |
| UT | WOS:000416627300011 |
| ER |
| PT | J | ||||
| AU | Morales, JRV
del Val, EB Barriga, OA Larenas, CD |
||||
| AF | Vergara Morales, Jorge Ricardo
Boj del Val, Eva Barriga, Omar A. Diaz Larenas, Claudio |
||||
| TI | Explanatory factors the student teachers drop out rates | ||||
| SO | REVISTA COMPLUTENSE DE EDUCACION | ||||
| AB | The aim of this study is to identify the factors that influence student-teachers drop-out rates, taking their individual and academic characteristics into account. The study was conducted on 531 student-teachers from the 2009 cohort. This is a quantitative and non experimental study of a longitudinal nature and an explanatory research design. To collect the data a secondary data analysis was used and the data were later analysed by the survival analysis method and modelled by the Cox proportional hazards regression model. The findings show that the individuals variables that explain student-teachers' drop-out rates correspond to the gender and place of origin (Bio-Bio region). On the other hand, the academics variables that explain student-teachers' drop-out rates correspond to the secondary education grade point average, place in the list of selected, secondary education with a scientific and humanities oriented curriculum, total signed up courses, latest academic grade point average and withdrawal from university. It is concluded that the abilities associated with the level of achievement of academic results and social support for students, management constitute important aspects to keep the commitment to stay in school academic program. To the extent that management skills and support are positive, students will have favorable interactions that will support their participation at the institutional level, which promote intellectual and academic development. Finally, it is concluded that the level of institutional policy is relevant to manage the support of the abilities and the adaptation of students as they will contribute in creating a positive balance between academic and social integration, from the configuration of elements they support the development of a context of motivation which will maintain the commitment of students achieving the goal of graduation. | ||||
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| SN | 1130-2496 | ||||
| EI | 1988-2793 | ||||
| PY | 2017 | ||||
| VL | 28 | ||||
| IS | 2 | ||||
| BP | 609 | ||||
| EP | 630 | ||||
| DI | 10.5209/rev_RCED.2017.v28.n2.50009 | ||||
| UT | WOS:000415597400015 | ||||
| ER |
| PT | S |
| AU | Moretti, G
Burgalassi, M Giuliani, A |
| AF | Moretti, Giovanni
Burgalassi, Marco Giuliani, Arianna |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | ENHANCE STUDENTS' ENGAGEMENT TO COUNTER DROPPING-OUT: A RESEARCH AT ROMA TRE UNIVERSITY |
| SO | INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 11th International Conference on Technology, Education and Development (INTED) |
| CY | MAR 06-08, 2017 |
| CL | Valencia, SPAIN |
| AB | The paper focuses on some variables that in the academic context could influence the decision of students to leave their studies (Krause, 2005) and analyzes the role that students' engagement could play in countering that phenomenon (Appleton et al., 2008).
Several studies have shown that the educational environments that encourage the engagement of students (Kuh, 2001; Pascarella & Terenzini, 2005) can facilitate the development of motivation in study (Decy & Ryan, 2002), self-efficacy (Pastorelli et al., 2001), resilience (Stallman, 2010). Furthermore, scientific literature shows that these elements are strategic variables to counter the dropout (Tinto, 1987; Braxton & Hirschy, 2005). Due to the high rates of dropout by the Italian university students (ANVUR, 2016), the research explores this problem trying to identify some strategies to help students to prevent and counter the risk of leave their studies. The research was conducted at the Department of Education (Roma Tre University) and involved 384 students, 158 of which have dropped out and 226 are regularly enrolled. The students were contacted by telephone and it was administered them a questionnaire with CATI procedure (Computer Assisted Telephone Interviewing - Shanks, 1983). The main objective of the research was to understand -with a multidimensional approach -how the social, motivational, educational and organizational variables could have influenced students' decision to continue their studies or leave them. Data analysis showed that students' engagement, explored in its various dimensions, is a crucial variable in countering dropout. Most of students who answered to attend systematically the academic environment - e.g. campus, lectures and services - and to have relationships with peers and with the educative staff, in fact, is regularly enrolled. Instead, most of those students who leave their studies is characterized by a low ability to adapt to the academic setting and lower levels of self-efficacy and motivation. The multidimensional approach adopted in the research helped us to formulate reflections on the possibilities to counter students' dropout using strategies that encourage engagement and the adequate educative guidance for students. |
| SN | 2340-1079 |
| BN | 978-84-617-8491-2 |
| PY | 2017 |
| BP | 305 |
| EP | 313 |
| UT | WOS:000413668600046 |
| ER |
| PT | S |
| AU | Olinky, E
Ratzon, Z |
| AF | Olinky, E.
Ratzon, Z. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | A SPECIAL OCCUPATIONAL THERAPY PROGRAM FOR ETHIOPIAN IMMIGRANT STUDENTS IN ISRAEL: PRIVILEGE OR BASIC RIGHT? |
| SO | INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 11th International Conference on Technology, Education and Development (INTED) |
| CY | MAR 06-08, 2017 |
| CL | Valencia, SPAIN |
| AB | Introduction: Young immigrants from Ethiopia experience social, cultural, economic and educational difficulties that most other young adults do not, such as learning a new language, cultural dissonance, family burdens and feelings of isolation. This complex background leads to lower standardized test scores which do not meet the high entrance requirements for the Occupational Therapy (OT) department. While the Ethiopian immigrants comprise of 1.7% from Israeli population, they are less than 1% from the student population in Israel. With the acknowledgment that higher education is the key to success, to integrate socially and vocational advancement, a special program was developed to suit the needs of this specific population.
Objective: To describe a unique program for Ethiopian immigrant students in Tel Aviv University (TAU) OT department. Description: In 2008 the department initiated and established a special program for Ethiopian immigrant students and a personnel member was nominated to lead it (EO). Currently, this is the only program at TAU that enables these young adults to be integrated in OT bachelor studies. We therefore devised a program that may contribute to social and occupational justice. Every year the department accepts two students who did not reach the prerequisites but passed successfully a personal interview. The first year of studying is overextended into two years, i.e. the overall studies are extended by one year. Every student receives emotional support by the program's leader on an individual basis, every second week. The leader gets to personally know each student and closely monitors their academic achievements and their integration to the program. Such personal relationships are a key factor for identifying and resolving any difficulties the students may encounter during their studies. In order to provide academic support, each student is mentored during their first academic year by a personal tutor selected from the rank of top performing upperclassmen on a basis of three hours per week. They also get full scholarship for their tuition. Results: Since 2008,16 students were accepted to the program. One student dropped out, 1 regretted her enrolment, 6 have already graduated and 8 are still learning. All the students express high satisfaction and contentment but also report minor difficulties, mainly adjusting to the new class at the beginning of their second year. The students describe a significant relationship with their program peer. The personal support by the program leader at the first year established trust and enable open communication when needed. The average final graduation grade (N=6) was 85.5 points, 3 of which (50%) can apply for graduate studies. In the two passing years the demand for the program extremely increased, more than 12 nominees per year comparing to 2 at the beginning. Conclusion: This unique program shows highly promising results in integrating Ethiopian immigrant young adults into OT academic studies. |
| SN | 2340-1079 |
| BN | 978-84-617-8491-2 |
| PY | 2017 |
| BP | 2142 |
| EP | 2148 |
| UT | WOS:000413668602034 |
| ER |
| PT | S | ||
| AU | Paura, L
Arhipova, I Vitols, G |
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| AF | Paura, Liga
Arhipova, Irina Vitols, Gatis |
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| BE | Chova, LG
Martinez, AL Torres, IC |
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| TI | EVALUATION OF STUDENT DROPOUT RATE AND REASONS DURING THE STUDY | ||
| SO | INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE | ||
| SE | INTED Proceedings | ||
| CT | 11th International Conference on Technology, Education and Development (INTED) | ||
| CY | MAR 06-08, 2017 | ||
| CL | Valencia, SPAIN | ||
| AB | In EU countries there are different definitions of study success. The students' dropout rate and reduction of the rate during study, including the time period when student complete their study programme are few definition of study success. According to the Latvia strategic policy the number of enrolled student and the number of graduated students is the criteria of evaluation of Higher education institutions; therefore the students' dropout should be reducing. The evaluation of students' dropout reasons help to monitor the situation and to find ways targeting students more effectively.
The aim of this study is evaluation of student dropout reasons and student dropout rate in information technology (IT) study programs at Latvia University of Agriculture using data of two study periods. The results show that 50 - 70 % of the students' drop out during the study period. 33.3% of students initiated study contract cancelation at IT faculty, due the inability to complete study program curriculum. Only 11.1 % of students cancelled contract based on financial reasons. One of the typical reasons on students' inability to follow the study program curriculum is early application for job position at IT companies which at first results in decline in study performance and later in contract cancelation with the faculty. 10 % - 15% of students, who show high study performance receiving on average higher than 8 points in 10 point system, receive financial support by institution as scholarship. This scholarship typically enforces students' dedication to study process without seeking extra income during first years of studies. Highest students drop out rate is during first study year. As a response faculty integrate additional study courses, implement mentoring programme and position of student curator, having closer collaboration with student self-government and performing profiling of students. |
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| OI |
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| SN | 2340-1079 | ||
| BN | 978-84-617-8491-2 | ||
| PY | 2017 | ||
| BP | 2233 | ||
| EP | 2238 | ||
| UT | WOS:000413668602045 | ||
| ER |
| PT | J |
| AU | Da Re, L
Clerici, R |
| AF | Da Re, Lorenza
Clerici, Renata |
| TI | Drop-out, performance and tutoring: an investigation at the University of Padua |
| SO | EDUCATIO SIGLO XXI |
| AB | The University of Padua has recently integrated usual tutoring actions with a new experimental formative tutoring program. It aims to improve students' academic success and to reduce university drop-out, by means of reinforcing soft skills, which are particularly useful for the career of a student. A computer-assisted web interviewing survey was designed in order to define the profile of potential users of the program, to observe-in various academic contexts-the characteristics of the drop-out phenomenon and of student performance, and finally, to assess knowledge and use levels of tutoring services. The survey involved 754 students, enrolled during 2012-13 academic year in three first-level degree courses, which were selected as case studies for the experiment. In this study we present the survey questionnaire, the indicators used for data collection, and some results that we consider of particular interest for the implementation of the program. |
| SN | 1699-2105 |
| EI | 1989-466X |
| PY | 2017 |
| VL | 35 |
| IS | 2 |
| BP | 139 |
| EP | 160 |
| DI | 10.6018/j/298551 |
| UT | WOS:000412427800007 |
| ER |
| PT | J |
| AU | Mollica, C
Petrella, L |
| AF | Mollica, Cristina
Petrella, Lea |
| TI | Bayesian binary quantile regression for the analysis of Bachelor-to-Master transition |
| SO | JOURNAL OF APPLIED STATISTICS |
| AB | The multi-cycle organization of modern university systems stimulates the interest in studying the progression to higher level degree courses during the academic career. In particular, after the achievement of the first level qualification (Bachelor degree), students have to decide whether to continue their university studies, by enrolling in a second level (Master) programme, or to conclude their training experience. In this work we propose a binary quantile regression (BQR) approach to analyse the Bachelor-to-Master transition phenomenon with the adoption of the Bayesian inferential perspective. In addition to the traditional predictors of academic outcomes, such as the personal characteristics and the field of study, different aspects of student's performance are considered. Moreover, the role of a new contextual variable, representing the type of university regulations experienced during the academic path, is investigated. The utility of the Bayesian BQR to characterize the non-continuation decision after the first cycle studies is illustrated with an application to administrative data of Bachelor graduates at the School of Economics of Sapienza University of Rome. The method favourably compares with more conventional model specifications concerning the conditional mean of the binary response. |
| SN | 0266-4763 |
| EI | 1360-0532 |
| PY | 2017 |
| VL | 44 |
| IS | 15 |
| BP | 2791 |
| EP | 2812 |
| DI | 10.1080/02664763.2016.1263835 |
| UT | WOS:000413905600010 |
| ER |
| PT | B |
| AU | Kuriakose, RB |
| AF | Kuriakose, Rangith Baby |
| BE | Soria, JDI
Vela, MCV DeLa Poza, E Blazquez, D |
| TI | Freshman African engineering student perceptions on academic feedback - A case study from Digital Systems 1 |
| SO | PROCEEDINGS OF THE HEAD'17 - 3RD INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES |
| CT | 3rd International Conference on Higher Education Advances (HEAd) |
| CY | JUN 21-23, 2017 |
| CL | Univ Politecnica Valencia, Fac Business Adm & Management, Valencia, SPAIN |
| SP | Univ Politecnica Valencia, Univ Politecnica Valencia, Fac Administrac Direcc Empresas, Nievina, Renfe |
| HO | Univ Politecnica Valencia, Fac Business Adm & Management |
| AB | Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a "grade" written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students. |
| BN | 978-84-9048-590-3 |
| PY | 2017 |
| BP | 42 |
| EP | 54 |
| DI | 10.4995/HEAd17.2017.4823 |
| UT | WOS:000412809400006 |
| ER |
| PT | B |
| AU | Prevett, P
Williams, J |
| AF | Prevett, Pauline
Williams, Julian |
| BE | Soria, JDI
Vela, MCV DeLa Poza, E Blazquez, D |
| TI | "Walking a tight rope"- a risky narrative of transition to University |
| SO | PROCEEDINGS OF THE HEAD'17 - 3RD INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES |
| CT | 3rd International Conference on Higher Education Advances (HEAd) |
| CY | JUN 21-23, 2017 |
| CL | Univ Politecnica Valencia, Fac Business Adm & Management, Valencia, SPAIN |
| SP | Univ Politecnica Valencia, Univ Politecnica Valencia, Fac Administrac Direcc Empresas, Nievina, Renfe |
| HO | Univ Politecnica Valencia, Fac Business Adm & Management |
| AB | The study of the transition of young people to university necessarily confronts the semi-dependency of the lives of contemporary youth: on the one hand they remain largely economically dependent and on the other they are becoming socially independent. We therefore seek to illuminate engagement with learning as situated in the midst of semi-dependency typical of adolescence, at a time in the life-cycle when typically young people experience a strong "pull" to socialise with peers, but have not yet become fully economically and socially adult. The paper examines the consequences of this contradiction on students' transition to university, from the subjective experience of students as they transition to university. We suggest disengagement and even drop out from studies can arise from a contradiction between the students' social and study (economic) domains. The dependency is not only economic, but is culturally mediated and may therefore be experienced by some students in more acute forms. Cultural aspirations and family expectations and ties can provide the impetus to succeed and so overcome the emotional challenges encountered, and these ties may help them walk a tight rope to success. Finally, we explore the consequences for policy and practice. |
| BN | 978-84-9048-590-3 |
| PY | 2017 |
| BP | 974 |
| EP | 982 |
| DI | 10.4995/HEAd17.2017.5490 |
| UT | WOS:000412809400112 |
| ER |
| PT | J |
| AU | Sanchez-Gelabert, A
Andreu, ME |
| AF | Sanchez-Gelabert, Albert
Elias Andreu, Marina |
| TI | Non-Traditional Undergraduates and Student Drop out |
| SO | ESTUDIOS SOBRE EDUCACION |
| AB | The present article proposes a typology of non-traditional students based on the most relevant findings in our context. Secondly, it is analysed the relationship between non-traditional students and dropout and the influence of the academic achievement in this relationship. A cohort of freshmen (n - 6367) enrolling in the University Autonomous of Barcelona (UAB) is examined. Chi-square analysis and adjusted standardised residuals were undertaken. It is concluded that non-traditional students tend to drop out more frequently than their traditional counterparts even when they have good performance. |
| SN | 1578-7001 |
| EI | 2386-6292 |
| PY | 2017 |
| IS | 32 |
| BP | 27 |
| EP | 48 |
| DI | 10.15581/004.32.27-48 |
| UT | WOS:000410220200002 |
| ER |
| PT | S |
| AU | Prifti, L
Heininger, R Utesch, M Krcmar, H |
| AF | Prifti, Loina
Heininger, Robert Utesch, Matthias Krcmar, Helmut |
| GP | IEEE |
| TI | Analysis and Evaluation of Tools, Programs, and Methods at German University to Support the Study Skills of School Students |
| SO | PROCEEDINGS OF 2017 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON2017) |
| SE | IEEE Global Engineering Education Conference |
| CT | 8th IEEE Global Engineering Education Conference (EDUCON) |
| CY | APR 25-28, 2017 |
| CL | Athens, GREECE |
| SP | IEEE, Greek Minist Educ Res & Religious Affairs, Univ Piraeus, TEI, Univ Piraeus, Res Ctr, MathWorks, Hellenic Open Univ, Hellenic Air Force Acad, Piraeus Univ Appl Sci, IEEE Educ Soc, Reg 8 |
| AB | Study skills summarize activities of self-regulated personalized learning and working that are important for successfully completing a study degree e.g. time management or teamwork. Since one of the main reasons for dropping out of university is the lack of proper study skills in students, German universities offer various support programs to help building up study skills at the beginning of the studies or even before entering university. The tools and methods, used in these programs differ according to the students 'age, gender, and proficiency level. In this paper, we investigate ten different university programs for improving students 'study skills. For this purpose, we conduct interviews with representatives of the universities and analyze the offerings in detail. Based on the success rate and promoted skills, we suggest a best practice program for promoting study skills. The results of this work give a first overview of different programs by analyzing how they can be used for building up study skills. Further, they can be used as a recommendation from various universities while developing their own programs. |
| SN | 2165-9567 |
| BN | 978-1-5090-5467-1 |
| PY | 2017 |
| BP | 137 |
| EP | 145 |
| UT | WOS:000405192300024 |
| ER |
| PT | S | ||
| AU | Birzina, R
Cedere, D |
||
| AF | Birzina, Rita
Cedere, Dagnija |
||
| BE | Dislere, V | ||
| TI | The First Year Students' Perceptions of Higher Studies: a Case of University of Latvia | ||
| SO | RURAL ENVIRONMENT, EDUCATION, PERSONALITY. (REEP) | ||
| SE | Rural Environment Education Personality | ||
| CT | 10th International Scientific Conference on Rural Environment, Education and Personality (REEP) | ||
| CY | MAY 12-13, 2017 | ||
| CL | Latvia Univ Agr, Jelgava, LATVIA | ||
| SP | Latvia Univ Agr, Fac Engn, Inst Educ & Home Econ, TF, Izglitibas Majsaimniecibas Inst, Biedriba Majas Vides Skola, Warsaw Univ Life Sci, Univ Vytauti Magni Caunae, Univ Tartuensis Tartu Ulikool, LSPA, TSI, RTU, Univ Appl Sci Technol, Business & Design, NCAD, Vilniaus Gedimino Technikos Univ, RISEBA, Ceska Zemedelska Univ Praze, RPIVA, Univ Helsinki, Ventspils Augstskola, Battic Fed Univ, Immanuel Kant, Scientia Vinces, Suleyman Demirel Univ, Univ Latviensis, Univ Vilnensis, Univ Warminsko, Vysoka Skola Ekonomicka Praze, Baltijas Starptautiska Akademija, Vidzemes Univ Appl Sci, Panevezio Kolegija, Liepaja Univ | ||
| HO | Latvia Univ Agr | ||
| AB | Nowadays too many students drop out before the end of their higher education studies. Especially topical this problem is directly of the first year students, so it is important to find out how prepared are students for higher studies. The present article reveals the first year students' readiness for studies in the context of three learning dimensions: cognitive, emotional and social. The research was conducted during the implementation of first year study courses of the Bachelor programme at the Faculty of Biology of the University of Latvia. The qualitative data were obtained in structured interview of 62 first year students related to their perception of learning and factors, which influenced their readiness for studies. The coding system based on three learning dimensions - cognitive, emotional and social - was developed. After coding the qualitative data, they were converted into quantitative considering the developed coding system. A Kruskal-Wallis nonparametric test was conducted to discover statistically significant differences among students' groups in the three learning dimensions. The gained results showed that students' readiness for studies correlates with their background knowledge of science content, their previous learning experience, which depends on the teacher and students' motivation to learn. | ||
| RI |
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| OI |
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| SN | 2255-808X | ||
| BN | 978-9984-48-259-0 | ||
| PY | 2017 | ||
| IS | 10 | ||
| BP | 40 | ||
| EP | 49 | ||
| UT | WOS:000405070400004 | ||
| ER |
| PT | S |
| AU | Zeidmane, A
Rubina, T |
| AF | Zeidmane, Anda
Rubina, Tatjana |
| BE | Dislere, V |
| TI | Causes of Failures in Mathematics by Engineering Students at Latvia University of Agriculture |
| SO | RURAL ENVIRONMENT, EDUCATION, PERSONALITY. (REEP) |
| SE | Rural Environment Education Personality |
| CT | 10th International Scientific Conference on Rural Environment, Education and Personality (REEP) |
| CY | MAY 12-13, 2017 |
| CL | Latvia Univ Agr, Jelgava, LATVIA |
| SP | Latvia Univ Agr, Fac Engn, Inst Educ & Home Econ, TF, Izglitibas Majsaimniecibas Inst, Biedriba Majas Vides Skola, Warsaw Univ Life Sci, Univ Vytauti Magni Caunae, Univ Tartuensis Tartu Ulikool, LSPA, TSI, RTU, Univ Appl Sci Technol, Business & Design, NCAD, Vilniaus Gedimino Technikos Univ, RISEBA, Ceska Zemedelska Univ Praze, RPIVA, Univ Helsinki, Ventspils Augstskola, Battic Fed Univ, Immanuel Kant, Scientia Vinces, Suleyman Demirel Univ, Univ Latviensis, Univ Vilnensis, Univ Warminsko, Vysoka Skola Ekonomicka Praze, Baltijas Starptautiska Akademija, Vidzemes Univ Appl Sci, Panevezio Kolegija, Liepaja Univ |
| HO | Latvia Univ Agr |
| AB | The quality of teaching and learning mathematics has been one of the major challenges and concern of the educators especially for students of engineering. Mathematics comprises a wide variety of skills and concepts. One of the main roles of mathematics is the development of the ability to solve problems. Mathematics is often considered as a subject that students find hard to understand, therefore many universities are faced with the problem that students drop out due to mathematics. The aim of the research is to study causes for failure in Mathematics among engineering students. The study is based on the analysis of mathematics test results as well as the survey data analysis. The survey collected data and opinions regarding: 1) the curriculum, 2) the teaching process, 3) the learners: their low basic knowledge, difficulties to understanding, learning habits, attitudes toward learning process, home background, and the learner's emotional reactions and personality. The analysis of the survey results showed that the core problem at the Latvia University of Agriculture is not only insufficient students' background knowledge in mathematics, but also their attitude towards learning, psychological reaction against the first failure and laziness to make efforts to do additional tasks or attend tutorials. |
| SN | 2255-808X |
| BN | 978-9984-48-259-0 |
| PY | 2017 |
| IS | 10 |
| BP | 220 |
| EP | 227 |
| UT | WOS:000405070400028 |
| ER |
| PT | J |
| AU | Aretio, LG |
| AF | Garcia Aretio, Lorenzo |
| TI | The MOOC are very alive. Some questions answered |
| SO | RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA |
| AB | In a previous work (Garcia Aretio, 2015), we expressed doubts about the MOOC phenomenon using 90 questions. In this editorial, we summarize these questions in the following nine headings: a) the conceptual basis; b) methodological issues; c) teaching, types and tasks; d) participants profiles and attitudes; e) quality, academic performance and school drop-out; f) university and MOOCs; g) technological support and video; h) economy and MOOCs; and i) reviews of the scientific literature on MOOCs. In RIED a total of 30 articles related to MOOCs have been published to date. Here we summarize many valuable answers provided therein to the questions abovementioned. |
| SN | 1138-2783 |
| EI | 1390-3306 |
| PD | JAN |
| PY | 2017 |
| VL | 20 |
| IS | 1 |
| BP | 9 |
| EP | 27 |
| DI | 10.5944/ried.20.1.17488 |
| UT | WOS:000393349100001 |
| ER |
| PT | S |
| AU | Rao, AR |
| AF | Rao, A. Ravishankar |
| GP | IEEE |
| TI | A Novel STEAM Approach: Using Cinematic Meditation Exercises To Motivate Students And Predict Performance In An Engineering Class |
| SO | PROCEEDINGS OF THE 2017 7TH IEEE INTEGRATED STEM EDUCATION CONFERENCE (ISEC) |
| SE | Integrated STEM Education Conference |
| CT | 7th IEEE Integrated STEM Education Conference (ISEC) |
| CY | MAR 11, 2017 |
| CL | Princeton Univ, Princeton, NJ |
| SP | IEEE, AT & T, UBTECH Educ, IEEE Future Direct, MathWorks, Princeton Int Sch Math & Sci, IEEE Reg 1, IEEE Reg 2, IEEE Princeton Cent Jersey Sect, IEEE Educ Soc |
| HO | Princeton Univ |
| AB | Given the high drop-out rates of students from colleges in USA, including STEM fields, there is a national imperative to address this issue with all possible means. Universities are pushed towards providing students with personalized attention and timely academic feedback. At the same time, intrinsic student motivation also plays an enormous role in success. It is important for educators to present course material in an engaging way that captures student interest and imagination.
A major challenge facing students is that it may take a few weeks of attending a course before they realize they may be either uninterested in the course, or that it is too difficult for them. Typically, those students who earn poor mid-semester grades are more likely to get an F grade or drop out of the course. We explore the use of cinematic meditation both as a tool to improve student interest in engineering, and as an early quantitative predictor for student success. Cinematic meditation involves watching a film with specific pre-defined questions that a viewer needs to focus on. Students are asked to complete an extra-credit assignment involving written answers to these questions. We describe a simple mechanism for providing early feedback. This involves a cinematic meditation exercise administered early in a course. We found that a simple metric based on word-length of an essay has a moderate correlation with the mid-term grade. Furthermore, a failure to submit this essay was correlated with low grades. This approach can be automated easily. Our metric obtained in the first week of class produces results similar to that obtained through student interaction patterns on learning management systems gathered over an entire semester. |
| SN | 2330-331X |
| BN | 978-1-5090-5379-7 |
| PY | 2017 |
| BP | 64 |
| EP | 70 |
| UT | WOS:000403399600012 |
| ER |
| PT | J | ||||
| AU | Makransky, G
Havmose, P Vang, ML Andersen, TE Nielsen, T |
||||
| AF | Makransky, Guido
Havmose, Philip Vang, Maria Louison Andersen, Tonny Elmose Nielsen, Tine |
||||
| TI | The predictive validity of using admissions testing and multiple mini-interviews in undergraduate university admissions | ||||
| SO | HIGHER EDUCATION RESEARCH & DEVELOPMENT | ||||
| AB | The aim of this study was to evaluate the predictive validity of a two-step admissions procedure that included a cognitive ability test followed by multiple mini-interviews (MMIs) used to assess non-cognitive skills, compared to grade-based admissions relative to subsequent drop-out rates and academic achievement after one and two years of study. The participants consisted of the entire population of 422 psychology students who were admitted to the University of Southern Denmark between 2010 and 2013. The results showed significantly lower drop-out rates after the first year of study, and non-significant lower drop-out rates after the second year of study for the admission procedure that included the assessment of non-cognitive skills though the MMI and the admissions test. Furthermore, this admission procedure resulted in a significant lower risk of failing the final exam after the first and second year of study, compared to the grade-based admissions procedure. Finally, students admitted through the MMI and the admissions test scored significantly higher on academic learning self-efficacy and critical thinking compared to students selected by grades. The implications for higher education admissions are discussed. | ||||
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| SN | 0729-4360 | ||||
| EI | 1469-8366 | ||||
| PY | 2017 | ||||
| VL | 36 | ||||
| IS | 5 | ||||
| BP | 1003 | ||||
| EP | 1016 | ||||
| DI | 10.1080/07294360.2016.1263832 | ||||
| UT | WOS:000402043800010 | ||||
| ER |
| PT | J |
| AU | Meggiolaro, S
Giraldo, A Clerici, R |
| AF | Meggiolaro, Silvia
Giraldo, Anna Clerici, Renata |
| TI | A multilevel competing risks model for analysis of university students' careers in Italy |
| SO | STUDIES IN HIGHER EDUCATION |
| AB | This paper examines individual and institutional characteristics which may influence the outcomes of university students' careers. Withdrawals, course changes, delays and graduations of students enrolled in first-cycle degree courses in a large public university in Italy are examined. Individual longitudinal data from administrative archives were used, taking into account both the temporal dimension and the organisational and structural characteristics of the degree courses. Results indicate that the profile of a successful student is defined by both socio-demographic factors and pre-university educational experience. At course level, restricted access to courses, study fields and course size were important for students' university careers. |
| SN | 0307-5079 |
| EI | 1470-174X |
| PY | 2017 |
| VL | 42 |
| IS | 7 |
| BP | 1259 |
| EP | 1274 |
| DI | 10.1080/03075079.2015.1087995 |
| UT | WOS:000400659700008 |
| ER |
| PT | J |
| AU | Bradley, H |
| AF | Bradley, Harriet |
| TI | "Should I stay or should I go?': Dilemmas and decisions among UK undergraduates |
| SO | EUROPEAN EDUCATIONAL RESEARCH JOURNAL |
| AB | There is increasing concern about high rates of dropout from universities, especially among students from disadvantaged backgrounds. In the UK this is related to recent changes in higher education policy, especially the imposition of a higher fees regime and the uncapping of student numbers. While recent research has explored the demography of students who drop out, less is known about the reasons for dropping out, or indeed the reasons why some students who are unhappy with their student experience nonetheless stay on. This article uses data from a longitudinal qualitative study, the Paired Peers project funded by the Leverhulme Trust, to explore this issue in detail. A typology of reasons for dropping out is offered: homesickness; loneliness and a sense of not fitting in; problems with academic study, including having chosen the wrong course; and money issues. The first two appear the most powerful; the notion of fish out of water' derived from the work of Bourdieu and Wacquant (1992) is used to explain it. The article also explores the motivation of those who experience these problems and report high levels of stress, but nevertheless decide to stay on. |
| SN | 1474-9041 |
| PD | JAN |
| PY | 2017 |
| VL | 16 |
| IS | 1 |
| BP | 30 |
| EP | 44 |
| DI | 10.1177/1474904116669363 |
| UT | WOS:000394084600003 |
| ER |
| PT | J | ||||||
| AU | Ulriksen, L
Madsen, LM Holmegaard, HT |
||||||
| AF | Ulriksen, Lars
Madsen, Lene Moller Holmegaard, Henriette Tolstrup |
||||||
| TI | The first-year experience of non-traditional students in Danish science and engineering university programmes | ||||||
| SO | EUROPEAN EDUCATIONAL RESEARCH JOURNAL | ||||||
| AB | To understand student drop-out from university, research must explore students' first-year experiences and the challenges they encounter. This article analyses the first-year experiences of non-traditional students in Danish science and engineering university programmes. Focusing on identity theory and the framework of integration processes provided by Tinto, the article presents the challenges experienced by students from non-academic backgrounds and by students with ethnic minority backgrounds. The analysis presents four themes that are experienced as particularly challenging for the students: (1) a strong career focus which is hard for the students to maintain in their transition into university; (2) how the students from some non-academic backgrounds encounter the challenges they meet with limited resources; (3) how they spend time and resources on their family and how this affects their integration in the programme; and (4) the process of academic and social integration are particularly challenging as they require students to submit themselves to the cultural expectations of their studies, which can be hard to understand for students from families with no prior experiences of academia. The article discusses how these experiences can be understood within an identity framework. | ||||||
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| OI |
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| SN | 1474-9041 | ||||||
| PD | JAN | ||||||
| PY | 2017 | ||||||
| VL | 16 | ||||||
| IS | 1 | ||||||
| BP | 45 | ||||||
| EP | 61 | ||||||
| DI | 10.1177/1474904116678628 | ||||||
| UT | WOS:000394084600004 | ||||||
| ER |
| PT | J | ||
| AU | Cotton, DRE
Nash, T Kneale, P |
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| AF | Cotton, Debby R. E.
Nash, Tricia Kneale, Pauline |
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| TI | Supporting the retention of non-traditional students in Higher Education using a resilience framework | ||
| SO | EUROPEAN EDUCATIONAL RESEARCH JOURNAL | ||
| AB | Student drop-out in higher education is an increasingly important issue across Europe, but there are substantial disparities between countries and institutions which suggest that variations in policies and practices may influence student retention and success. Numerous schemes have been devised to increase student retention, frequently focusing on non-traditional groups. Retention efforts include scholarships and bursaries, enhanced monitoring and support measures, and specialist teams of staff or peer mentors. Theoretical understanding of the withdrawal of non-traditional students typically draws on social and cultural capital concepts (Bourdieu, 1986), which may have led to a rather deterministic approach to student success. Research with non-traditional students on two distinct but related projects at a UK university led us to consider the concept of resilience in helping to understand student retention and success. This paper discusses the concept of resilience and - drawing on our experiences of using a resilience framework for analysis of risk and protective factors in these two projects - considers how it might be of use in supporting student retention in the wider European context. | ||
| OI |
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| SN | 1474-9041 | ||
| PD | JAN | ||
| PY | 2017 | ||
| VL | 16 | ||
| IS | 1 | ||
| BP | 62 | ||
| EP | 79 | ||
| DI | 10.1177/1474904116652629 | ||
| UT | WOS:000394084600005 | ||
| ER |
| PT | J | ||
| AU | Gale, T
Parker, S |
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| AF | Gale, Trevor
Parker, Stephen |
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| TI | Retaining students in Australian higher education: cultural capital, field distinction | ||
| SO | EUROPEAN EDUCATIONAL RESEARCH JOURNAL | ||
| AB | In the global phenomenon of widening participation policy in higher education, lower retention rates for students from less advantaged socio-economic circumstances have potential to undermine the social inclusion agenda of HE. This might be an issue in Europe but is not necessarily the case elsewhere. In this paper we consider statistical data on Australian university students from under-represented groups, retained at similar rates to those of their more advantaged peers. Our data also include print and online media commentary on student retention. In our analysis we draw on Bourdieu's social theory, particularly his conceptual tools of cultural capital' and field distinction'. We argue that less-advantaged Australian university students appear to have greater access to the cultural capital privileged in higher education institutions. This tends to undermine claims of retention problems, and of setting up students to fail', which dominate quasi-policy media forums and have more to do with mitigating a perceived threat to the distinctive character of higher education. Following Wilkinson and Pickett's observations on the distribution of economic capital within societies, we suggest that the more even the distribution of cultural capital across systems, institutions and groups, the less students' socio-economic status has to do with their retention in higher education. | ||
| OI |
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| SN | 1474-9041 | ||
| PD | JAN | ||
| PY | 2017 | ||
| VL | 16 | ||
| IS | 1 | ||
| BP | 80 | ||
| EP | 96 | ||
| DI | 10.1177/1474904116678004 | ||
| UT | WOS:000394084600006 | ||
| ER |
| PT | J |
| AU | Schnepf, SV |
| AF | Schnepf, Sylke V. |
| TI | How do Tertiary Dropouts Fare in the Labour Market? A Comparison between EU Countries |
| SO | HIGHER EDUCATION QUARTERLY |
| AB | Dropping out of university is regularly discussed as a negative indicator. However, research on actual career trajectories of dropouts is virtually nonexistent. This study estimates the association between tertiary dropouts and career chances in 15 European countries. Using data from the 2011 Programme for the International Assessment of Adult Competencies (PIAAC), estimates are derived from the application of propensity score matching taking a variety of individual background characteristics including cognitive skills into account. Results indicate that individuals are likely to fare better in the labour market if they enrol in university and drop out than if they do not enrol at all. Policy makers need to revise the notion that dropping out is purely negative. |
| SN | 0951-5224 |
| EI | 1468-2273 |
| PD | JAN |
| PY | 2017 |
| VL | 71 |
| IS | 1 |
| BP | 75 |
| EP | 96 |
| DI | 10.1111/hequ.12112 |
| UT | WOS:000390921500005 |
| ER |
| PT | S |
| AU | Lu, F
Long, B |
| AF | Lu, Fang
Long, Bo |
| BE | Lee, G |
| TI | The Formation of Curriculum Syllabus about the General Courses on Reflection of the Curriculum Syllabus of the Colleges in the United States |
| SO | 2017 6TH EEM INTERNATIONAL CONFERENCE ON EDUCATION SCIENCE AND SOCIAL SCIENCE (EEM-ESSS 2017) |
| SE | Advances in Education Research |
| CT | 6th EEM International Conference on Education Science and Social Science (EEM-ESSS 2017) |
| CY | NOV 25-26, 2017 |
| CL | Singapore, SINGAPORE |
| SP | Informat Engn Res Inst, Singapore Management & Sports Sci Inst, City Univ Hong Kong |
| AB | With the increasing number and importance of colleges' general courses, more and more colleges are beginning to open general courses. Because general courses are elective ones, students should be fully aware of the details about the courses such as requirement, content, policies before selecting courses. This requires the syllabus of the general courses be more directives. However, most curriculum syllabus's content and effect are far behind those of the developed countries. The study covers four universities in the United States. They are the University of Pittsburgh, Carnegie Mellon University, Cleveland State University, and College of Duquesne University. And a total of 10 syllabuses encoding analysis, summed up the 5 categories of 28 general elements of teaching outline. The outline was use to reconstruct the syllabuses of "Digital Learning" general course. Compared to the previous course of nearly 40% drop out rate, after a semester's practice, students read the curriculum syllabus before selecting courses and get to know the teacher's requirement for the course and value dose this course matches their expectation or not. After that, students may choose whether to choose this course before it opens. As a result, the dropout rate decreased to 7%. All the students who received credit indicated that the course was in line with the syllabus and met the expectations and needs of their courses. |
| SN | 2160-1070 |
| BN | 978-1-61275-537-3 |
| PY | 2017 |
| VL | 104 |
| BP | 400 |
| EP | 405 |
| DI | 10.5729/aer.2017.104.400 |
| UT | WOS:000461006400076 |
| ER |
| PT | B |
| AU | Tajima, Y |
| AF | Tajima, Yushi |
| BE | Matsuo, T
Fukuta, N Mori, M Hashimoto, K Hirokawa, S |
| TI | On Practical Institutional Research for Small-Scale Art College a Case Study of Takarazuka University of Art and Design Tokyo School of Media Art |
| SO | 2017 6TH IIAI INTERNATIONAL CONGRESS ON ADVANCED APPLIED INFORMATICS (IIAI-AAI) |
| CT | 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI) |
| CY | JUL 09-13, 2017 |
| CL | Hamamatsu, JAPAN |
| SP | Int Inst Appl Informat |
| AB | Takarazuka University of Art and Design Tokyo School of Media Art is a specialized university with a campus located in Shinjuku, Tokyo. Established in 2007 as Tokyo School of Media Content, it was renamed Tokyo School of Media Art in 2015. However, conditions at the school are harsh. While 130 students are admitted each year, just 80 remain enrolled; many students face a range of issues in continuing with their studies. With the dropout rate sitting above 20%, the school is now taking urgent measures to discourage students from dropping out. In 2016, the school established the Institutional Research Promotion Committee, working to formulate dropout prevention measures: 1) Study Consultation Room, 2) First year education reform, 3) Utilization of Japan Student Services Organization (JASSO) services, 4) Data based course planning. Many of these measures are specifically tailored to a small art university. |
| BN | 978-1-5386-0621-6 |
| PY | 2017 |
| BP | 174 |
| EP | 176 |
| DI | 10.1109/IIAI-AAI.2017.191 |
| UT | WOS:000454603400034 |
| ER |
| PT | S |
| AU | Alzen, JL
Langdon, L Otero, V |
| AF | Alzen, Jessica L.
Langdon, Laurie Otero, Valerie |
| BE | Ding, L
Traxler, A Cao, Y |
| TI | The Learning Assistant model and DFW rates in introductory physics courses |
| SO | 2017 PHYSICS EDUCATION RESEARCH CONFERENCE |
| SE | Physics Education Research Conference |
| CT | Physics Education Research Conference |
| CY | JUL 26-27, 2017 |
| CL | Cincinnati, OH |
| SP | Amer Assoc Phys Teachers, ComPADRE |
| AB | Large introductory science, technology, engineering, and mathematics (STEM) courses historically have high failure rates, and failing such courses often leads students to change majors or even drop out of college. Institutional change models such as the Learning Assistant (LA) model can influence this trend by changing institutional norms. In collaboration with faculty who teach large-enrollment introductory courses, undergraduate learning assistants (LAs) use research-based instructional strategies designed to encourage active student engagement and elicit student thinking. In this study, we use logistic regression to investigate the relationship between exposure to LA support in these large introductory courses generally and failure rates in Physics I and II specifically at University of Colorado Boulder. We find that exposure to LA support is associated with lower failure rates in introductory physics courses and that the magnitude of the relationship is larger for female and first-generation college students. |
| SN | 2377-2379 |
| BN | 978-1-931024-32-7 |
| PY | 2017 |
| BP | 36 |
| EP | 39 |
| DI | 10.1119/perc.2017.pr.004 |
| UT | WOS:000455293200009 |
| ER |
| PT | S |
| AU | Zwolak, JP
Dou, R Brewe, E |
| AF | Zwolak, Justyna P.
Dou, Remy Brewe, Eric |
| BE | Ding, L
Traxler, A Cao, Y |
| TI | Student perceptions of the value of out-of-class interactions: Attitudes vs. Practice |
| SO | 2017 PHYSICS EDUCATION RESEARCH CONFERENCE |
| SE | Physics Education Research Conference |
| CT | Physics Education Research Conference |
| CY | JUL 26-27, 2017 |
| CL | Cincinnati, OH |
| SP | Amer Assoc Phys Teachers, ComPADRE |
| AB | From industry to government to academia, attracting and retaining science, technology, engineering, and mathematics majors is recognized as a key element of the 21st century knowledge economy. The ability to retain students seems to be intimately tied with understanding their immersion into the academic and social system of an institution. For instance, it has been noted that insufficient interactions with peers can lead to a low commitment to the university and, ultimately, affect one's decision about whether to drop out. Since nearly half of first-time students who leave a university by the end of the freshman year never come back to college, the importance of understanding experiences in introductory courses as a means for improving students' persistence is particularly pronounced. We investigate students' experiences in introductory physics courses, focusing on their self-reported perception of the value of out-of-class collaborations. We find that, even though students consider the out-of-class collaborations to be important for success, it takes a relatively long time before they start practicing collaborative learning. |
| SN | 2377-2379 |
| BN | 978-1-931024-32-7 |
| PY | 2017 |
| BP | 480 |
| EP | 483 |
| DI | 10.1119/perc.2017.pr.115 |
| UT | WOS:000455293200120 |
| ER |
| PT | J |
| AU | Prince, R |
| AF | Prince, Robert |
| TI | The relationship between school-leaving examinations and university entrance assessments: The case of the South African system |
| SO | JOURNAL OF EDUCATION |
| AB | Many higher education systems across the globe struggle with the challenges of low throughput rates and high dropout rates. It is estimated that more than half of South African Higher Education students drop out before completing their degree studies and only one in four students complete their undergraduate programmes in regulation time. Access, success and completion rates continue to be racially skewed. The challenges of these low throughput and high dropout rates along racial lines means that effective teaching and learning has to be a major focus for the higher education sector. In addition, extended degree programmes, where degrees are formally done over a longer period of time, have to be considered as part of the future higher education landscape in South Africa. One difficulty is determining which students will benefit from an extended programme. In South Africa there are two assessments of school-leavers that are pertinent to this difficulty. The first is the national school leaving examination, the National Senior Certificate (NSC), which is a statutory requirement for entry into Higher Education. The results of the NSC are norm-referenced (they yield an estimate of the position of the tested individual learner in relation to her peers) and are often difficult to interpret for the purposes of admission, placement and curriculum development. The second assessment is the National Benchmark Tests (NBTs). The NBTs are criterion-referenced (they generate a statement about the behaviour that can be expected of a person with a given score) and test students in three domains: Academic Literacy, Quantitative Literacy and Mathematics. This paper investigates the empirical relationship between the two assessments and argues that they should be seen as complementary in order to address the challenges of placing students in appropriate programmes and creating effective teaching and learning environments. |
| SN | 0259-479X |
| EI | 2520-9868 |
| PY | 2017 |
| IS | 70 |
| BP | 133 |
| EP | 160 |
| UT | WOS:000459757200007 |
| ER |
| PT | S |
| AU | Mozelius, P
Oberg, LM |
| AF | Mozelius, Peter
Oberg, Lena-Maria |
| BE | Mesquita, A
Peres, P |
| TI | Play-Based Learning for Programming Education in Primary School: The Ostersund Model |
| SO | PROCEEDINGS OF THE 16TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2017) |
| SE | Proceedings on the European Conference of e-Learning |
| CT | 16th European Conference on e-Learning (ECEL) |
| CY | OCT 26-27, 2017 |
| CL | Polytechn Porto, Porto Accounting & Business Sch, Porto, PORTUGAL |
| HO | Polytechn Porto, Porto Accounting & Business Sch |
| AB | Learning to program has been classified as problematic learning with high drop-out rates and low motivation at university level. Like the learning of a natural language the learning of syntax and basic techniques in a programming language is easier and more natural if started at a younger age. This study is based on an evaluation of a pilot project for students in a Primary school where computational thinking and programming concepts have been introduced as play-based learning. Students have learnt concepts such as 'Bubble sort' by playing the algorithm without any computer. Later the learnt concepts and algorithms have been implemented with Scratch and the Python programming language as main tools. The aim of the study is to describe and discuss a model for implementing computational thinking and programming for fifth grade students by play-based learning. As the overall research strategy the case study approach was used to evaluate this pilot project. Data has been collected in a combination of observations, interviews and group discussions during a 15 session pilot course and three workshops on teacher training. Findings have been analysed thematically and presented using the SWOT framework to identify and discuss strengths, weaknesses, opportunities and threats in the Ostersund model. Learning outcomes of the pilot were promising but with individual variations in the student group. The idea of introducing programming and computational thinking as early as in primary school seems like a good idea, but the recommendation is to keep sessions play-based and with enjoyment as the key feature to engage primary school students. Conducted sessions in the pilot are worth replicating and so are the teacher training workshops. However, the challenge that remains is to create a sustainable and scalable implementation of the described model including primary school teachers' professional development. |
| SN | 2048-8637 |
| BN | 978-1-911218-60-9 |
| PY | 2017 |
| BP | 375 |
| EP | 383 |
| UT | WOS:000457842600048 |
| ER |
| PT | J | ||
| AU | Garcia, ME
Gutierrez, ABB Herrero, ET Menendez, RC Perez, JCN |
||
| AF | Esteban Garcia, Maria
Bernardo Gutierrez, Ana B. Tuero Herrero, Ellian Cerezo Menendez, Rebeca Nunez Perez, Jose Carlos |
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| TI | The context does matter: Relationship between abandoning university degree and contextual variables | ||
| SO | EUROPEAN JOURNAL OF EDUCATION AND PSYCHOLOGY | ||
| AB | University dropout is a global problem that affects almost every university in the world and whose consequences affect not only to the development of the deserter, but also to the society in which one this lives. The European University Dropout Integrated Management Project (GUIDE), coordinated by the Polytechnic University of Madrid and implemented by 21 higher education institutions, assumes this approach and adopts among its tines of action, to develop the scientific knowledge of the problem. Thus the participating institutions have developed a parallel research, whose joint results are still being analyzed. The University of Oviedo, partner institution of the GUIDE project reported here the results obtained in this study. Descriptive, correlational and multivariate analysis of variance (MANOVA) have been conducted on a sample of 1,311 subjects, identifying the variables that maintain relations with the phenomenon in different contexts. Between the results, the role of the variables related to the student are highlighted. (C) 2016 European Journal of Education and Psychology. Published by Elsevier Espana, S.L.U. | ||
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| OI |
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| SN | 1888-8992 | ||
| EI | 1989-2209 | ||
| PD | DEC | ||
| PY | 2016 | ||
| VL | 9 | ||
| IS | 2 | ||
| BP | 79 | ||
| EP | 88 | ||
| DI | 10.1016/j.ejeps.2015.06.001 | ||
| UT | WOS:000391011800005 | ||
| ER |
| PT | J | ||||
| AU | Kori, K
Pedaste, M Altin, H Tonisson, E Palts, T |
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| AF | Kori, Kulli
Pedaste, Margus Altin, Heilo Tonisson, Eno Palts, Tauno |
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| TI | Factors That Influence Students' Motivation to Start and to Continue Studying Information Technology in Estonia | ||||
| SO | IEEE TRANSACTIONS ON EDUCATION | ||||
| AB | Despite the high competition for places to study curricula related to information technology (IT) at the higher education level in Estonia, a large number of IT students drop out. Therefore, it is important to explore what influences students to start studying IT and what influences them to persist with their degree program. In this study, data were collected from 301 IT students in Estonia. The students completed a questionnaire at the beginning of their studies and after their first semester. Five factors influencing students' motivation were identified from analysis of these questionnaires. Three of these factors were the same at the beginning of and during studies: previous personal contact with IT, the reputation of the IT field, and development (including self-development and IT field development). A fourth factor related to a desire to continue previous IT studies was found to influence students' motivation only when entering university. A fifth, i.e., learning environment, factor was found to influence motivation only during studies. The outcomes of this study are important for developing new interventions to increase students' interest in IT, their enrollment in IT studies, and their retention. | ||||
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| SN | 0018-9359 | ||||
| EI | 1557-9638 | ||||
| PD | NOV | ||||
| PY | 2016 | ||||
| VL | 59 | ||||
| IS | 4 | ||||
| BP | 255 | ||||
| EP | 262 | ||||
| DI | 10.1109/TE.2016.2528889 | ||||
| UT | WOS:000393066000003 | ||||
| ER |
| PT | J |
| AU | Kaila, E
Kurvinen, E Lokkila, E Laakso, MJ |
| AF | Kaila, Erkki
Kurvinen, Einari Lokkila, Erno Laakso, Mikko-Jussi |
| TI | Redesigning an Object-Oriented Programming Course |
| SO | ACM TRANSACTIONS ON COMPUTING EDUCATION |
| AB | Educational technology offers several potential benefits for programming education. Still, to facilitate the technology properly, integration into a course must be carefully designed. In this article, we present a redesign of an object-oriented university-level programming course. In the redesign, a collaborative education tool was utilized to enhance active learning, facilitate communication between students and teachers, and remodel the evaluation procedure by utilizing automatically assessed tasks. The redesign was based on the best practices found in our own earlier research and that of the research community, with a focus on facilitating active learning methods and student collaboration. The redesign was evaluated by comparing two instances of the redesigned course against two instances using the old methodology. The drop-out rate decreased statistically significantly in the redesigned course instances. Moreover, there was a trend toward higher grade averages in the redesigned instances. Based on the results, we can conclude that the utilization of educational technology has a highly positive effect on student performance. Still, making major changes to course methodology does not come without certain difficulties. Hence, we also present our experiences and suggestions for the course redesign to help other educators and researchers perform similar design changes. |
| SN | 1946-6226 |
| PD | OCT |
| PY | 2016 |
| VL | 16 |
| IS | 4 |
| AR | 18 |
| DI | 10.1145/2906362 |
| UT | WOS:000393183500005 |
| ER |
| PT | J |
| AU | Martinez, DLL
Karanik, M Giovannini, M Baez, ME Torre, J |
| AF | La Red Martinez, David L.
Karanik, Marcelo Giovannini, Mirtha Baez, Maria E. Torre, Juliana |
| TI | Discovery of profiles of student performance: a model of integration of academic and socioeconomic data |
| SO | CAMPUS VIRTUALES |
| AB | One of the biggest problems faced by the universities in Argentine, and that each day takes greater relevance, is the high dropout rate, which is reflected in the number of graduates, which in some cases is less than half of students. To find a solution to this problem it is necessary to study its causes, for which it seeks to find patterns between student characteristics, and define profiles that lead to success or academic failure. Based on the above, this paper describes a system based on Data Mining model to determine the profiles of academic performance in the course Algorithms and Data Structure, of the Engineering in Information Systems, National Technological University, Resistencia Regional Faculty (UTN-FRRe). Using data from students who attended the above subject in the school year 2014, is aimed to determine to what extent the uneven performance of them is influenced by other variables of interest such as the economic, demographic, social, and cultural factors. Using these variables, and classification and determination of patterns techniques, profiles of academic performance were created with the main objective of using profiles that indicate trends of failure or dropping out, to determine future policies of academic management that could be implemented to reduce this phenomenon. |
| SN | 2255-1514 |
| PD | OCT |
| PY | 2016 |
| VL | 5 |
| IS | 2 |
| BP | 70 |
| EP | 83 |
| UT | WOS:000390911300007 |
| ER |
| PT | J |
| AU | Gordon, B
Jacobs, JM Wright, PM |
| AF | Gordon, Barrie
Jacobs, Jenn M. Wright, Paul M. |
| TI | Social and Emotional Learning Through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys |
| SO | JOURNAL OF TEACHING IN PHYSICAL EDUCATION |
| AB | This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly aligned with the social and emotional learning (SEL) theoretical framework. The study sought to identify the learning(s) that occurred and the impact of participation for participants. The key findings were that 1) the pedagogical approach and strategies of TPSR when implemented with a high level of fidelity align strongly with the SEL framework; 2) the structure and design of this TPSR based program was an important ingredient in the school's overall approach to supporting SEL among students, and 3) a number of SEL outcomes were identified as a result of participation in this program. |
| SN | 0273-5024 |
| EI | 1543-2769 |
| PD | OCT |
| PY | 2016 |
| VL | 35 |
| IS | 4 |
| BP | 358 |
| EP | 369 |
| DI | 10.1123/jtpe.2016-0106 |
| UT | WOS:000389287100007 |
| ER |
| PT | J |
| AU | Farrell, TSC |
| AF | Farrell, Thomas S. C. |
| TI | Surviving the transition shock in the first year of teaching through reflective practice |
| SO | SYSTEM |
| AB | No profession wants to admit that it 'eats its young' but research in general education has indicated that 24% of novice teachers leave teaching within the first year, 33% drop out after three years and between 40% and 50% leave within the first five years. This indicates that novice teachers may experience a difficult beginning to their teaching career. What is shocking in the field of TESOL is that we do not really know what novice ESL teachers experience in their first year of teaching, yet this knowledge is essential for both teacher educators and novice teachers alike if novice teachers are to successfully navigate this complex first year as a teacher. This paper outlines and discusses three female novice English as a second language (ESL) teachers' perceptions of their experiences during their first semester (14 weeks) of teaching in a university language school in Canada. Results indicate that in the absence of any real inductions program, the novice teacher reflection group they were members of helped the teachers better understand the many shocks they experienced so they could 'swim' rather than 'sink' in their first semester as ESL teachers. (C) 2016 Elsevier Ltd. All rights reserved. |
| SN | 0346-251X |
| EI | 1879-3282 |
| PD | OCT |
| PY | 2016 |
| VL | 61 |
| BP | 12 |
| EP | 19 |
| DI | 10.1016/j.system.2016.07.005 |
| UT | WOS:000383308300002 |
| ER |
| PT | J |
| AU | Ijichi, N |
| AF | Ijichi, Nobuko |
| TI | The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1 |
| SO | LANGUAGE LEARNING IN HIGHER EDUCATION |
| AB | Japanese is a popular choice amongst higher education students on IWLPs (Institution-Wide Language Programmes), but the language presents challenges for many learners. Students on university elective programmes begin their courses with enthusiasm but often become discouraged and drop out at the post-beginner stage. Thus Japanese elective programmes in universities can be over-represented at beginner level but then tail off. There are many examples of good practice in teaching beginners Japanese but fewer models at higher levels. This activity report focuses on the development of a student learning environment suitable for Japanese at A2.2 towards B1 levels, incorporating classroom activities but also opportunities for learning in a "beyond the classroom" context. It is now widely accepted that the CEFR can provide much support and open up new opportunities. A common approach is to begin by defining appropriate "can do" descriptors, which can then be set as classroom objectives for learners. But very often there is not enough time or opportunity to use the language in the classroom. This report shows how classroom learning can be supplemented in contexts outside the institutional setting. Such contexts can provide real-world tasks, stimuli for interaction, a range of authentic documents, and culture discovery opportunities. All these support learning in a dynamic manner and ideally should link back to the CEFR's "can do" objectives, which are identified in the core curriculum. |
| SN | 2191-611X |
| EI | 2191-6128 |
| PD | OCT |
| PY | 2016 |
| VL | 6 |
| IS | 2 |
| BP | 443 |
| EP | 451 |
| DI | 10.1515/cercles-2016-0024 |
| UT | WOS:000447338000012 |
| ER |
| PT | J | ||
| AU | Wladis, C
Conway, KM Hachey, AC |
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| AF | Wladis, Claire
Conway, Katherine M. Hachey, Alyse C. |
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| TI | Assessing Readiness for Online Education - Research Models for Identifying Students at Risk | ||
| SO | ONLINE LEARNING | ||
| AB | This study explored the interaction between student characteristics and the online environment in predicting course performance and subsequent college persistence among students in a large urban U.S. university system. Multilevel modeling, propensity score matching, and the KHB decomposition method were used. The most consistent pattern observed was that native-born students were at greater risk online than foreign-born students, relative to their face-to-face outcomes. Having a child under 6 years of age also interacted with the online medium to predict lower rates of successful course completion online than would be expected based on face-to-face outcomes. In addition, while students enrolled in online courses were more likely to drop out of college, online course outcomes had no direct effect on college persistence; rather other characteristics seemed to make students simultaneously both more likely to enroll online and to drop out of college. | ||
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| SN | 1939-5256 | ||
| EI | 1092-8235 | ||
| PD | SEP | ||
| PY | 2016 | ||
| VL | 20 | ||
| IS | 3 | ||
| SI | SI | ||
| BP | 97 | ||
| EP | 109 | ||
| UT | WOS:000391218800006 | ||
| ER |
| PT | J | ||
| AU | Doerschuk, P
Bahrim, C Daniel, J Kruger, J Mann, J Martin, C |
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| AF | Doerschuk, Peggy
Bahrim, Cristian Daniel, Jennifer Kruger, Joseph Mann, Judith Martin, Cristopher |
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| TI | Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach | ||
| SO | JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY | ||
| AB | There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these "at-risk" students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program's success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program's theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned. | ||
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| SN | 1059-0145 | ||
| EI | 1573-1839 | ||
| PD | AUG | ||
| PY | 2016 | ||
| VL | 25 | ||
| IS | 4 | ||
| BP | 682 | ||
| EP | 695 | ||
| DI | 10.1007/s10956-016-9622-8 | ||
| UT | WOS:000379698000013 | ||
| ER |
| PT | J | ||
| AU | Chesters, J
Watson, L |
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| AF | Chesters, Jenny
Watson, Louise |
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| TI | Staying Power: The effect of pathway into university on student achievement and attrition | ||
| SO | AUSTRALIAN JOURNAL OF ADULT LEARNING | ||
| AB | The expansion of the higher education sector in Australia opened up new pathways into university increasing the diversity of the student population. For non-traditional students, those who did not successfully complete secondary school, barriers to gaining entry into university have been dismantled, however, previous research suggests that non-traditional students are more likely than traditional students to drop out of higher education. This paper analyses administrative data for a cohort of first year undergraduate students attending an Australian university to examine the association between pathway to university and student retention and academic progression. Our findings show that after controlling for grade point average, students who completed an enabling course on campus prior to commencing their undergraduate program were less likely than students admitted on the basis of completing secondary school to discontinue their university studies. This suggests that enabling programs provided on campus may assist students who do not meet the minimum requirements for university entrance to complete a university degree. | ||
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| SN | 1443-1394 | ||
| PD | JUL | ||
| PY | 2016 | ||
| VL | 56 | ||
| IS | 2 | ||
| BP | 225 | ||
| EP | 249 | ||
| UT | WOS:000380382300006 | ||
| ER |
| PT | J | ||||
| AU | Iniguez, T
Saso, CE Errazu, DV |
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| AF | Iniguez, Tatiana
Elboj Saso, Carmen Valero Errazu, Diana |
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| TI | Universities of the European Higher Education Area and the Undergraduate Dropout Rate: Causes and Strategic Proposals of Prevention | ||||
| SO | EDUCAR | ||||
| AB | This article presents the results of the project titled "Causes of Undergraduate Dropout at the University of Zaragoza" sponsored by the Institute of Education Sciences and the Vice-Rectorate of Students of this university to determine the dropout rate since the implementation of the European Higher Education Area (EHEA), as well as its causes and possible prevention strategies. An empirical descriptive approach using qualitative and quantitative research techniques has been employed, specifically the revision of existing statistics, a survey of 128 students from the University of Zaragoza who dropped out, and a communicative discussion group with coordinators of the degree programs. The results indicate that the total dropout rate, at just 3%, is not significant, while the partial dropout rate is larger, affecting 24% of undergraduate students. Causal multidimensionality shows that the students allude to extra-academic factors such as labour incompatibility, while teaching faculty point to academic causes such as lack of motivation or inappropriate academic profiles when undertaking a degree. Proposals for improvement focus on continuing with the EHEA methodologies of continuous assessment, while trying to reconcile them with non face-to-face teaching, better academic guidance of students in previous stages, or the development of motivational practices at university, such as zero courses, student clubs, or mentoring projects. | ||||
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| SN | 0211-819X | ||||
| PD | JUL-DEC | ||||
| PY | 2016 | ||||
| VL | 52 | ||||
| IS | 2 | ||||
| BP | 285 | ||||
| EP | 313 | ||||
| DI | 10.5565/rev/educar.674 | ||||
| UT | WOS:000412406700005 | ||||
| ER |
| PT | J |
| AU | Munoz, D
Tucker, CS |
| AF | Munoz, David
Tucker, Conrad S. |
| TI | Modeling the Semantic Structure of Textually Derived Learning Content and its Impact on Recipients' Response States |
| SO | JOURNAL OF MECHANICAL DESIGN |
| AB | In the United States, the greatest decline in the number of students in the STEM education pipeline occurs at the university level, where students, who were initially interested in STEM fields, drop-out or move on to other interests. It has been reported that "of the 23 most commonly cited reasons for switching out of STEM, all but 7 had something to do with the pedagogical experience." Thus, understanding the characteristics of the pedagogical experience that impact students' interest in STEM is of great importance to the academic community. This work tests the hypothesis that there exists a correlation between the semantic structure of lecture content and students' affective states. Knowledge gained from testing this hypothesis will inform educators of the specific semantic structure of lecture content that enhance students' affective states and interest in course content, toward the goal of increasing STEM retention rates and overall positive experiences in STEM majors. A case study involving a series of science and engineering based digital content is used to create a semantic network and demonstrate the implications of the methodology. The results reveal that affective states such as engagement and boredom are consistently strongly correlated to the semantic network metrics outlined in the paper, while the affective state of confusion is weakly correlated with the same semantic network metrics. The results reveal semantic network relationships that are generalizable across the different textually derived information sources explored. These semantic network relationships can be explored by researchers trying to optimize their message structure in order to have its intended effect. |
| SN | 1050-0472 |
| PD | APR |
| PY | 2016 |
| VL | 138 |
| IS | 4 |
| AR | 042001 |
| DI | 10.1115/1.4032398 |
| UT | WOS:000374242300007 |
| ER |
| PT | J | ||
| AU | Roso-Bas, F
Jimenez, AP Garcia-Buades, E |
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| AF | Roso-Bas, Fatima
Pades Jimenez, Antonia Garcia-Buades, Esther |
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| TI | Emotional variables, dropout and academic performance in Spanish nursing students | ||
| SO | NURSE EDUCATION TODAY | ||
| AB | The dropout of university studies is a main concern in many countries, also for Health Sciences degrees. The reviews on dropout in all university degrees as well as nursing generally show multidimensional causes with factors related both.to institutional and students' characteristics. Regarding the personal variables of students, researchers have focused on financial, family and personality features. Far less attention has been devoted to emotional variables.
This study aims to explore whether individual variables of the emotional domain such as perceived emotional intelligence, dispositional optimism/pessimism and depressive rumination are related and/or can predict students' intention to dropout and academic performance. Using a cross-correlational approach, data were obtained from a sample of 144 nursing students. Students with a pessimistic disposition revealed a greater tendency to drop out. The remaining variables correlated significantly with pessimism but had no predictive value on dropout. Our results suggest that students with low levels of emotional clarity and repair and high depressive rumination have pessimistic expectations, so they are more likely to leave studies. No significant results were found in relation to academic performance. We conclude with an identification of strategies to increase retention and academic success. (C) 2015 Elsevier Ltd. All rights reserved. |
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| SN | 0260-6917 | ||
| EI | 1532-2793 | ||
| PD | FEB | ||
| PY | 2016 | ||
| VL | 37 | ||
| BP | 53 | ||
| EP | 58 | ||
| DI | 10.1016/j.nedt.2015.11.021 | ||
| UT | WOS:000371098300010 | ||
| PM | 26703793 | ||
| ER |
| PT | J | ||||||
| AU | Rosario, P
Nunez, JC Pereira, J Fuentes, S Gaeta, M Cunha, J Polydoro, S |
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| AF | Rosario, Pedro
Carlos Nunez, Jose Pereira, Joana Fuentes, Sonia Gaeta, Martha Cunha, Jennifer Polydoro, Soely |
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| TI | Studying while doing time: understanding inmates' conceptions of learning | ||||||
| SO | BRITISH EDUCATIONAL RESEARCH JOURNAL | ||||||
| AB | Low levels of education and dropping out of school are associated with criminal involvement. The Portuguese prison system, similar to other prison systems (e.g. England), offers prison-based educational programmes so inmates can complete compulsory education. However, the completion rate of these educational programmes is low, and the dropout rate is high. Deepening our understanding of how inmates conceptualise learning and how they engage in learning will improve the quality of the prison-based educational services and promote school enrolment. Data from a phenomenographic study of 30 Portuguese inmate students, ranging from 20 to 58years of age, revealed an understanding of learning focused on the instrumental role of knowledge and its application in the short-term (e.g. learning how to read) and on integration in the prison system (e.g. learning how to play draughts to fit in the yard). Moreover, a broader understanding of learning that reflected particular forms of learning favoured within the prison context also emerged in the discourse. Forexample, learning was described as an opportunity to reflect upon their previous offence and behaviours and on the need to avoid violence. Participants also stressed the importance of setting an academic example for their children by engaging actively in learning and the significance of occupying one's time in prison in a positive and beneficial manner. Findings allow a first approach to prison students' involvement in school learning by listening to the inmates' opinions and thoughts, and they offer promising suggestions to improve the organisation of prison-based educational programmes. | ||||||
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| SN | 0141-1926 | ||||||
| EI | 1469-3518 | ||||||
| PD | FEB | ||||||
| PY | 2016 | ||||||
| VL | 42 | ||||||
| IS | 1 | ||||||
| BP | 151 | ||||||
| EP | 167 | ||||||
| DI | 10.1002/berj.3194 | ||||||
| UT | WOS:000369987800010 | ||||||
| ER |
| PT | J | ||||
| AU | Venuleo, C
Mossi, P Salvatore, S |
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| AF | Venuleo, C.
Mossi, P. Salvatore, S. |
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| TI | Educational subculture and dropping out in higher education: a longitudinal case study | ||||
| SO | STUDIES IN HIGHER EDUCATION | ||||
| AB | The paper tests longitudinally the hypothesis that educational subcultures in terms of which students interpret their role and their educational setting affect the probability of dropping out of higher education. A logistic regression model was performed to predict drop out at the beginning of the second academic year for the 823 freshmen of a three-year bachelor degree in psychology at an Italian university. The model uses both measures of students' educational subculture and incoming levels of knowledge and skills. The probability of dropping out was used as dependent variable. Results show that the probability of dropping out is significantly associated with students' educational subculture - but not with their incoming level of knowledge and skills. Our results suggest the need to recognize the meaning as a legitimate variable of research and of intervention in the field of educational success. | ||||
| OI |
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| SN | 0307-5079 | ||||
| EI | 1470-174X | ||||
| PD | FEB 1 | ||||
| PY | 2016 | ||||
| VL | 41 | ||||
| IS | 2 | ||||
| BP | 321 | ||||
| EP | 342 | ||||
| DI | 10.1080/03075079.2014.927847 | ||||
| UT | WOS:000365694600008 | ||||
| ER |
| PT | J |
| AU | Sarabia-Cobo, CM |
| AF | Sarabia-Cobo, Carmen-Maria |
| TI | New cultures in education: MOOCs in Spanish universities / Nuevas culturas educativas: los MOOCs en las universidades espanolas |
| SO | CULTURA Y EDUCACION |
| AB | The objective of this study is to analyse the characteristics of the MOOC courses which have recently been introduced in Spanish universities, by focusing on a MOOC course titled Skills and Competences through Coaching, developed on the MiriadaX platform by the University of Cantabria. For the purpose, a quantitative descriptive study was carried out. A total of 16,980 students were enrolled on the course, primarily from Spain and Latin America. The average student profile was female, 34 years old, with university studies, who was in employment and had been recommended the course due to its usefulness for her line of work. The completion rate was 46.65%. We can conclude that the course has been a success in relation to other national and international MOOCs, if we look at drop-out and participation rates, as a result of the current interest in the subject (coaching), the style of cooperative learning, the use of new technologies, and new teaching methodologies based on e-learning. |
| SN | 1135-6405 |
| EI | 1578-4118 |
| PD | JAN 2 |
| PY | 2016 |
| VL | 28 |
| IS | 1 |
| BP | 196 |
| EP | 212 |
| DI | 10.1080/11356405.2015.1120451 |
| UT | WOS:000372022400007 |
| ER |
| PT | J | ||
| AU | Maia, RP
Pinheiro, HP Pinheiro, A |
||
| AF | Maia, Rafael Pimentel
Pinheiro, Hildete Prisco Pinheiro, Aluisio |
||
| TI | Academic performance of students from entrance to graduation via quasi U-statistics: a study at a Brazilian research university | ||
| SO | JOURNAL OF APPLIED STATISTICS | ||
| AB | We present novel methodology to assess undergraduate students' performance. Emphasis is given to potential dissimilar behaviors due to high school background and gender. The proposed method is based on measures of diversity and on the decomposability of quasi U-statistics to define average distances between and within groups. One advantage of the new method over the classical analysis of variance is its robustness to distributional deviation from the normality. Moreover, compared with other nonparametric methods, it also includes tests for interaction effects which are not rank transform procedures. The variance of the test statistic is estimated by jackknife and p-values are computed using its asymptotic distribution. A college education performance data is analyzed. The data set is formed by students who entered in the University of Campinas, Brazil, between 1997 and 2000. Their academic performance has been recorded until graduation or drop-out. The classical ANOVA points to significant effects of gender, type of high school and working status. However, the residual analysis indicates a highly significant deviation from normality. The quasi U-statistics nonparametric tests proposed here present significant effect of interaction between type of high school and gender but did not present a significant effect of working status. The proposed nonparametric method also results in smaller error variances, illustrating its robustness against model misspecification. | ||
| RI |
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| SN | 0266-4763 | ||
| EI | 1360-0532 | ||
| PD | JAN 2 | ||
| PY | 2016 | ||
| VL | 43 | ||
| IS | 1 | ||
| SI | SI | ||
| BP | 72 | ||
| EP | 86 | ||
| DI | 10.1080/02664763.2015.1077939 | ||
| UT | WOS:000367133700007 | ||
| ER |
| PT | S |
| AU | Dunbar, J
O'Connor, J |
| AF | Dunbar, Joseph
O'Connor, Julie |
| BE | Murray, DH
Obare, SO Hageman, JH |
| TI | Why Early Engagement in College Research Is Important: Lessons Learned at Wayne State University |
| SO | POWER AND PROMISE OF EARLY RESEARCH |
| SE | ACS Symposium Series |
| AB | Undergraduate students that attend Wayne State University typically have excellent high school academic records and many begin their first year of college with goals of a career in academic disciplines. However, many exceptionally talented and high-achieving students, particularly students from disadvantaged backgrounds, first generation college and/or under-represented minority (URM) students, often lack a complete package of the academic tools, persistence, confidence and developmental mentoring necessary to persist effectively in a college environment. Many of these students are left behind or inadvertently allowed to drift and become emotionally disengaged in the university. These factors often can result in students dropping out, changing majors or losing focus resulting in them pursuing "convenient" career options when they otherwise could have been successful if an appropriate focus and support structure had been in place to build their skills and develop their ambition. In this chapter, we will describe, analyze and provide some conclusions on our experience in the early engagement of students in research and its impact on their career outcomes. |
| SN | 0097-6156 |
| EI | 1947-5918 |
| BN | 978-0-8412-3173-3 |
| PY | 2016 |
| VL | 1231 |
| BP | 185 |
| EP | 193 |
| D2 | 10.1021/bk-2016-1231 |
| UT | WOS:000400628000011 |
| ER |
| PT | S |
| AU | Bedrule-Grigoruta, MV
Pintilie, LM |
| AF | Bedrule-Grigoruta, Maria Viorica
Pintilie, Laura Mirela |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | SUCCESS OPTIONS ALTERNATIVE TO THE CENTRALISED EDUCATION SYSTEM |
| SO | EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 8th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 04-06, 2016 |
| CL | Barcelona, SPAIN |
| AB | During the last two decades, Romania has been faced, year by year, with critical situations, for which no final solutions have been found. 18.50% of Romanian students have dropped out of school. Romania's objective for 2020 is to limit the school drop-out rate to 11.30%. This phenomenon is even more extended in rural areas. This is also where we notice the smallest number of graduates from secondary education, who choose to further their studies at a higher level. Less than a quarter of the graduates in rural areas take University or postgraduate courses.
We can see that the students in Romanian schools no longer enjoy studying. The school does not cultivate their creativity, it does not encourage them to discover their skills, it does not attract them with new technologies. Romanian school and most of its teachers subscribe to obsolete ideas on education, the school curricula have remained the same over the years, there is a lack of material resources, and teachers focus mainly on contents and less on how to make it attractive for the students, in order to facilitate the learning process. The studies and reports issued during the last 5 years reveal the state of Romanian undergraduate education, but fail to point to the required strategies to improve the education system, to adapt it to the present needs of a transforming society, digitised and internationalised. This article presents, in an empirical analysis, several education alternatives that appeared in a public context -mainly private initiatives, other than the ones in the public education system. Suggested to limited or broad communities in the state mass education as well as in underprivileged groups, their main objectives include contributions and improvements to the education provided by traditional schooling, training and developing the youths' personality, changing their mentality in the direction of a continuous improvement of individual performance, taking responsibility for themselves and for society as a whole. The research methodology aims to identify and analyse the information provided by the online environment by various specialised websites, concerning the educational models alternative to the centralised Romanian education system. The absence of this information from the main page of the dedicated Ministry made the research more difficult, showing at the same time the limited intentions of state institutions (Ministry, inspectorates, schools) to make their efforts compatible to those of other public bodies that are interested in the progress of youth education. Such educational initiatives have not been in place in Romania for too many years - some have proven to be successful while others failed. In time, they promoted free initiatives and the involvement of the community, especially of the parents, in school life and in the lives of their own children. Their existence in Romanian education proves that decentralisation and autonomy are critical elements for quality learning. |
| SN | 2340-1117 |
| BN | 978-84-608-8860-4 |
| PY | 2016 |
| BP | 2298 |
| EP | 2307 |
| UT | WOS:000402955902055 |
| ER |
| PT | S |
| AU | Dalvit, L
Gumbo, S |
| AF | Dalvit, Lorenzo
Gumbo, Sibukele |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | MOOCS IN SOUTH AFRICA: CHALLENGES AND RESULTS FROM A COUNTRY-WIDE SURVEY |
| SO | EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 8th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 04-06, 2016 |
| CL | Barcelona, SPAIN |
| AB | Massively Open Online Courses (MOOCs) have the potential to contribute to improving education outcomes and workforce development in developing countries. In South Africa, this could combat the high youth unemployment rate (above 40%) and shocking university exclusion and/or drop out, which recently led to country-wide student protests. As is the case in other developing countries, the uptake of MOOCs is hampered by relatively low fixed Internet penetration and high data costs as well as low levels of functional literacy, particularly in English. This paper discusses an investigation into circumstances under which individuals register and do MOOCS, together with what they perceive as advantages and disadvantages. This is part of a multi-country study within the Advancing MOOCs for Development Initiative (AMDI). A Survey of MOOC actual and potential users was administered online via social networks and mailing lists, targeting university students and other young people in the age group 18 - 35. The original targets were 500 actual and 500 potential users but the early-stage response was lukewarm and several strategies had to be implemented to increase the response rate. While minors could not be included in the survey, people above the target age group were considered in the final 938 respondents. While MOOCs potential users exceeded the target (669), actual users were hard to find (269). In the final phase of the survey, actual users were contacted in-person by trained fieldworkers who administered the survey through tablets. The breakdown by gender and level of education yielded interesting results for South Africa when compared to respondents in other developing countries. The survey was followed by a workshop of 5 actual users, identified through the survey itself. The choice of a central venue in Johannesburg ensured meaningful participation despite the relatively low density of MOOC users in South Africa. Findings were complemented through interviews with 15 key participants from among prospective employers (private and government sector) as well as educators in universities and training colleges. The collaboration with a private company specialising in surveys as well as a combination of technical and social sciences background among the researchers were key success factors. The research encountered numerous challenges, ranging from the difficulty of contacting respondents among university students due to protests on almost all campuses to reluctance to participate in surveys without some form of incentive and lack of collaboration among MOOC practitioners in South Africa. |
| SN | 2340-1117 |
| BN | 978-84-608-8860-4 |
| PY | 2016 |
| BP | 2777 |
| EP | 2786 |
| UT | WOS:000402955902123 |
| ER |
| PT | S |
| AU | Vaupel, S |
| AF | Vaupel, Steffen |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | DEVELOPMENT OF A GAME-BASED MOBILE LEARNING APPLICATION TO SUPPORT MIGRANT LEARNERS IN VOCATIONAL EDUCATION AND TRAINING (VET) |
| SO | INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 10th International Technology, Education and Development Conference (INTED) |
| CY | MAR 07-09, 2016 |
| CL | Valencia, SPAIN |
| AB | Countries with a long tradition of VET systems can effectively reduce youth unemployment by improving school-to-work transitions-especially for students who are not on track to university education. Compared with native-born people, only one-half of migrants started a VET in Germany in 2010. Furthermore, Beicht and Ulrich [1] find that having a migrant background significantly increases the risk of drop-out from vocational training. It has been argued that a dearth of knowledge about the host country language could hamper young migrants' access to vocational training, or endanger their graduation [2]. Since no support is available for such groups of people, we have developed a game-based mobile learning application to support these learners during their VET. The aim of this mobile learning application is to help migrant learners possessing little or no knowledge of German and few literacy skills to learn vocation-based words. Thus, the mobile learning application provides different game-based activities. These activities (Cloze test, decision-making, sorting task, mapping task) are composed to a work-related story (e.g. "My first workday"). Besides, the mobile learning application provides further learning activities to intensify knowledge gained from the story-based activities. A crossword puzzle and a word-guessing game train and consolidate the learners' knowledge. Although game-based learning generally encourages learners to focus more attention on the learning content, the mobile learning application provides incentives for learners in the form of scoring points. In addition to competitive factors between learners, both learners and teachers can determine the current level of qualification based on the scoring system. Statistics of finished games and learning activities show the learning progress over time. The architecture of the mobile learning application includes an import mechanism. Teachers can easily build and provide new stories, crossword puzzles, and guessing games through this mechanism. This task does not require programming skills.
In this paper, we identify and describe the requirements of the designated target group of migrant learners, develop an appropriate domain model to describe used data of the mobile learning application, and outline the system design. To demonstrate the applicability of the mobile learning application, we show the usage lifecycle beginning from the creation of content (teacher's role) and the consumption of content (learner's role). In order to highlight the usefulness of the developed mobile learning application, we conducted a lab experiment with real learners, followed by a qualitative survey. We will report the results and present the participants' views and opinions. |
| SN | 2340-1079 |
| BN | 978-84-608-5617-7 |
| PY | 2016 |
| BP | 2700 |
| EP | 2710 |
| UT | WOS:000402738402105 |
| ER |
| PT | S | ||
| AU | Simoes, D
Pinheiro, MM Moreira, G |
||
| AF | Simoes, Dora
Pinheiro, Margarida M. Moreira, Gillian |
||
| BE | Chova, LG
Martinez, AL Torres, IC |
||
| TI | EXPERIENCES IN HIGHER EDUCATION - LESSONS LEARNED FROM A TUTORIAL PROGRAM | ||
| SO | INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE | ||
| SE | INTED Proceedings | ||
| CT | 10th International Technology, Education and Development Conference (INTED) | ||
| CY | MAR 07-09, 2016 | ||
| CL | Valencia, SPAIN | ||
| AB | The challenges faced by the European Higher Education Area over the last two decades, namely those presented by the Bologna Process, have placed an important emphasis on tutoring processes. It is suggested that tutoring, as an implicit function of learning and teaching, can address a number of academic, social and personal issues (Leidenfrost, Strassnig, Schabmann, Spiel, & Claus-Christian, 2011).
As defined in the literature, tutoring is a type of developmental relationship that includes peer dyads composed of senior (teachers/tutors or older students/mentors) and junior individuals (undergraduate students/mentees), and focusses on the academic advancement and personal and social growth of the latter (Lunsford, Baker, Griffin, & Johnson, 2013). The interaction between tutor/mentors and mentees can assume a variety of forms and when implemented in the context of higher education have been found to be a win-win process with positive effects for mentees, as well as for mentors and tutors (Leidenfrost et al., 2011). The tutoring relationship is first and foremost one that inspires individual and systematic attention to the mentee as a whole person, and aims to humanize the students' workplace by facilitating integration and participation in all the activities that involve students' educational and personal development (Bean, Lucas, & Hyers, 2014). The Tutoring Program of the University of Aveiro (PT-UA), Portugal, implemented in 2011, was designed to ensure the comprehensive integration of new undergraduates with a view to enhancing academic success and personal well-being, while providing an effective and prompt response to those at risk of early drop-out and academic failure. Within this framework, the PT-UA was planned as a peer tutoring process where first-year students (mentees) are mentored by senior students (mentors) under teachers' (tutors') supervision. This program includes a set of workshops, talks and other sessions, oriented towards the development of transversal competences and the involvement of first year students in academic life. The purpose of this paper is to examine and contribute to knowledge about tutoring and mentoring processes in higher education, by detailing and disseminating this academic experience. It makes an empirical contribution based on the case of the PT-UA. Data was gathered based on document analysis and semi-structures interviews made to tutors, mentors and mentees. The results of the study recognize the benefits of the PT-UA, both in terms of added value for mentees, mentors and tutors and in terms of prevention of early drop out. |
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| OI |
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| SN | 2340-1079 | ||
| BN | 978-84-608-5617-7 | ||
| PY | 2016 | ||
| BP | 5644 | ||
| EP | 5652 | ||
| UT | WOS:000402738405114 | ||
| ER |
| PT | S |
| AU | Grigoryan, A |
| AF | Grigoryan, Anna |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | SOCIAL EQUITY AND JUSTICE THROUGH EDUCATION: EXPLORING ONLINE LEARNERS' PERSONAL AND SOCIOECONOMIC HISTORIES |
| SO | INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 10th International Technology, Education and Development Conference (INTED) |
| CY | MAR 07-09, 2016 |
| CL | Valencia, SPAIN |
| AB | During the past 15 years, the popularity of online degree programs has increased dramatically. Just as the Internet and the World Wide Web transformed culture and society with speed that gained higher momentum at the advent of Web 2.0 at the turn of the century, online learning has transformed the field of education with its increasing popularity and student demand. A large part of the demand in online learning is led by the influx of students historically considered "nontraditional" entering postsecondary institutions. Many recent academic as well as mainstream publications [1]-[5] point to a "fundamental shift in student demographics" characterized by a large number of "nontraditional" students seeking educational opportunities. These students seek flexible course delivery methods that can help them meet their career and family obligations while also fulfilling their educational goals [5].
The trend of large numbers of nontraditional students enrolling in postsecondary institutions began over 15 years ago and coincided with the beginning of the online learning boom. Since nontraditional students make up the majority of the student body in all undergraduate degree programs and since research shows that nontraditional students are more likely to choose distance education than traditional ones [6], it is reasonable to assume that nontraditional students are a majority in online degree programs. Despite the hope for a better and more financially stable future that online education offers nontraditional learners, retention has remained a significant problem in online learning. Statistically, nontraditional students, upon enrollment in a postsecondary degree-granting institution, are less likely than traditional students to remain enrolled for five years and attain a degree [6]. In fact, several studies have found that attrition rates for online programs are generally much higher than those of onsite programs[7]-[10]. More recently, Patterson and McFadden [11] found dropout rates at online institutions can be six to seven times higher than that of face-to-face programs. In fact, dropout rates of as high as 50% are not unusual [12]. Based on the social-constructivist approach that explores the social and cultural context in which people live and work, this paper will report the findings of a qualitative study that used interviews with diverse online learners to understand their experiences of being online students within the social, personal, and economic context that makes up their histories. The study also aimed to determine the factors that lead students to online learning and the challenges nontraditional students face during their studies that my prevent them from completing their degrees. The presentation will aim to answer the following questions: What leads students to online learning? What are personal, social, and economic factors that play a significant role in non-traditional students' history, which may include dropping out of traditional community colleges or universities? What steps can online and onsite institutions do to help nontraditional students reach academic success in online and on-site degree programs? |
| SN | 2340-1079 |
| BN | 978-84-608-5617-7 |
| PY | 2016 |
| BP | 7842 |
| EP | 7846 |
| UT | WOS:000402738407123 |
| ER |
| PT | S |
| AU | Nemeth, I
Zakota, Z |
| AF | Nemeth, Istvan
Zakota, Zoltan |
| GP | SGEM |
| TI | SUPPORTING STUDENT SUCCESS - THE ANATOMY OF A PROJECT |
| SO | SGEM 2016, BK 1: PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION CONFERENCE PROCEEDINGS, VOL I |
| SE | International Multidisciplinary Scientific Conferences on Social Sciences and Arts |
| CT | 3rd International Multidisciplinary Scientific Conference on Social Sciences and Arts, SGEM 2016 |
| CY | AUG 24-30, 2016 |
| CL | Albena, BULGARIA |
| SP | Bulgarian Acad Sci, Acad Sci Czech Republ, Latvian Acad Sci, Polish Acad Sci, Russian Acad Sci, Serbian Acad Sci & Arts, Slovak Acad Sci, Natl Acad Sci Ukraine, Natl Acad Sci Armenia, Sci Council Japan, World Acad Sci, European Acad Sci Arts & Letters, Acad Fine Arts Zagreb Croatia, Croatian Acad Sci & Arts, Acad Sci Moldova, Montenegrin Acad Sci & Arts, Georgian Acad Sci, Acad Fine Arts & Design Bratislava, Russian Acad Arts, Turkish Acad Sci, Bulgarian Cultural Inst Vienna |
| AB | Due to the forthcoming social and economic changes of the 21st century the role of higher education is also changing. No matter which theory we use to define the 'knowledge society', 'information society', or 'post-post-industrial society', all of them ascribe major importance to education, especially to the higher education. The primary reason is that universities are the main bases in the formation, transmission and application of the more developed technical scientific knowledge. In order to achieve the goals it is necessary to reveal the criteria that define students' success, as well as to assess the roles and the effectiveness of the support programmes. Recognising these factors and the interactions among them gives the opportunity to determine the necessary interference trends. Previous related studies have discussed several important components of students' success, such as the analysis of the possible causes of dropping out in higher education; the career follow-up observations; the review of the role of university mentor programmes and colleges for advanced studies; the assessment of students' digital environment, and the mapping of teachers' and students' motivations. These studies did determine the possible directions of the research but in view of these it became important to analyse all success criteria together. In our research, done with the teachers' and students' help at the University of Dunaujvaros, we try to present the students' success criteria and the efficiency of the support programmes of the University. The main profile of the University includes technical and information technology disciplines and the related research fields. Over the past decade both the degree programmes and the number of students have increased. Due to the international relations and the degree programmes in English, besides students from the neighbouring countries, there are also students from Asia, Africa and South America. The institution started the Supporting Student Success project in 2014 to control the students' dropping out, to improve the mentor system, to revise the curriculum and to develop the online learning possibilities.
The research includes three main topics: 1. a scientific overview of the students' success by presenting some relevant studies on higher education and student supporting programmes; 2. the presentation of the results of the teacher and student questionnaire through the answers given to the hypotheses and related questions; 3. a summary of the research data comparing with the hypotheses and some suggestions to improve students' success. The aim of the presentation is to share the goals of the research, its proceeding and main stages, as well as the achieved results. In the same time we would like to give some suggestions to facilitate the attainment of these goals. |
| SN | 2367-5659 |
| BN | 978-619-7105-70-4 |
| PY | 2016 |
| BP | 1061 |
| EP | 1068 |
| UT | WOS:000395620400135 |
| ER |
| PT | J |
| AU | Kochergina, E
Prakhov, I |
| AF | Kochergina, Ekaterina
Prakhov, Ilya |
| TI | Relationships between Risk Attitude, Academic Performance, and the Likelihood of Drop-outs |
| SO | VOPROSY OBRAZOVANIYA-EDUCATIONAL STUDIES MOSCOW |
| AB | Regression analysis is used to explore the relationship between students' risk attitudes and academic performance indicators: current academic achievement and the likelihood of dropping out. Using empirical data on students of a highly selective Russian university, we reveal a considerable positive correlation between risk acceptance and the likelihood of being expelled. We believe that conventional student integration and drop-out models could also consider such individual student characteristic as risk attitude. Normally, it did not use to be regarded as a factor influencing the likelihood of student departure. Risk attitude as an individual student characteristic can be involved in the process of academic integration, affecting its progress. More risk-averse students remain underintegrated in the academic environment, which is fraught with dropping out. |
| SN | 1814-9545 |
| PY | 2016 |
| IS | 4 |
| BP | 206 |
| EP | 228 |
| DI | 10.17323/1814-9545-2016-4-206-228 |
| UT | WOS:000393297100010 |
| ER |
| PT | S |
| AU | Kuriakose, RB |
| AF | Kuriakose, R. B. |
| GP | IEEE |
| TI | Freshman engineering student perceptions of academic feedback - A case study from Digital Systems 1 |
| SO | 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) |
| SE | Frontiers in Education Conference |
| CT | IEEE Frontiers in Education Conference (FIE) |
| CY | OCT 12-15, 2016 |
| CL | Gannon Univ, Erie, PA |
| SP | Amer Soc Engn Educ Educ Res Methods Div, Inst Elect & Elect Engineers Comp Soc, Inst Elect & Elect Engineers Educ Soc, IEEE Comp Soc, Erie, Inst Elect & Elect Engineers |
| HO | Gannon Univ |
| AB | Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a "grade" written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. Another interesting result was that while most respondents (77%) wanted constructive feedback from their lecturer, just over half of the respondents (52%) felt that critical feedback is just as important as constructive feedback as it will help them to prepare for the next assessment. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students. |
| SN | 0190-5848 |
| BN | 978-1-5090-1790-4 |
| PY | 2016 |
| UT | WOS:000392331500101 |
| ER |
| PT | B |
| AU | Ameri, S
Fard, MJ Chinnam, RB Reddy, CK |
| AF | Ameri, Sattar
Fard, Mahtab J. Chinnam, Ratna B. Reddy, Chandan K. |
| GP | ACM |
| TI | Survival Analysis based Framework for Early Prediction of Student Dropouts |
| SO | CIKM'16: PROCEEDINGS OF THE 2016 ACM CONFERENCE ON INFORMATION AND KNOWLEDGE MANAGEMENT |
| CT | 25th ACM International Conference on Information and Knowledge Management (CIKM) |
| CY | OCT 24-28, 2016 |
| CL | IUPUI, Indianapolis, IN |
| SP | Assoc Comp Machinery, ACM Special Interest Grp Informat Retrieval, ACM SIGWEB, Ram Kumar Memorial Fdn, UIUC, AMiner, Whova, Alibaba Grp, Baidu, Huawei, Data Centric Alliance |
| HO | IUPUI |
| AB | Retention of students at colleges and universities has been a concern among educators for many decades. The consequences of student attrition are significant for students, academic staffs and the universities. Thus, increasing student retention is a long term goal of any academic institution. The most vulnerable students are the freshman, who are at the highest risk of dropping out at the beginning of their study. Therefore, the early identification of "at-risk" students is a crucial task that needs to be effectively addressed. In this paper, we develop a survival analysis framework for early prediction of student dropout using Cox proportional hazards model (Cox). We also applied time-dependent Cox (TD-Cox), which captures time-varying factors and can leverage those information to provide more accurate prediction of student dropout. Our model utilizes different groups of variables such as demographic, family background, financial, high school information, college enrollment and semester-wise credits. The proposed framework has the ability to address the challenge of predicting dropout students as well as the semester that the dropout will occur. This study enables us to perform proactive interventions in a prioritized manner where limited academic resources are available. This is critical in the student retention problem because not only correctly classifying whether a student is going to dropout is important but also when this is going to happen is crucial for a focused intervention. We evaluate our method on real student data collected at Wayne State University. Results show that the proposed Cox-based framework can predict the student dropouts and semester of dropout with high accuracy and precision compared to the other state-of-the-art methods. |
| BN | 978-1-4503-4073-1 |
| PY | 2016 |
| BP | 903 |
| EP | 912 |
| DI | 10.1145/2983323.2983351 |
| UT | WOS:000390890800095 |
| ER |
| PT | S |
| AU | Zhang, MJ
Yang, J |
| AF | Zhang, Mengjie
Yang, Jing |
| BE | Xu, B |
| TI | SMOTE algorithm applying imbalanced data in higher education |
| SO | PROCEEDINGS OF THE 2ND INFORMATION TECHNOLOGY AND MECHATRONICS ENGINEERING CONFERENCE (ITOEC 2016) |
| SE | AER-Advances in Engineering Research |
| CT | 2nd Information Technology and Mechatronics Engineering Conference (ITOEC) |
| CY | MAY 21-22, 2016 |
| CL | Chongqing, PEOPLES R CHINA |
| AB | In order to improve student achievement level and management ability of college, we focus on to achive the university student achievement warning system. In the practical application of College Students' performance analysis, we find that there was imbalanced data,and the proportion of the students who are dropped out of school and the students are notdropped is serious imbalanced.To solve the problem, this paper uses SMOTE algorithm to add the minority class data based the matlab platform to get balanced data, which avoids the over fitting problem that using the traditional method. |
| SN | 2352-5401 |
| BN | 978-94-6252-178-0 |
| PY | 2016 |
| VL | 24 |
| BP | 185 |
| EP | 188 |
| UT | WOS:000389364900033 |
| ER |
| PT | J | ||||
| AU | Noaman, AY
Luna, JM Ragab, AHM Ventura, S |
||||
| AF | Noaman, Amin Y.
Maria Luna, Jose Ragab, Abdul H. M. Ventura, Sebastian |
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| TI | Recommending degree studies according to students' attitudes in high school by means of subgroup discovery | ||||
| SO | INTERNATIONAL JOURNAL OF COMPUTATIONAL INTELLIGENCE SYSTEMS | ||||
| AB | The transition from high school to university is a critical step and many students head toward failure just because their final degree option was not the right choice. Both students' preferences and skills play an important role in choosing the degree that best fits them, so an analysis of these attitudes during the high school can minimize the drop out in a posteriori learning period like university. We propose a subgroup discovery algorithm based on grammars to extract itemsets and relationships that represent any type of homogeneity and regularity in data from a supervised context. This supervised context is cornerstone, considering a single item or a set of them as interesting and distinctive. The proposed algorithm supports the students' final degree decision by extracting relations among different students' skills and preferences during the high school period. The idea is to be able to provide advices with regard to what is the best degree option for each specific skill and student. In this regard, the use of grammars is essential since it enables subjective and external knowledge to be included during the mining process. The proposed algorithm has been compared against different subgroup discovery algorithms, achieving excellent results. A real-world experimental analysis has been developed at King Abdulaziz University, one of the most important universities in Saudi Arabia, where there is a special interest in introducing models to understand the students' skills to guide them accordingly. | ||||
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| OI |
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| SN | 1875-6891 | ||||
| EI | 1875-6883 | ||||
| PY | 2016 | ||||
| VL | 9 | ||||
| IS | 6 | ||||
| BP | 1101 | ||||
| EP | 1117 | ||||
| DI | 10.1080/18756891.2016.1256573 | ||||
| UT | WOS:000388604000008 | ||||
| ER |
| PT | J | ||
| AU | Garcia, ME
Gutierrez, ABB Rodriguez-Muniz, LJ |
||
| AF | Esteban Garcia, Maria
Bernardo Gutierrez, Ana Belen Rodriguez-Muniz, Luis J. |
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| TI | Persistence in university studies: The importance of a good start | ||
| SO | AULA ABIERTA | ||
| AB | Higher education drop-out is a phenomenon that has been increasing at the same time as the number of students increases in universities. This leads to a significant waste of resources that goes beyond the student and has special relevance in the context of the current economic crisis.
Meanwhile, the implementation of the European Higher Education Area demands an improvement of educational outcomes, which encourages the implementation of measures with that aim. However, the little research had been carried out in this context is an added difficulty. The present work aims to contribute to overcoming this handicap. An ex post facto design was applied to 1,055 freshman students from the academic year 2010-2011. The information was collected by extracting socio-demographic information and academic records from the academic management software of the University of Oviedo, and supplemented by the application of a survey designed for this purpose. The results underline the importance of previous academic performance, student engagement, and type of relationship established with faculty staff, on the final decision of the student on whether to continue studies. (C) 2014 Instituto de Ciencias de la Educacion de la Universidad de Oviedo. Published by Elsevier Espafia, S.L.U. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
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| OI |
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| SN | 0210-2773 | ||
| PD | JAN-JUN | ||
| PY | 2016 | ||
| VL | 44 | ||
| IS | 1 | ||
| BP | 1 | ||
| EP | 6 | ||
| DI | 10.1016/j.aula.2015.04.001 | ||
| UT | WOS:000387505200001 | ||
| ER |
| PT | J | ||||
| AU | Harris, PJ
Casey, SAC Westbury, T Florida-James, G |
||||
| AF | Harris, P. J.
Casey, S. A. Campbell Westbury, T. Florida-James, G. |
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| TI | Assessing the link between stress and retention and the existence of barriers to support service use within HE | ||||
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION | ||||
| AB | Students suffer from stress as a result of many factors, including educational unpreparedness, financial strain and inability to integrate socially. This mixed methods study aimed to investigate stress levels of undergraduate students in a post-1992, Scottish university and the potential for measures of stress to act as an indicator of a student's intention to continue. The study sampled primarily engaged students as tests were administered during timetabled classes and required the students' voluntary participation. The level of perceived stress reported by these students appeared to be high (mean PSS-14 scores of 18.42 (SD 8.452) and 24.57 (SD 8.969) for males and females, respectively) and was coupled with intention to drop out across all study levels (12.1% of students sampled reported 'seriously considered dropping out'). Perceived stress score predicted a student's intention to withdraw but this association did not transfer to actual withdrawal, suggesting that other factors, most likely coping mechanisms, play a part in mediating the withdrawal behaviour. Unfortunately, despite the seemingly high levels of stress and potential worry over dropout, students are reluctant to seek support and many were unaware of the support services available through the university. Given the engaged nature of these students, their feelings are unlikely to be made known to staff as they will not necessarily register on non-attendance lists or be flagged because of missing assignments, which are often used as indicators of potential problems. This brings to light a previously hidden student group that may benefit from additional support to prevent unnecessary underachievement or dropout. | ||||
| OI |
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| SN | 0309-877X | ||||
| EI | 1469-9486 | ||||
| PY | 2016 | ||||
| VL | 40 | ||||
| IS | 6 | ||||
| BP | 824 | ||||
| EP | 845 | ||||
| DI | 10.1080/0309877X.2015.1014316 | ||||
| UT | WOS:000387068200006 | ||||
| ER |
| PT | J | ||
| AU | Hernandez-Martinez, P | ||
| AF | Hernandez-Martinez, Paul | ||
| TI | "Lost in transition": Alienation and drop out during the transition to mathematically-demanding subjects at university | ||
| SO | INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | ||
| AB | This paper explores the reasons why some previously engaged students drop out during their transition to mathematically-demanding university degrees. The concept of alienation is used to explain drop out: alienation occurs when social practices restrict the individuals' agency in such ways that they are unable to transform the social conditions in which they participate, even though they might place a great effort in doing so, hence becoming alienated objectively and subjectively. So, for instance, engineering students that see themselves as 'practical', find that the theoretical/academic practice of university mathematics becomes irrelevant to their aspirations and ways of learning, i.e. alien to their identity as learners. The impossibility of changing this situation becomes recognised and results in their drop out. (C) 2016 Elsevier Ltd. All rights reserved. | ||
| OI |
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| SN | 0883-0355 | ||
| PY | 2016 | ||
| VL | 79 | ||
| BP | 231 | ||
| EP | 239 | ||
| DI | 10.1016/j.ijer.2016.02.005 | ||
| UT | WOS:000384859300021 | ||
| ER |
| PT | J |
| AU | Gonzalez, HR |
| AF | Roncancio Gonzalez, Henry |
| TI | Vital routes in students' drop-out. Re-thinking the construction of life projects in university education in the Institucion Educativa de Envigado |
| SO | ZONA PROXIMA |
| AB | The drop-out phenomenon has acquired importance in education indexes of developing countries, firstly, for what it represents in economical figures and secondly in coverage and educative quality. However, it is still evident that we have forgotten the subject who experiments the dropping-out, people with a history to be narrated, in which they have something to share, life projects, life trajectories which are shaped and (re) shaped in the time and which are vital in the human being existence. In sum, this article schematizes a humanistic reflection about the life itself of those who have studied in higher education institutions, and has experimented drop-out experience. |
| SN | 1657-2416 |
| EI | 2145-9444 |
| PD | JAN-JUN |
| PY | 2016 |
| VL | 24 |
| BP | 115 |
| EP | 127 |
| DI | 10.14482/zp.24.8726 |
| UT | WOS:000384267500009 |
| ER |
| PT | S |
| AU | Lukkarinen, A
Koivukangas, P Seppala, T |
| AF | Lukkarinen, Anna
Koivukangas, Paula Seppala, Tomi |
| BE | Domenech, J
VincentVela, MC PenaOrtiz, R DeLaPoza, E Blazquez, D |
| TI | Relationship between class attendance and student performance |
| SO | 2ND INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES,HEAD'16 |
| SE | Procedia Social and Behavioral Sciences |
| CT | 2nd International Conference on Higher Education Advances (HEAd) |
| CY | JUN 21-23, 2016 |
| CL | Valencia, SPAIN |
| AB | We investigate the relationship between university students' class attendance and learning performance. We use data from a course in a university in which attendance to classes is not mandatory. The methods used are cluster analysis and regression analysis. We find that students form three distinct groups: 1) those who drop out before the final exam, 2) those who attend classes as well as the exam, and 3) those who study independently and attend the exam. Most importantly, we find that in group 2, attendance is positively and significantly related to performance, after controlling for the effect of other variables potentially related to performance. We also find that students in group 3 are characterized by compelling reasons for absenteeism and a good ability to proactively search for information and study independently. The results are relevant for teachers and students alike. First and foremost, they can be used as a motivator for students to attend classes and for teachers to bear in mind the relevance of class teaching for learning outcomes. (C) 2016 The Authors. Published by Elsevier Ltd. |
| SN | 1877-0428 |
| PY | 2016 |
| VL | 228 |
| BP | 341 |
| EP | 347 |
| DI | 10.1016/j.sbspro.2016.07.051 |
| UT | WOS:000383074700052 |
| ER |
| PT | J |
| AU | Mestan, K |
| AF | Mestan, Kemran |
| TI | Why students drop out of the Bachelor of Arts |
| SO | HIGHER EDUCATION RESEARCH & DEVELOPMENT |
| AB | Attrition, which courses in the humanities and social sciences particularly suffer from, is a major problem for universities and students. This paper investigates the reasons students give for prematurely discontinuing studying the Bachelor of Arts. This is a qualitative study that thematically analyses semi-structured interviews. The sample represented a cross-section of the population of students enrolled in the course. The reasons for attrition can be divided into course-related or personal reasons. Amongst course-related reasons, the most important relate to: career direction and purpose, subject range and peer bonding, as well as teaching quality. Personal issues that interfere with study relate to illness, finances and employment. Course-related and personal reasons also interact and reinforce each other, with students studying the humanities and social sciences more vulnerable to personal pressures due to course-related reasons. Student engagement with support services is also analysed, and conclusions drawn on how attrition can be addressed. |
| SN | 0729-4360 |
| EI | 1469-8366 |
| PY | 2016 |
| VL | 35 |
| IS | 5 |
| BP | 983 |
| EP | 996 |
| DI | 10.1080/07294360.2016.1139548 |
| UT | WOS:000383877000009 |
| ER |
| PT | J |
| AU | Saavedra, ERR
Sarmiento, DME Rojas, EEM |
| AF | Ramirez Saavedra, Edna Rocio
Espinosa Sarmiento, Diana Maria Millan Rojas, Edwin Eduardo |
| TI | Strategies to address the desertion university from Information Technologies and Communications |
| SO | REVISTA CIENTIFICA |
| AB | The article presents general objective describe the main components of a strategy by the use of Information Technology and Communications (TIC) to address the problem of the undergraduate student desertion of universities in Colombia. it is the purpose of proposing a strategy to avoid duplication of efforts and resources expenses when determining whether a student is at risk of dropping out. The overall methodological development was approached from heuristics and the projectile area, the specific methodology to establish three phases, planning, design and development were defined. Through this article the institutions of higher education may have a strategy to address the problem of undergraduate student desertion. Regionally the study may be used as a reference for implementing new strategies to help reduce dropout rates from the experiences of other institutions in the country. |
| SN | 0124-2253 |
| EI | 2344-8350 |
| PD | JAN-APR |
| PY | 2016 |
| VL | 1 |
| IS | 24 |
| DI | 10.14483/udistrital.jour.RC.2016.24.a5 |
| UT | WOS:000377217400013 |
| ER |
| PT | J | ||
| AU | Camara-Zapata, JM | ||
| AF | Camara-Zapata, Jose Ma | ||
| TI | Training, education and engineering professional activity in Spain | ||
| SO | IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION | ||
| AB | In this paper, we study the professional activity, training and instruction in engineering. Employing engineers may be enhanced if the private company knows the skills of these graduates. Engineering education must develop to meet the challenges of the XXI century. A teaching methodology that promotes teamwork facilitates the professional activity of these professionals.
The decrease in the number of students enrolled in engineering degrees is continuous. The drop-out of the students is a result of poor initial training or a disagreement with his future career. Generally, the basic subjects are the first to be studied. Improving the quality of teaching can promote student persistence. It is proposed to use a metaphor of a tree to represent engineering education. Thus, the basic training would be the tree trunk. These provide the necessary skills for engineers to develop their professional activity in any field within its powers skills. Similarly, the trunk of a tree allows the development of the aerial part of a tree. If it is more convenient, an engineer can change professional field, just as it is possible to replace the aerial part of a tree. |
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| OI |
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| SN | 2386-4303 | ||
| PY | 2016 | ||
| IS | 5 | ||
| BP | 112 | ||
| EP | 123 | ||
| UT | WOS:000376100300009 | ||
| ER |
| PT | S | ||||
| AU | Aparicio-Chueca, P
Maestro-Yarza, I Dominguez-Amoros, M |
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| AF | Aparicio-Chueca, P.
Maestro-Yarza, I. Dominguez-Amoros, M. |
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| BE | Chova, LG
Martinez, AL Torres, IC |
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| TI | ACADEMIC PROFILE OF STUDENTS WHO DROP OUT A DEGREE. A CASE STUDY OF FACULTY OF ECONOMICS AND BUSINESS, UB | ||||
| SO | EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES | ||||
| SE | EDULEARN Proceedings | ||||
| CT | 8th International Conference on Education and New Learning Technologies (EDULEARN) | ||||
| CY | JUL 04-06, 2016 | ||||
| CL | Barcelona, SPAIN | ||||
| AB | The analysis of the phenomenon of university drop out is a growing concern in higher education institutions, due to their high rates, but also to the socioeconomic impact that results from it.
There are multiple literatures on this phenomenon, from papers that focus on its definition as an academic phenomenon to studies that analyze the causes and reasons for its existence, through case studies that try to compare abandonment rates between the present university degrees and those existing before the European Higher Education Area. Regarding the first analysis, a consensus has been reached both on the administrative and academic definition. It is considered that a student has abandoned his/her studies if he/she is not enrolled during two consecutive courses. This drop out may be mandatory -when the student has not met the requirements to continue- or it can also be the students voluntarily, ad for many reasons, has decided to abandon his/her studies. On the other hand there are many studies that analyse and investigate the reasons of that abandonment. Although there is not a one and only reason accepted by everyone, there is a quite wide consensus about the fact that this phenomenon cannot be explained by a single cause but by many multiple type reasons. There are some subjective reasons related to the student (motivation, dedication...), some economic factors, some performance factors related to the institution (level of difficulty, too theoretical requirement of career plan studies...) and some other reasons not directly related to the education system (if the student works at the same time or is studying some other degree simultaneously). This paper aims to make a snapshot of students who drop out any of the degrees of the Faculty of Economics and Business at the University of Barcelona, focusing on academic variables. To achieve this objective a multivariate methodology is proposed, conducting a factorial analysis and further on a cluster analysis in order to identify some possible student profiles. It aims to better understand this phenomenon and to establish or develop preventive strategies for the future. |
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| RI |
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| OI |
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| SN | 2340-1117 | ||||
| BN | 978-84-608-8860-4 | ||||
| PY | 2016 | ||||
| BP | 6386 | ||||
| EP | 6394 | ||||
| UT | WOS:000402955906066 | ||||
| ER |
| PT | S |
| AU | Oyola, ML |
| AF | Lozano Oyola, Macarena |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | A STUDY OF THE IMPROVEMENT OF ACADEMIC PERFORMANCE IN NEW ENTRY STUDENTS VIA TEACHING AND EVALUATION INNOVATIONS |
| SO | ICERI2016: 9TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 9th Annual International Conference of Education, Research and Innovation (iCERi) |
| CY | NOV 14-16, 2016 |
| CL | Seville, SPAIN |
| AB | The aim of this work is to study different ways of improving the academic performance of students who access University for the first time. The measures which we propose are implemented within the new teaching-learning model which the European Higher Education Area has established. We start from the conviction that university teachers currently organize learning environments which involve their students through appropriate strategies and activities. In this framework, we believe that the students' tutored and self-directed learning favors their acquiring the knowledge and skills necessary to pursue their university studies and to achieve successful integration into the labor market.
To carry out the study we have chosen students who study Financial Mathematics in the second semester of the first year of the Double Degree in Finance and Accounting and Law in the 2015-16 academic year. We have done so due to this subject having very high absenteeism and failure rates. This is why we, the teachers, decided that modifications in the teaching-learning process were necessary. A subject which is taught in the second semester of the first year has additional inconveniences. If students do not adapt well to the university world in the first semester, in the second they will have to study not only the subjects of that semester but also continue preparing one or more subjects which are pending from the first semester and that, therefore, they will have to try and pass in the July sitting. Likewise, it is to be said that Business Mathematics I is among the subjects which tend to have a high failure rate. This means that when, in the second semester, the students attend the first classes of Financial Mathematics, their inclination is not very positive. Specific measures need to be adopted to correct this attitude. All this has led us to put into place in the 2015-16 academic year a Project of Methodological and Evaluating Teaching Innovation which has had three main goals: to reduce the drop-out rate, to increase the number of students who pass this subject and to boost the students' self-directed learning. To achieve the first two objectives, we believed that it was necessary to have more information about the students (personal and academic characteristics) in order to make changes in the evaluation system and to foster the use of tutoring. With respect to the third target - to improve self-directed learning-we wanted the students to become aware that, given the subject's characteristics (6 ECTs), they had to work more independently for an average of six hours per week to be able to acquire the knowledge and skills necessary to pass the subject, and also that this work would be supervised. Having studied the results obtained it may be said that we have achieved what we proposed. |
| SN | 2340-1095 |
| BN | 978-84-617-5895-1 |
| PY | 2016 |
| BP | 1142 |
| EP | 1151 |
| UT | WOS:000417330201031 |
| ER |
| PT | S |
| AU | Hadi, SM
Owen, E Petronzi, D |
| AF | Hadi, Syed Munib
Owen, Elaine Petronzi, Dominic |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | QUALITY BENCHMARK FOR MASSIVE OPEN ONLINE COURSES |
| SO | ICERI2016: 9TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 9th Annual International Conference of Education, Research and Innovation (iCERi) |
| CY | NOV 14-16, 2016 |
| CL | Seville, SPAIN |
| AB | Massive Open Online Courses have made educational courses more accessible, particularly to non-traditional learners. This new approach to education has required a prompt response from institutions and universities. Whilst many massive open online courses have been and continue to be delivered to global audiences, covering any topic as chosen by the course provider, there remain limitations that centre on quality assurance. Currently, massive open online courses do not need to meet any regulatory standards, and this is an issue for the reliability and accuracy of the content that learners can access. If courses are of low quality, this can contribute towards typically high drop-out statistics. However, in this paper, the University of Derby procedure to ensuring the quality of MOOCs is discussed and the success of this is reflected by higher than sector average completion statistics. As well as the University of Derby validation procedure for MOOCs, this paper considers other factors in the course design process that can further contribute towards quality assurance. We conclude that quality assurance procedures should be an essential part of massive open online course deliverance so that the course is of wider benefit to learners. However, this is not to take away from massive open online courses as being platforms for innovation and pedagogical approaches, as these can further increase quality, and consequently, engagement and retention. |
| SN | 2340-1095 |
| BN | 978-84-617-5895-1 |
| PY | 2016 |
| BP | 8287 |
| EP | 8291 |
| UT | WOS:000417330208041 |
| ER |
| PT | J |
| AU | Alturki, RA |
| AF | Alturki, Raad A. |
| TI | Measuring and Improving Student Performance in an Introductory Programming Course |
| SO | INFORMATICS IN EDUCATION |
| AB | Students' performances in introductory programming courses show large variation across students. There may be many reasons for these variations, such as methods of teaching, teacher competence in the subject, students' coding backgrounds and abilities, students' self-discipline, the teaching environment, and the resources available to students, all of which can affect student performance and outcomes. Our observations in teaching programming courses (at Al-Imam Muhammad Ibn Saud Islamic University in Riyadh) are that many students (up to 50% per course) drop out. There is a strong belief by many instructors that such a high dropout rate is due, at least in part, to students underestimating the effort needed to finish this course and not following instructions as recommended. This paper reviews the factors that affect student performance in an introductory programming course (CS1) and aims to discover correlations between various assessment methods, students' participation and their final performance measured. It analyses mark distributions across various assessment methods to identify which assessment method best predicts final exam marks and overall marks, and gives recommendations for assessment in introductory programming courses. |
| SN | 1648-5831 |
| EI | 2335-8971 |
| PY | 2016 |
| VL | 15 |
| IS | 2 |
| BP | 183 |
| EP | 204 |
| DI | 10.15388/infedu.2016.10 |
| UT | WOS:000391007200002 |
| ER |
| PT | B |
| AU | Bhowmik, MK
Kennedy, KJ |
| AF | Bhowmik, Miron Kumar
Kennedy, Kerry J. |
| BA | Bhowmik, MK
Kennedy, KJ |
| BF | Bhowmik, MK
Kennedy, KJ |
| TI | Theoretical Framework, Methodology and Methods |
| SO | OUT OF SCHOOL ETHNIC MINORITY YOUNG PEOPLE IN HONG KONG |
| SE | Education in the Asia Pacific Region-Issues Concerns and Prospects |
| AB | The theoretical framework drew upon existing broader frameworks and relevant literature to understand the extent of 'out of school' ethnic minority young people in Hong Kong. Rumberger's (Dropping out: why students drop out of high school and what can be done about it. Harvard University Press, Cambridge, MA, 2011) conceptual framework that unpacked the school dropout issue in the United States and Hunt's (Dropping out from school: A cross country review of literature. CREATE pathways to access research monograph, no. 16. University of Sussex, Brighton, 2008) similar work in developing countries were consulted. This study was qualitative in design, employing a case study method (Stake, Case studies. In: Denzin NK, Lincoln YS (eds), Handbook of qualitative research, 2nd edn. Sage, Thousand Oaks, pp. 435-454, 2000) falling within the post-positivist paradigm, following Lather's (Getting lost: feminist efforts towards a double(d) science. SUNY Press, Albany, 2007) frame of reference. Seeking to understand the realities of 'out of school' ethnic minority young people from multiple perspectives, 11 such young people were interviewed, as well as 20 stakeholders including principals, teachers, government officials and NGO professionals. Some young people were also observed. Two secondary and one primary school participated. Census statistics and school enrolment data were analysed, providing broader understandings of circumstances and issues for Hong Kong's 'out of school' ethnic minority young people. Data analysis steps identified units of analysis, coding data, sorting and checking codes, and creating an explanatory schema (Foss and Waters, Destination dissertation: a traveler's guide to a done dissertation. Rowan & Littlefield Publishers, Inc, Lanham, 2007). Coding was informed by all theoretical frameworks including critical race theory. Limitations including time constraints to conduct an ethnographic study and no case study participant from the Indian community were noted. |
| BN | 978-981-10-0327-1; 978-981-10-0325-7 |
| PY | 2016 |
| VL | 32 |
| BP | 49 |
| EP | 78 |
| DI | 10.1007/978-981-10-0327-1_3 |
| D2 | 10.1007/978-981-10-0327-1 |
| UT | WOS:000430173100004 |
| ER |
| PT | B |
| AU | Bhowmik, MK
Kennedy, KJ |
| AF | Bhowmik, Miron Kumar
Kennedy, Kerry J. |
| BA | Bhowmik, MK
Kennedy, KJ |
| BF | Bhowmik, MK
Kennedy, KJ |
| TI | 'Out of School' Ethnic Minority Young People: Multiple Data Sources, Their Meaning, and Extent of the 'Out of School' Phenomenon |
| SO | OUT OF SCHOOL ETHNIC MINORITY YOUNG PEOPLE IN HONG KONG |
| SE | Education in the Asia Pacific Region-Issues Concerns and Prospects |
| AB | This chapter draws on census data, national and international educational statistics reports, and three schools enrolment figures to understand the extent of 'out of school' ethnic minority young people in Hong Kong. Inconsistencies exist within reported statistics including census and Education Bureau (EDB) datasets. Employing the 'Five Dimensions of Exclusion' (UNICEF and the UNESCO Institute for Statistics, All children in school by 2015, global initiative on out-of-school children. UIS, Montreal, 2010) and CREATE's 'Seven Zones of Exclusion' (Lewin K, Improving access, equity and transitions in education: creating a research agenda. CREATE pathways to access research monograph, no. 1. University of Sussex, Brighton, 2007), Hong Kong education was analysed regarding 'out of school' ethnic minority young people. School attendance rate analyses indicated the issue could be 25 % at upper secondary and above 85 % by post-secondary. More consistent and better quality data are needed to ascertain the extent of the 'out of school' phenomenon for both Chinese and ethnic minority young people. School enrolment and relevant interview data provided rich insights confirming the phenomenon was very much prevalent. Ethnic minority students appeared to drop out throughout the primary and secondary levels, with the end of Form Three being the first critical point. New arrival ethnic minority students were considered to drop out more than Hong Kong born students. Finally, Pakistani and Nepalese young people dropped out more than other ethnic minorities and gender-wise ethnic minority boys more so than girls. |
| BN | 978-981-10-0327-1; 978-981-10-0325-7 |
| PY | 2016 |
| VL | 32 |
| BP | 79 |
| EP | 114 |
| DI | 10.1007/978-981-10-0327-1_4 |
| D2 | 10.1007/978-981-10-0327-1 |
| UT | WOS:000430173100005 |
| ER |
| PT | B |
| AU | Bhowmik, MK
Kennedy, KJ |
| AF | Bhowmik, Miron Kumar
Kennedy, Kerry J. |
| BA | Bhowmik, MK
Kennedy, KJ |
| BF | Bhowmik, MK
Kennedy, KJ |
| TI | Other Stakeholders' Views About the 'Out of School' Issue for Ethnic Minority Young People |
| SO | OUT OF SCHOOL ETHNIC MINORITY YOUNG PEOPLE IN HONG KONG |
| SE | Education in the Asia Pacific Region-Issues Concerns and Prospects |
| AB | Interview data with three ethnic minority community leaders from Nepalese, Pakistani and Bangladeshi communities in Hong Kong; two government officials; one teacher who taught secondary level ethnic minority students; and one NGO professional, were drawn upon to understand perspectives on the magnitude of the 'out of school' phenomenon for ethnic minority young people, reasons, and the 'out of school' life of ethnic minority young people. Issues included being caught in a vicious cycle with no upward social mobility due to not possessing a university degree and, therefore, being unemployable in Hong Kong. Similarly to factors discussed by students, parents and school teachers (Chaps. 4, 5, 6, and 7), these interviewees considered poor academic achievement; inadequate school provision; low educational aspirations; Chinese language concerns (including a gap existing between achieved Chinese qualification and that required for higher education and employment); behavioural problems; racism; and ethnic minority stereotypes to be reasons for students dropping 'out of school'. Some primary and secondary school dropouts younger than 15 usually return to school; some are placed in NGOs or vocational bridging courses to allow for an alternative vocational path. Alternatively, others would seek employment if over 15 or apply to study on vocational courses. |
| BN | 978-981-10-0327-1; 978-981-10-0325-7 |
| PY | 2016 |
| VL | 32 |
| BP | 183 |
| EP | 203 |
| DI | 10.1007/978-981-10-0327-1_8 |
| D2 | 10.1007/978-981-10-0327-1 |
| UT | WOS:000430173100009 |
| ER |
| PT | B |
| BA | Bhowmik, MK
Kennedy, KJ |
| BF | Bhowmik, MK
Kennedy, KJ |
| TI | 'Out of School' Ethnic Minority Young People in Hong Kong Conclusion |
| SO | OUT OF SCHOOL ETHNIC MINORITY YOUNG PEOPLE IN HONG KONG |
| SE | Education in the Asia Pacific Region-Issues Concerns and Prospects |
| AB | Hong Kong upper secondary and post-secondary education levels were first considered having a disproportionate participation of ethnic minority students by the Equal Opportunities Commission in 2011. Multiple data methods (case study based on in-depth interviews and observations, other in-depth interviews and document analysis) in the research reported in this book substantiated initial concerns at the aforementioned levels, in addition to pre-primary and lower secondary, not previously identified. Ethnic minority young people's school failure was not simply a consequence of academic failure. Instead, many interrelated factors were found to contribute. This book reported one factor not identified in earlier studies: the relationship between school failure and differences in schooling culture. This echoed Hunt (Dropping out from school: a cross country review of literature. CREATE pathways to access research monograph, no. 16. University of Sussex, Brighton, 2008) and Rumberger (Dropping out: why students drop out of high school and what can be done about it. Harvard University Press, Cambridge, 2011) that "dropping out" is gradual and complex. It also contends the government focusing on Chinese proficiency is a limited response towards ethnic minority students failing in Hong Kong schools. A critical review of the literature uncovered many issues and challenges including admissions processes, overall policy towards multicultural education, and the efficiency of overall support measures ethnic minority students are facing within Hong Kong schools. This book, therefore, supports and strengthens the growing discourse recognizing the education system is failing ethnic minority young people and is also incapable of responding to diversity and ever growing multiculturalism.
This concluding chapter has six sections. Section 10.1 summarizes the results of the research reported in this book. Section 10.2 describes some of our reflections on researching ethnic minority students in Hong Kong. Section 10.3 discusses the significance of the research in relation to policy, practice, theory and methodology. Section 10.4 identifies some limitations of our research. Section 10.5 proposes some future research. Section 10.6 provides a final note. |
| BN | 978-981-10-0327-1; 978-981-10-0325-7 |
| PY | 2016 |
| VL | 32 |
| BP | 237 |
| EP | 244 |
| DI | 10.1007/978-981-10-0327-1_10 |
| D2 | 10.1007/978-981-10-0327-1 |
| UT | WOS:000430173100011 |
| ER |
| PT | J |
| AU | Carotta, C
Crepaldi, P Dolza, E |
| AF | Carotta, Carolina
Crepaldi, Pamela Dolza, Enrico |
| TI | THE INCLUSION OF D/DEAF STUDENTS IN THE UNIVERSITIES OF TURIN, ITALY: SERVICES PROVIDED, INDIVIDUAL PLANS AND OPEN QUESTIONS |
| SO | PEDAGOGIKA-PEDAGOGY |
| AB | The enrollment of d/Deaf students in the universities of Turin, Italy, has increased for the past 15 years. Each student is entitled to an individual plan and special educational services, such as sign language interpretation and specialized tutorships. However, results of this study highlight several issues, including high percentages of d/Deaf students dropping out from university and the lack of access to international mobility programs. |
| SN | 0861-3982 |
| EI | 1314-8540 |
| PY | 2016 |
| VL | 88 |
| IS | 7 |
| BP | 961 |
| EP | 970 |
| UT | WOS:000439216200007 |
| ER |
| PT | J |
| AU | Li, F
Mattei, A Mealli, F |
| AF | Li, Fan
Mattei, Alessandra Mealli, Fabrizia |
| TI | EVALUATING THE CAUSAL EFFECT OF UNIVERSITY GRANTS ON STUDENT DROPOUT: EVIDENCE FROM A REGRESSION DISCONTINUITY DESIGN USING PRINCIPAL STRATIFICATION |
| SO | ANNALS OF APPLIED STATISTICS |
| AB | Regression discontinuity (RD) designs are often interpreted as locally randomized experiments for units with a realized value of a pretreatment variable falling around a threshold. Motivated by the evaluation of Italian university grants, we consider a fuzzy RD design where the treatment status is based on both eligibility criteria and a voluntary application status. Resting on the fact that grant application and grant receipt statuses are post-assignment (post-eligibility) intermediate variables, we use the principal stratification framework to define causal estimands within the Rubin Causal Model. We propose a probabilistic formulation of the assignment mechanism underlying RD designs, by reformulating the Stable Unit Treatment Value Assumption (SUTVA) and making an explicit local overlap assumption for a subpopulation around the threshold. We invoke a local randomization assumption instead of the more standard continuity assumptions. We also develop a Bayesian approach to select the target subpopulation(s) with adjustment for multiple comparisons, and to draw inference for the target causal estimands within this framework. Applying the method to the data from two Italian universities, we find evidence that university grants are effective in preventing students from low-income families from dropping out of higher education. |
| SN | 1932-6157 |
| PD | DEC |
| PY | 2015 |
| VL | 9 |
| IS | 4 |
| BP | 1906 |
| EP | 1931 |
| DI | 10.1214/15-AOAS881 |
| UT | WOS:000370445600008 |
| ER |
| PT | J |
| AU | Clerici, R
Giraldo, A Meggiolaro, S |
| AF | Clerici, Renata
Giraldo, Anna Meggiolaro, Silvia |
| TI | The determinants of academic outcomes in a competing risks approach: evidence from Italy |
| SO | STUDIES IN HIGHER EDUCATION |
| AB | The literature has suggested that students' progress at university is influenced by their personal characteristics; this article examines whether these factors act differently according to the study fields of degree courses in which students are enrolled. In particular, the factors influencing the various outcomes of the university programme (withdrawals, course changes, delays, completion of degrees) in three-year degree courses in a large Italian university are analysed from the perspective of study fields. The authors examined the records of over 32,000 students enrolling from academic years 2002/3 to 2005/6 in 84 first-cycle degree courses, grouped in four different fields of study. Analyses were conducted by considering the time dimension within the methodological approach of survival analysis, by means of individual longitudinal data from university administrative archives. A discrete-time method for competing risks event history analysis was applied to study the determinants of university outcomes in the various fields of study. |
| SN | 0307-5079 |
| EI | 1470-174X |
| PD | OCT 21 |
| PY | 2015 |
| VL | 40 |
| IS | 9 |
| BP | 1535 |
| EP | 1549 |
| DI | 10.1080/03075079.2013.878835 |
| UT | WOS:000361123800004 |
| ER |
| PT | J | ||
| AU | Zewotir, T
North, D |
||
| AF | Zewotir, Temesgen
North, Delia |
||
| TI | ANALYSIS OF ATTRITION AND RETENTION RATES USING THE GENERALIZED LINEAR MODEL | ||
| SO | SOUTH AFRICAN STATISTICAL JOURNAL | ||
| AB | Improving the progression rates of students and reducing the numbers of students dropping out from institutions of higher education are critical to get maximum return for financial subsidies received or private fees paid, as well as being key components for producing skilled workers within the developing economy. Institutions of higher education in South Africa are accordingly grappling with finding a delicate balance between access, equity, redress and quality. A study of attrition is a sensitive, yet essential issue for university planning offices. An appropriate modelling approach is essential for identifying factors that contribute to attrition. This study presents two models for attrition, with slow and fast drifts of attrition, as students progress from year to year, with constant and varying dampening effects. The fast dampening model has the property of relative risk, whilst the slow drifting model has the property of odds ratio. The effect of faculty, gender, race and entry batch year, on the progression and attrition rates was examined in the study. The results of the analysis show that the first year attrition rate of White students is higher than that of the other race groups, whilst the retention and graduation rates of White students, is much greater than that of the Black and Indian students, from second year onwards. Throughout the three-year study period, the attrition rates of female students was found to be consistently lower than the corresponding attrition rates of male students. | ||
| RI |
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| OI |
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| SN | 0038-271X | ||
| EI | 1996-8450 | ||
| PD | OCT | ||
| PY | 2015 | ||
| VL | 49 | ||
| IS | 2 | ||
| BP | 259 | ||
| EP | 271 | ||
| UT | WOS:000422068400008 | ||
| ER |
| PT | J | ||||
| AU | Amaya, Y
Barrientos, E Heredia, D |
||||
| AF | Amaya, Y.
Barrientos, E. Heredia, D. |
||||
| TI | Student Dropout Predictive Model Using Data Mining Techniques | ||||
| SO | IEEE LATIN AMERICA TRANSACTIONS | ||||
| AB | Data mining allows discover hidden information in large amounts of data, which is very difficult to visualize with traditional process. This topic of computer science permits manipulation and classification of huge amounts of data. C4.5 and ID3 decision tree, for example, have been proven to be efficient for specific prediction cases. This article shows the construction of a predictive model of student dropout, characterizing students at the University Simon Bolivar in order to predict the probability that a student drop out his/her an academic program, by means of two data mining techniques and comparison of results. To create the model was used WEKA that allows multiple and efficient tools for data processing. | ||||
| OI |
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| SN | 1548-0992 | ||||
| PD | SEP | ||||
| PY | 2015 | ||||
| VL | 13 | ||||
| IS | 9 | ||||
| BP | 3127 | ||||
| EP | 3134 | ||||
| UT | WOS:000366502700045 | ||||
| ER |
| PT | J |
| AU | Kilmister, H |
| AF | Kilmister, Hugh |
| TI | What an Interruption in Study Can Reveal about Learner Motivation and Resilience |
| SO | JOURNAL OF PEDAGOGIC DEVELOPMENT |
| AB | As a professional working on strategies to help improve the retention of undergraduate students, the continued drop-out of some first degree entrants recorded by the Higher Education Statistics Agency can sometimes be regarded as the inevitable consequence of a burgeoning sector. While much research has been undertaken on why these students decided to withdraw from their programme of study, what seems less well understood are those undergraduates who interrupt their studies but then decide to return. This article considers the learner motivation and resilience of three mature undergraduate students who interrupted but then returned to complete their studies. What comes through clearly in their narratives is a strong, reflexive subjectivity with their learner dispositions heavily shaped both by a strong sense of determined individualisation and the crucial influence of others in supporting their motivation and resilience in keeping going. In conclusion, it is suggested that if interruption is not always viewed institutionally as withdrawal, this might enable universities to communicate with and encourage students to return to study. |
| SN | 2047-3257 |
| EI | 2047-3265 |
| PD | FAL |
| PY | 2015 |
| VL | 5 |
| IS | 3 |
| BP | 65 |
| EP | 71 |
| UT | WOS:000209929200008 |
| ER |
| PT | J |
| AU | Arnold, IJM |
| AF | Arnold, Ivo J. M. |
| TI | The effectiveness of academic dismissal policies in Dutch university education: an empirical investigation |
| SO | STUDIES IN HIGHER EDUCATION |
| AB | This paper uses national data on 450 Dutch bachelor programs to measure the effect of the introduction of academic dismissal policies on study progress and first-year drop-out. Our results show that these policies increase first-year drop-out on average by 6-7%. They also have the effect of improving the study progress of first-year survivors by 5-9%, as measured by their 4-year completion rate. We conclude that academic dismissal policies can be an effective intervention to decrease the study duration of motivated and talented students. Academic dismissal policies thus do not reduce student dropout, but rather bring it forward in time. While these policies strengthen the selective function of the first year, they do little to put dismissed students on a more successful academic path. The referential function of academic dismissal policies therefore needs further strengthening. |
| SN | 0307-5079 |
| EI | 1470-174X |
| PD | JUL 3 |
| PY | 2015 |
| VL | 40 |
| IS | 6 |
| BP | 1068 |
| EP | 1084 |
| DI | 10.1080/03075079.2013.858684 |
| UT | WOS:000356676500008 |
| ER |
| PT | J |
| AU | Martins, CZ
Tercariol, AAD Abou Gebra, R |
| AF | Martins, Carolina Zavadzki
de Lima Tercariol, Adriana Aparecida Abou Gebra, Raimunda |
| TI | PERCEPTIONS OF THE TUTOR: STUDENT EVASION IN A DISTANCE BUSINESS ADMINISTRATION COURSE |
| SO | REVISTA ELETRONICA PESQUISEDUCA |
| AB | This article is part of the study developed in the Master's in Education Program from the University of Western Sao Paulo State (Universidade do Oeste Paulista), in the Pedagogical Training and Practice of Teachers line of research. Considering that evasion is one of the issues that concerns Higher Education Institutions, this justifies the need for this study, whose objective was to analyze the causes of academic evasion from the Business Administration course in the distance education format of a Higher Education Institutions in northwestern Parana. In order to achieve this goal, we conducted a qualitative-quantitative case study. The instrument used to collect data was a questionnaire with open and multiple choice questions, applied to the Business Administration tutors in the distance education format. The results indicated that the students that dropped out from the distance Business Administration course were in their majority women. With regard to their marital status, we noticed that the majority were single; however, we cannot ignore a high number of married dropouts. The data revealed that the ages of most of the 70% of dropouts was between 18 and 33, and most reside in the state of Parana, we also observed that there is a greater tendency of evasion at the beginning of the course. The tutors feel that the two main reasons refer to student adaptation to the methodology and also financial issues. |
| SN | 2177-1626 |
| PD | JUL-DEC |
| PY | 2015 |
| VL | 7 |
| IS | 14 |
| BP | 470 |
| EP | 492 |
| UT | WOS:000373303700009 |
| ER |
| PT | J | ||
| AU | Bettinger, E | ||
| AF | Bettinger, Eric | ||
| TI | Need-Based Aid and College Persistence: The Effects of the Ohio College Opportunity Grant | ||
| SO | EDUCATIONAL EVALUATION AND POLICY ANALYSIS | ||
| AB | This article exploits a natural experiment to estimate the effects of need-based aid policies on first-year college persistence rates. In fall 2006, Ohio abruptly adopted a new state financial aid policy that was significantly more generous than the previous plan. Using student-level data and very narrowly defined sets of students, I estimate a difference-in-differences model to identify the program effects. Students who benefited from the program received awards about US$800 higher than they would have received under the prior program. These students' drop-out rates fell by 2% as a result of the program. The new program also increased the likelihood that students attend 4-year campuses and increased their first-year grade point averages. The program may not have been cost-effective given the combination of its generosity and inability to target the marginal students who would be most sensitive to financial aid. | ||
| OI |
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| SN | 0162-3737 | ||
| EI | 1935-1062 | ||
| PD | MAY | ||
| PY | 2015 | ||
| VL | 37 | ||
| SU | 1 | ||
| BP | 102S | ||
| EP | 119S | ||
| DI | 10.3102/0162373715576072 | ||
| UT | WOS:000353148000007 | ||
| ER |
| PT | J |
| AU | de Mello, SPT
de Melo, PA de Mello, RT |
| AF | Teixeira de Mello, Simone Portella
de Melo, Pedro Antonio de Mello Filho, Raul Teixeira |
| TI | STUDY OF THE DROPOUT IN TECHNOLOGICAL EDUCATION IN A HIGHER EDUCATION INSTITUTION IN SOUTHERN BRAZIL |
| SO | ECCOS-REVISTA CIENTIFICA |
| AB | Dropout is a complex phenomenon that occurs in public and private spaces. This study shows a profile of the students who drop out of higher technological education in a federal university in southern Brazil, the reasons for withdrawal from graduate school, and alternatives of permanence. We did a literature review reading papers in Qualis periodicals, we also performed interviews with dropout students via email using Lime Survey software. The study shows that men drop out more than women, 66.67%, aged between 20 and 29. The most common reason is exchanging course at the Higher Education Institution (HEI), followed by admission into another HEI. The feeling of loss lead to greater commitment by the University: actually perform what is prescribed in the pedagogical projects of its courses. Dialogue is essential to keep the student from giving up: creating virtual network relationships, psychopedagogic actions, greater curricular flexibility, and scholarships. The sense of belonging should be encouraged in the Brazilian Higher Education. |
| SN | 1517-1949 |
| EI | 1983-9278 |
| PD | MAY-AUG |
| PY | 2015 |
| IS | 37 |
| BP | 181 |
| EP | 196 |
| DI | 10.5585/EccoS.N37.4890 |
| UT | WOS:000374956800011 |
| ER |
| PT | J | ||
| AU | Stoessel, K
Ihme, TA Barbarino, ML Fisseler, B Sturmer, S |
||
| AF | Stoessel, Katharina
Ihme, Toni A. Barbarino, Maria-Luisa Fisseler, Bjoern Stuermer, Stefan |
||
| TI | Sociodemographic Diversity and Distance Education: Who Drops Out from Academic Programs and Why? | ||
| SO | RESEARCH IN HIGHER EDUCATION | ||
| AB | Current higher education is characterized by a proliferation of distance education programs and by an increasing inclusion of nontraditional students. In this study we investigated whether and to what extent nontraditional students are particularly at risk for attrition (vs. graduating) from distance education programs. We conducted a secondary analysis of cross-sectional institutional surveys deployed in the context of a public German distance teaching university among university graduates and dropouts (N = 4,599). Using binary-logistic multiple regression analyses, we predicted the likelihood of program attrition by students' membership in sociodemographic groups, their goal orientations, and the corresponding interactions. Results revealed higher risks to drop out from university for female, migrant, and fully-employed students, but lower risks for older and parent students. A higher importance of career development or personal development goals related to a lower risk for attrition. Moreover, data also provide evidence that among some student groups the likelihood to graduate (or to drop out) significantly depends on students' goal orientations. Results were robust across different academic faculties and were complemented by an analysis of dropout reasons. The practical implications of our findings are discussed with regard to designing equitable distance learning environments that value human diversity and quality of opportunity. | ||
| OI |
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| SN | 0361-0365 | ||
| EI | 1573-188X | ||
| PD | MAY | ||
| PY | 2015 | ||
| VL | 56 | ||
| IS | 3 | ||
| BP | 228 | ||
| EP | 246 | ||
| DI | 10.1007/s11162-014-9343-x | ||
| UT | WOS:000352715800002 | ||
| ER |
| PT | J |
| AU | Yildiz, O
Bal, A Gulsecen, S |
| AF | Yildiz, Osman
Bal, Abdullah Gulsecen, Sevinc |
| TI | Statistical and Clustering Based Rules Extraction Approaches for Fuzzy Model to Estimate Academic Performance in Distance Education |
| SO | EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION |
| AB | The demand for distance education has been increasing at a rapid pace all around the world. This, in turn, places a special importance on the need for the development of more distance education systems. However, there is an alarming rise in the number of distance education students that drop out of the system without asking for any help. The present study focuses on forming three fuzzy-based models through K-Means, C-Means and subtractive clustering. The models are designed to predict students' year-end academic performance based on the 8-week data kept in the learning management system (LMS). Next, the models are evaluated in terms of their accuracy in order to determine the most suitable one. Then, the data was analyzed through various statistical methods and the results were compared. The model provides invaluable information regarding the students' year-end success or failure by analyzing the data on Basic Computer Skills, a course included in the curriculum for sophomores at a local university. Thanks to such information, those who are likely to drop out can be determined and accordingly, the institution can start to take measures to encourage students not to drop out early in the semester, which, in turn, can increase the extent to which distance education can be successful. The present study will hopefully decrease the number of students that drop out of distance education systems. |
| SN | 1305-8215 |
| EI | 1305-8223 |
| PD | APR |
| PY | 2015 |
| VL | 11 |
| IS | 2 |
| BP | 391 |
| EP | 404 |
| DI | 10.12973/eurasia.2015.1356a |
| UT | WOS:000354716200017 |
| ER |
| PT | J |
| AU | Ahmed, N
Kloot, B Collier-Reed, BI |
| AF | Ahmed, Nazeema
Kloot, Bruce Collier-Reed, Brandon I. |
| TI | Why students leave engineering and built environment programmes when they are academically eligible to continue |
| SO | EUROPEAN JOURNAL OF ENGINEERING EDUCATION |
| AB | The retention of students to graduation is a concern for most higher education institutions. This article seeks to understand why engineering and built environment students fail to continue their degree programmes despite being academically eligible to do so. The sample comprised 275 students registered between 2006 and 2011 in a faculty of engineering and the built environment, who were academically eligible to continue, but failed to register for their studies the following academic year. The sociological notions of structure and agency were used to make sense of the data. The findings suggest that some students had control over their decision to leave and some students' decisions were dominated by various structural factors. The outcome of the study is helpful in terms of suggesting what actions can be taken in order reduce the number of students leaving in good academic standing. |
| SN | 0304-3797 |
| EI | 1469-5898 |
| PD | MAR 4 |
| PY | 2015 |
| VL | 40 |
| IS | 2 |
| BP | 128 |
| EP | 144 |
| DI | 10.1080/03043797.2014.928670 |
| UT | WOS:000354265800002 |
| ER |
| PT | B |
| AU | Gulati, H |
| AF | Gulati, Hina |
| BE | Hoda, MN |
| TI | Predictive Analytics Using Data Mining Technique |
| SO | 2015 2ND INTERNATIONAL CONFERENCE ON COMPUTING FOR SUSTAINABLE GLOBAL DEVELOPMENT (INDIACOM) |
| CT | 2nd International Conference on Computing for Sustainable Global Development (INDIACom) |
| CY | MAR 11-13, 2015 |
| CL | New Delhi, INDIA |
| SP | Bharati Vidyapeeths Inst Comp Applicat & Management, IEEE Delhi Sect |
| AB | Dropout rates for students in correspondence and open courses are on increase. There is a need of analysis of factors causing increase in dropout rate. The discovery of hidden knowledge from the educational data system by the effective process of data mining technology to analyze factors affecting student drop out can lead to a better academic planning and management to reduce students drop out from the course, as well as can generate valuable information for decision making of stake holder to improve the quality of higher educational system. Data mining technique can be used for analysis and prediction. In this seminar I have used real data from a study center of Indira Gandhi National Open University. I have collected data from various sources like university database, survey form, etc. Various steps of mining is applied to deduce useful result. Various scenarios were compared and there accuracy was calculated. This study presents the work of data mining in predicting the drop out feature of students. This paper presents analysis of data set using data mining algorithms. After analysis the outcome will be the major factors that affect student dropping out of the open courses the most ( dropout rate). Before applying classification algorithms some feature selection algorithms are also used so as to get refined prediction results. Such analysis and prediction information will help college management and teachers to make necessary changes for imparting better education. Mining of useful knowledge can be done by using many other mining techniques like association, clustering. Tool used for feature selection and mining is weka. |
| BN | 978-9-3805-4416-8 |
| PY | 2015 |
| BP | 713 |
| EP | 716 |
| UT | WOS:000381554300135 |
| ER |
| PT | S |
| AU | Lopez-Fernandez, D
Alarcon, PP Tovar, E |
| AF | Lopez-Fernandez, Daniel
Alarcon, Pedro P. Tovar, Edmundo |
| GP | IEEE |
| TI | Motivation in Engineering Education A framework supported by evaluation instruments and enhancement resources |
| SO | PROCEEDINGS OF 2015 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) |
| SE | IEEE Global Engineering Education Conference |
| CT | IEEE Global Engineering Education Conference (EDUCON) |
| CY | MAR 18-20, 2015 |
| CL | Tallinn Univ Technol, Tallinn, ESTONIA |
| SP | IEEE, IAOE, CTI, IGIP, MathWorks, Republ Estonia Minist Educ & Res, HITSA |
| HO | Tallinn Univ Technol |
| AB | Motivation is a critical factor in the academic performance, especially in the EHEA context, where the active learning must be promoted. In the case of engineering education, it is particularly necessary to care the student motivation by several reasons. The difficulty of engineering degrees can hinder the motivation of students and it can affect the high levels of absenteeism and dropping out. Thus, it is important to work up frameworks to evaluate and enhance, in addition to technical competences, other competences such as motivation. This paper presents the definition of a motivational framework composed by several instruments, resources, mechanisms and technologies. It allows teachers and academic institutions to evaluate and enhance the motivation of their students. But the most innovative characteristic of the framework lies in the student side; it also allows students to self-evaluate and enhance their motivation by performing questionnaires, recommendations and complementary training activities. In order to validate the proposed solutions, a case study has been successfully performed with 152 students of the Technical University of Madrid. The empirical experience has enabled to confirm the usefulness of the provided framework and to explore motivational aspects related with the engineering education. |
| SN | 2165-9567 |
| BN | 978-1-4799-1908-6 |
| PY | 2015 |
| BP | 421 |
| EP | 430 |
| UT | WOS:000380482700061 |
| ER |
| PT | S | ||||
| AU | Kori, K
Pedaste, M Tonisson, E Palts, T Altin, H Rantsus, R Sell, R Murtazin, K Ruutmann, T |
||||
| AF | Kori, Kulli
Pedaste, Margus Tonisson, Eno Palts, Tauno Altin, Heilo Rantsus, Ramon Sell, Raivo Murtazin, Kristina Ruutmann, Tiia |
||||
| GP | IEEE | ||||
| TI | First-year dropout in ICT studies | ||||
| SO | PROCEEDINGS OF 2015 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) | ||||
| SE | IEEE Global Engineering Education Conference | ||||
| CT | IEEE Global Engineering Education Conference (EDUCON) | ||||
| CY | MAR 18-20, 2015 | ||||
| CL | Tallinn Univ Technol, Tallinn, ESTONIA | ||||
| SP | IEEE, IAOE, CTI, IGIP, MathWorks, Republ Estonia Minist Educ & Res, HITSA | ||||
| HO | Tallinn Univ Technol | ||||
| AB | There is high demand for qualified Information and Communication Technology (ICT) practitioners in the European labor market. In Estonia, the problem is not a low number of ICT students but a high dropout rate. The aim of this study is to find how it is possible to predict first-year dropout in higher education ICT studies and possibly to engage methods to decrease dropout rate. Data was collected from 301 first-year ICT students in Estonia who filled in a questionnaire at the beginning of the first semester and after the first semester. Additionally, some information was collected electronically during the admission process. The results showed that on average, 32.2% of the ICT students in Estonia dropped out during the first study-year. It was found that students who dropped out had lower scores in the state mathematics exam. This means that the score of the mathematics exam is one characteristic that can predict dropout during the first study-year. At the beginning of the studies there were not many differences in students' perception of their interest and how well the studies met their expectations. However, the answers received after the first semester showed some statistically significant differences between the students who dropped out during the first study-year and those who did not. Differences occurred, e.g., in the case of the following questions: how big their interest in ICT was, how well the studies met their expectations, how pleasant studying was for them, and how high they felt was the probability of them finishing their studies. It can be concluded that asking questions after the first semester gives information to universities as to who are about to drop out. Based on the information universities can support their students to retain them. The results support some factors that were found in literature to be important for avoiding dropout (e.g., motivation, earned credit points, prior studies, expectations), but in some cases the results of this study are different than the literature suggests (e.g., age, gender, working during studies, number of friends in the ICT field). It could be that these factors are not that important in influencing first-year dropout in ICT studies. | ||||
| OI |
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| SN | 2165-9567 | ||||
| BN | 978-1-4799-1908-6 | ||||
| PY | 2015 | ||||
| BP | 437 | ||||
| EP | 445 | ||||
| UT | WOS:000380482700063 | ||||
| ER |
| PT | S |
| AU | Kovalcikiene, K
Buksnyte-Marmiene, L |
| AF | Kovalcikiene, Kristina
Buksnyte-Marmiene, Loreta |
| BE | Uzunboylu, H |
| TI | Towards An Understanding Of Doctoral Students' Professional Identity Complexity |
| SO | Proceedings of 6th World Conference on Educational Sciences |
| SE | Procedia Social and Behavioral Sciences |
| CT | Proceedings of 6th World Conference on Educational Sciences |
| CY | FEB 06-09, 2014 |
| CL | Grand Hotel Excelsior Convention Center, Valletta, MALTA |
| HO | Grand Hotel Excelsior Convention Center |
| AB | Increased numbers of doctoral students' drop-out rates and thesis, defended after the due time, shows the importance of identifying challenges the students face. Such challenges relate to the costs for universities and can have an impact on students' personal lives and social consequences for society. The purpose of this study is to reveal peculiarities of professional identity among doctoral students in Lithuania. The Doctoral Students' Professional Identity Questionnaire was used to measure how doctoral students perceive themselves in three professional roles: teacher, researcher and practitioner. The results revealed that the most expressed role of professional identity among doctoral students is practitioner's role, the least - teacher's professional role. The impact of practical experience is emphasized. (C) 2014 The Authors. Published by Elsevier Ltd. |
| SN | 1877-0428 |
| PY | 2015 |
| VL | 191 |
| BP | 2693 |
| EP | 2698 |
| DI | 10.1016/j.sbspro.2015.04.603 |
| UT | WOS:000380560300478 |
| ER |
| PT | S |
| AU | Hashmi, MA
Shahzad, M Kanwal, Z |
| AF | Hashmi, Muhammad Aamir
Shahzad, Muhammad Kanwal, Zobia |
| BE | Vlada, M
Albeanu, G Adascalitei, A Popovici, M |
| TI | Exploring Problems Faced by Post Graduate Students of Virtual University Pakistan |
| SO | Proceedings of the 10th International Conference on Virtual Learning |
| SE | Proceedings of the International Conference on Virtual learning |
| CT | 10th International Conference on Virtual Learning |
| CY | OCT 31, 2015 |
| CL | Timisoara, ROMANIA |
| AB | The Virtual University is the first Pakistani University based completely on modern information and communication technologies. The university was established in 2002. One hundred cities of the country are facilitating students on providing infrastructure. During the last three years the dropout rate was continuously increasing. The administration showed the interest to know the problems of students. The main objectives of the study were to find out the causes of dropout and to develop suggestions for improvement. The study was qualitative in nature. A Performa was designed to know the reasons with demographic variables. The data was collected from the drop out students of April, 01, 2014 to March, 30 2015. There were 594 students in all. All the students were enrolled in different post graduate classes and unable to complete their degrees. A seminar was conducted and asked them to participate. The Performa was distributed to all students and asked them to write the reason for leaving university. All the reasons were grouped and five major reasons were identffied. The major reasons were: unable to understand VU mode of instructions, time problem, financial problems, job restrictions and domestic problems. The recommendations were made in the light of findings to minimize the dropout rate of the students. |
| SN | 1844-8933 |
| PY | 2015 |
| BP | 315 |
| EP | 321 |
| UT | WOS:000380576300046 |
| ER |
| PT | B |
| AU | Chen, YX
Li, XH Li, ZP |
| AF | Chen, Yong-Xiang
Li, Xing-Hong Li, Zhi-Peng |
| GP | DEStech Publicat Inc |
| TI | College Students Drop out of School Entrepreneurship Model Empirical Study of ERP in Society |
| SO | 2015 2ND INTERNATIONAL CONFERENCE ON EDUCATION AND SOCIAL DEVELOPMENT, ICESD 2015 |
| CT | 2nd International Conference on Education and Social Development (ICESD) |
| CY | DEC 05-06, 2015 |
| CL | Nanjing, PEOPLES R CHINA |
| SP | Adv Informat Sci Res Ctr |
| AB | Based on the related data of the country's university graduate employment statistics analysis in this paper, the research method of the dynamic analog technology on college students drop out of school entrepreneurship is adopted through a number of dynamic control models for model building and statistical test. Presented based on the graduates employment and suspension startup mode distribution, limited and dynamic forward empirical research of factors are taken into consideration. |
| BN | 978-1-60595-302-1 |
| PY | 2015 |
| BP | 477 |
| EP | 480 |
| UT | WOS:000380281500101 |
| ER |
| PT | S |
| AU | Biro, P
Csernoch, M Math, J Abari, K |
| AF | Biro, Piroska
Csernoch, Maria Math, Janos Abari, Kalman |
| BE | Isman, A |
| TI | Measuring the level of algorithmic skills at the end of secondary education in Hungary |
| SO | INTERNATIONAL EDUCATIONAL TECHNOLOGY CONFERENCE, IETC 2014 |
| SE | Procedia Social and Behavioral Sciences |
| CT | International Educational Technology Conference IETC |
| CY | SEP 03-05, 2014 |
| CL | Chicago, IL |
| AB | Students starting their tertiary studies in Informatics are found to have a low level of algorithmic skills and understanding of programming, which leads to the high number of drop out students and failed semesters during their studies. The students' low level of programming skills contrasts with their excellent results in the school leaving exams. To find out the reasons for this we have launched the TAaAS project (Testing Algorithmic and Application Skills), which focuses on the students' algorithmic skills and programming ability in traditional and non-traditional programming environments. Our analyses proved that school leaving exams are not able to measure these abilities of the students, and beyond that, are not able to distinguish between the different levels of the students. Students are accepted into the universities and start their studies based on the misleading results of the school leaving exams. (C) 2015 Published by Elsevier Ltd. |
| SN | 1877-0428 |
| PY | 2015 |
| VL | 176 |
| BP | 876 |
| EP | 883 |
| DI | 10.1016/j.sbspro.2015.01.553 |
| UT | WOS:000380487100129 |
| ER |
| PT | S |
| AU | Premchaiswadi, W
Porouhan, P |
| AF | Premchaiswadi, Wichian
Porouhan, Parham |
| GP | IEEE |
| TI | Process Simulation and Pattern Discovery through Alpha and Heuristic Algorithms |
| SO | 2015 13TH INTERNATIONAL CONFERENCE ON ICT AND KNOWLEDGE ENGINEERING (ICT & KNOWLEDGE ENGINEERING 2015) |
| SE | International Conference on ICT and Knowledge Engineering |
| CT | 13th International Conference on ICT and Knowledge Engineering |
| CY | NOV 18-20, 2015 |
| CL | Bangkok, THAILAND |
| SP | SIAM Univ, Pacific Distance Multimedia Educ Network, IEEE |
| AB | The paper is divided into two main parts. In the first part of the study, we applied two process mining discovery techniques (i.e., alpha and heuristic algorithms) on an event log previously collected from an information system during an Academic Writing (English) training course at a private university in Thailand. The event log was initially consisted of 330 process instances (i.e., number of participants) and 3,326 events (i.e., number of actions/tasks) in total. Using alpha algorithm enabled us to reconstruct causality in form of a Petri-net graph/model. By using heuristic algorithm we could derive XOR and AND connectors in form of a C-net. The results showed 86.36% of the applicants/participants managed to achieve the Academic Writing (English) certificate successfully, while 6.36% of them failed to achieve any certificate after a maximum number of 3 attempts to repeat the training course. Surprisingly, 7.28% of the participants neither achieved an accredited certificate nor failed the course by dropping out before ending the course training process. In the second part of the study, we used performance analysis with Petri net technique (as a process mining conformance checking approach) in order to further analyze the points of noncompliant behavior (i.e., so-called bottlenecks or points of noncompliant behavior) for every case in the collected course training log. Based on the results, we could eventually detect the existing discrepancies of the event log leading to +24 missed tokens and -24 remained tokens altogether. |
| SN | 2157-0981 |
| BN | 978-1-4673-9190-0 |
| PY | 2015 |
| BP | 60 |
| EP | 66 |
| UT | WOS:000379340400012 |
| ER |
| PT | S |
| AU | Garcia, LA
Bugallo, AMH Mayo, CPR |
| AF | Aguilar Garcia, L.
Huerta Bugallo, A. M. Ramos Mayo, C. P. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | EDUCATION: CONCEPT, PURPOSE, AND THE IMPORTANCE OF THE EDUCATIONAL LEVELS IN MEXICO |
| SO | ICERI2015: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 8th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 16-20, 2015 |
| CL | Seville, SPAIN |
| AB | The social paradigms are in constant evolution and seemingly, imperceptible changes are occurring at unbelievable speed. The amount of information that an average person of the XXI century processes in a week is equivalent to the information that an individual from the XV century received in his whole life. Also, the technology changes and ends up in the obsolescence every couple of years according to the Moore algorithm and such changes affect the way a society interacts and the direction it follows.
The new generations are more aware of their existent in different dimensions, such a as the personal, social, intellectual, virtual and such, nevertheless all of this eventually has to conjugate and manifest in a proactive and professional person that education and academic formation has to nurture with the necessary capacities to live in this brave new world. All of the above, in conjunction with the socio economic globalization demands the paralleled evolution of all the educational institutions that have the commitment to provide the necessary tool for their graduates, tools that will allows them to achieve optimum academic development until they are inserted in the in the professional field. However, it is mandatory to understand, that education is an enablement for liberation, and that it does not occurs by imposition, but by pure and sheer will, and that "no one can educate another person, no one can educate himself; human beings are educated together through interaction in the world" (Freire 1968). Is important to contemplate that in the act of education different factors take part, such as political, economic and social, that way is necessary to know what is education?, which is its purpose?, who decides what will be taught?, who has the roll of educator?, and which is the importance of the universities? According to Hierro, (1994), the purpose of education, is to create a humanist cognitive consciousness and human beings capable to satisfy the State needs. To be able to achieve this purpose is important that the society finish the basic and middle level that allows them to get inserted at higher levels of education to become reflexive beings with a humanist sense. Therefore, each institution the creation of their own curricula according to the Needs of the State regulated by law. For the present article, the General Education Law (2014) is considered, for it allows us to visualize the requirements that society needs to accomplish for the State. If the State has the duty to perform the act of education through the different public and private institutions, why is it so that we do not have a critical, analytical and humanitarian society? According to the National Institute of Statistics and Geography (INEGI) (2000), four hundred and three thousand high school students, of both genders, drop out each year. That's why now the educational institutions are facing a great challenge; the preparation of students for their release into a world of constant changes and more competed each minute and where education has to be the way to liberation and to maintain the interest in it until this fundamental purpose of education is attained. |
| SN | 2340-1095 |
| BN | 978-84-608-2657-6 |
| PY | 2015 |
| BP | 271 |
| EP | 276 |
| UT | WOS:000377304000039 |
| ER |
| PT | S |
| AU | Gray, M
Crosta, L Ferreira, M Manokore, V |
| AF | Gray, Morag
Crosta, Lucilla Ferreira, Marco Manokore, Viola |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | AM I WHERE I WANT TO BE? ONLINE DOCTORAL STUDENTS' BELONGINGNESS |
| SO | ICERI2015: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 8th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 16-20, 2015 |
| CL | Seville, SPAIN |
| AB | Despite the knowledge gained over decades on students' retention, engagement, progression and resilience these continue to be challenging in Higher Education (1, 2, 3). Research has linked some of the aforementioned factors to students' perceived sense of belongingness or connectedness. Though knowledge on student retention has been gained over the years, institutions continue to struggle to find practical ways of applying the knowledge to provide positive change with regards to student's retention and progression (3). Spalding et al., (2012) and King and Williams (2014) report that between 40 and 60% of doctoral students drop-out before completing their degree. It is known that belongingness (incorporating connectedness, relatedness and autonomy) provides support for intrinsic motivation as well as students' persistence on the programme (6).
In terms of improving retention rates in doctoral programmes, research has focused on the qualities of the doctoral supervisor (7, 5) or the effect of peer support (5). Ten years ago Wulff and Austin (2004 cited in King & Williams 2014) called for more research incorporating the student voice and perspective, however to date, there remains a paucity of literature in this respect. Anderson et al. (2013) also refer to a dearth of research looking at what doctoral students' value in their academic experience during their programme. Our research gives students' their voice to express how belongingness (if any) is created, developed and sustained across the length of a professional doctorate in Higher Education programme. This research takes a case study approach to investigate online Professional Doctorate in Higher Education (EdD.) students' perceived sense of belongingness or connectedness within their taught element within their programme of study. This study investigates three levels of belongingness (if present); how it is created, developed and sustained. The project provides an understanding on the reasons how and why EdD. students developed a sense of belongingness and the ways how this sense of belongingness could be enhanced in online doctoral programmes. We will report our findings from our research which followed a case study design using multiple sources of evidence (9). This paper aims to present the findings from the first part of our study, which is a quantitative approach based on the Levett-Jones (2007) belongingness questionnaire. Our sample is 82 students from the EdD programme of University of Liverpool / Laureate Online Education. |
| SN | 2340-1095 |
| BN | 978-84-608-2657-6 |
| PY | 2015 |
| BP | 2068 |
| EP | 2077 |
| UT | WOS:000377304002024 |
| ER |
| PT | S |
| AU | Vaupel, S |
| AF | Vaupel, Steffen |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | DEVELOPMENT OF AN INTERACTIVE MOBILE LEARNING APPLICATION TO SUPPORT MIGRANT LEARNERS IN VOCATIONAL EDUCATION AND TRAINING (VET) |
| SO | ICERI2015: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 8th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 16-20, 2015 |
| CL | Seville, SPAIN |
| AB | In countries where VET systems have a long tradition, they enjoy the reputation of effectively reducing youth unemployment by improving school-to-work transitions-in particular, for students who are not on the track for university education. Compared to native-born people, only half of the migrant population went for VET in Germany in 2010. Furthermore, Beicht and Ulrich [1] find that having a migrant background significantly increases the risk of drop-out from vocational training. It has been argued that a dearth of knowledge about the host country's language could hamper young migrants' access to vocational training or endanger their graduation [2]. Since there is no support for such groups of persons, we have developed a special interactive mobile learning application to support these learners in VET. The aim of this application is to support migrant learners with little or no knowledge of German and few literacy skills to learn vocation-based words. The content is supported by photos; the app provides pronunciation as well as various means to test a learner's knowledge. The mobile learning application supports two user roles: Content providing teachers (words, photos and sounds), and the end user who uses the app to improve job-specific language skills.
In this paper, we identify and describe the special requirements of the designated target group of migrant learners, develop an appropriate domain model to describe the used data and behavior of the mobile learning application, and outline the development process. To demonstrate the applicability of the mobile learning application, we demonstrate the usage lifecycle beginning from the creation of content (teacher's role) to the consumption and modification of content (learner's role). In order to indicate the usefulness of the developed mobile learning application, we conducted a lab experiment with real learners, followed by a qualitative survey. We will report the results and present the participants' views and opinions. |
| SN | 2340-1095 |
| BN | 978-84-608-2657-6 |
| PY | 2015 |
| BP | 2794 |
| EP | 2804 |
| UT | WOS:000377304002122 |
| ER |
| PT | S |
| AU | Bernabe, O
Lacave, C |
| AF | Bernabe, O.
Lacave, C. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | APPLICATION OF BAYESIAN NETWORKS FOR EXTRACTING THE STUDENT DROPOUT PROFILE IN THE COMPUTER ENGINEERING DEGREE AT THE UNIVERSITY OF CASTILLA - LA MANCHA |
| SO | ICERI2015: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 8th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 16-20, 2015 |
| CL | Seville, SPAIN |
| AB | Student dropout is a problem that significantly affects all universities since it leads to economic losses, social problems and possible psychological problems in students. This problem can be measured quantitatively by the number of students who do not return to enroll in university, or in the academic program for which they were enrolled, in a given period. It would be very beneficial to identify the characteristics of the students prone to abandoning their studies in order to help universities to take steps to reduce the dropout rate. As professors at the University of Castilla-La Mancha (UCLM), we are interested in obtaining the student dropout profile the computer engineering degree, because its rate is high in the UCLM.
On the other hand, Data Mining techniques allow us to extract relevant knowledge from data. Among the various existing techniques, it is worth mentioning those based on Bayesian networks. A Bayesian network is a directed acyclic graph whose nodes represent variables, and its links, dependencies and independencies between those variables. These dependencies are obtained from the conditional probabilities for each node given its parents, by applying algorithms based on Bayes' theorem. There are also learning algorithms that take a database as input and provide the graph of the network or the associated probabilities or even both things at once. The main advantages provided by Bayesian networks are that they have a rich semantic, giving the user the opportunity to easily interpret the results. Furthermore, there are abduction algorithms that provide the variables configuration that maximizes the joint probability what can be used for acquiring profiles, the main aim of our research. Thus, this paper presents the process of identifying the student dropout profile in the Computer Engineering Degrees at UCLM applying Bayesian networks. The methodology that was used consists of four stages: definition of the study population, preparing the database, application of the specific data mining techniques and interpretation of results. In our case, the study population is composed of all students that leave the different computer engineering degrees offered by the UCLM in the period between 2008 and 2012. In the stage related to the database preprocessing the 491 initial records were reduced to 363 after a purging process. Then the learning algorithm K2 was applied to those data and a Bayesian network was obtained on which an abduction process to identify the profile sought was performed. This profile corresponds to a man who was admitted to the technical engineering in computer systems program with a low average grade (5-6 range), his age when he dropped out was between 31 to 40 years. He was admitted to the program via pre-registration in the 1st year and university entrance exam, his parents went to primary school and he dropped out the degree after 7-13 yearsof being enrolled in it. This main limitation of this work is that the amount of initial data is small. However, this does not invalidate our research because we have worked with all data from the entire population for the time period studied. In addition, it has served to establish the methodological bases to expand and extrapolate this study in the future. |
| SN | 2340-1095 |
| BN | 978-84-608-2657-6 |
| PY | 2015 |
| BP | 3711 |
| EP | 3720 |
| UT | WOS:000377304003110 |
| ER |
| PT | S |
| AU | Mair, C
Sanders, L James, R |
| AF | Mair, Carolyn
Sanders, Lalage James, Rachael |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | 'WHERE THERE IS DOUBT': USING PSYCHOMETRICS TO IDENTIFY STUDENTS AT RISK OF NON-COMPLETION |
| SO | ICERI2015: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 8th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 16-20, 2015 |
| CL | Seville, SPAIN |
| AB | The transition to Higher Education (HE) is acknowledged to be challenging and has been likened by some to 'entering an alien environment', a challenge that is 'under-rated and affects all students'. Moreover Widening Participation initiatives mean rising numbers of 'first generation university students', those with no family history of HE who may be therefore be least prepared for the experience. Such initiatives also encourage returners to higher education as part of life-long learning programmes. Whilst university can be a life-enhancing step, dropping out or not completing can have a deleterious effect on self-esteem. Furthermore high attrition rates adversely affect an institution's reputation. Thus it is in everyone's interest to ensure that new students are offered appropriate levels of support to enhance retention and course completion. Early identification of students most at risk of non-completion would enable focussed deployment of supportive interventions.
Recently completed prospective research into the progress of Foundation Year students identified psychometric factors that are apparently predictive of non-completion of the course. This study showed that that age was unrelated to successful completion We have extended this research to ascertain whether these psychometric tests can be diagnostic for direct entry undergraduates. Participants were recruited across 19 programme areas in two contrasting universities, one devoted to the arts and the other with a focus on science. Data were collected right at the start of the first year, undergraduates were invited to complete the Academic Behavioural Confidence (ABC) scale where participants indicate their level of confidence in undertaking behaviours related to studying. This has four subscales: Studying, Attendance, Grades and Verbalising. These data were compared with examining board outcomes from the following summer from which we identified two groups: Progressing and Non-Progressing students. We acknowledge that the second group was heterogeneous including withdrawals and those with mitigating circumstances as well as those who had failed. The age range of the 560 participants extended from traditionally-aged students (18-20) to a handful in their 50s. Examining board data showed that those aged 21-40, Younger Returners, (N=207) had progression rates comparable to those of traditional aged students. However the small number of Mature Returners (N=25), namely those over 40, had a higher non-progression rate (48%) than the rest. Progression data from the examining board was used to analyse the psychometric data. Nonparametric analysis identified two subscales as predictive of subsequent non completion, although these were not equally effective across the age groups. These data suggest that the ABC may be used to identify those at risk of non-progression for traditional aged and younger returners. It appears ineffective as a diagnostic tool for more mature students. The latter's high level of confidence in attending yet relatively poor outcome is worthy of further consideration in the context of thwarted commitment for the more mature returner to education. |
| SN | 2340-1095 |
| BN | 978-84-608-2657-6 |
| PY | 2015 |
| BP | 8452 |
| EP | 8459 |
| UT | WOS:000377304008080 |
| ER |
| PT | S |
| AU | Flores, S
Capetillo, G Tiburcio, L Leyva, F Parra, CL Torres, E Rendon, S |
| AF | Flores, S.
Capetillo, G. Tiburcio, L. Leyva, F. Parra, C. L. Torres, E. Rendon, S. |
| BE | GomezChova, L
LopezMartinez, A CandelTorres, I |
| TI | THE IMPACT OF TUTORIALS IN SCHOOL CAREER OF THOSE REGISTERED AS S11 AND S12 IN BOTH SCHOOLS OF ADMINISTRATION AND DENTISTRY OF UNIVERSIDAD VERACRUZANA |
| SO | EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 7th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 06-08, 2015 |
| CL | Barcelona, SPAIN |
| AB | School Career is the academic behavior of a student which describes their performance in school, their good and bad grades and the average attained during their school years. The analysis of the school career implies the observation of the movements of a certain school population across determined and specified school years.
The School career is the main variable that reflects the evolution of the students according to their syllabus, as well as the pace and speed with which the students go over their subjects. Some information, gathered at Universidad Veracruzana, shows that approximately 25 out of 100 students who make it to university level studies will drop out even before the first semester has been completed. Morever, most of them will choose a major in which they will get low grades and also they'll be likely to fail. This means that by the third semester dropout index will be 36% Universidad Veracruzana is a Public Autonomous Upper Level Studies Institution which makes efforts to establish a tutorial system which will contribute to solve the problems that said system will constantly face, seeking to ensure that tutorials will be integrated into the university culture and also represent a new faculty work method. In this investigation we also seek to identify the obstacles that have prevented in some cases achieving said goals, as well as the search of results that will help eliminate those obstacles. By this means we will make an analysis of the school career of the students of Universidad Veracruzana, focusing on both Schools of Administration and Dentistry, particularly on students registered as S11 and S12. We will also mention the support given by their academic tutors. School Career is defined as the behaviour and academic development of the students during their yeas in this institution, from the moment they enroll up to that of their graduation, this will also include their high or low grades on the subjects covered in their syllabus. It is of high relevance to know the school career of the students as it represents a variable that reflects their evolution on the syllabus, as it also sets the pace and speed with which they will take their assigned subjects. With this investigation we intend to identify the current school career of the students, if they have received orientation from their tutors and if the information provided by those tutors has helped the students improve their school career. |
| SN | 2340-1117 |
| BN | 978-84-606-8243-1 |
| PY | 2015 |
| BP | 3931 |
| EP | 3935 |
| UT | WOS:000376685703140 |
| ER |
| PT | S |
| AU | Meindl, C |
| AF | Meindl, Claudia |
| BE | GomezChova, L
LopezMartinez, A CandelTorres, I |
| TI | MEDOX: SUPPORTING STUDENTS' LEARNING EMPIRICAL RESEARCH METHODS AND STATISTICS IN A BLENDED LEARNING SCENARIO |
| SO | EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 7th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 06-08, 2015 |
| CL | Barcelona, SPAIN |
| AB | According to Baharun & Porter [1], students' approach to empirical research methods and statistics is often fear-laden as they perceive it as a difficult subject. In addition, multi-skilled students' cohorts demand appropriate approaches. Teaching empirical research methods and statistics effectively has thus become a pedagogical challenge, struggling with different kinds of problems, such as lack of engagement, working at higher level of abstraction in statistics or combining quantitative and qualitative paradigms [2]. We introduce medox, a modularized e-platform hosted by the Goethe-University Frankfurt, which aims to facilitate students' learning, reduce drop-out rates in early levels of higher education, and improve social and scientific skills by integrating technology with traditional and peer teaching methods. This paper describes various medox modules, such as indexed e-lectures or structured and scaffolded exercises concluding solutions. Furthermore, we discuss the role of students as 'producers of knowledge' [3] within a peer teaching framework in medox. |
| SN | 2340-1117 |
| BN | 978-84-606-8243-1 |
| PY | 2015 |
| BP | 4548 |
| EP | 4551 |
| UT | WOS:000376685704082 |
| ER |
| PT | J | ||
| AU | Zorrilla, M
Alvarez, E Garcia-Saiz, D |
||
| AF | Zorrilla, Marta
Alvarez, Elena Garcia-Saiz, Diego |
||
| TI | A parametrisable method for measuring online attendance in e-learning tools | ||
| SO | INTERNATIONAL JOURNAL OF TECHNOLOGY ENHANCED LEARNING | ||
| AB | An important factor that contributes towards the effectiveness of the learning-teaching process is the ability of instructors to monitor and measure the activity performed by the learners and consequently, to act according to the observed facts and metrics. As a result, e-learning tools lack the indicators that can be configured by the instructors in order to measure the activity performed by their learners, this work proposes a novel method positively evaluated by the instructors involved in distance courses taught in the University of Cantabria. This method is based on a customisable formula which allows instructors to set up particular parameters according to their goals and resources used for developing the learning activities on the course. These indicators enable instructors to assess the activity performed by their students in comparison with their peers and to detect students at the risk of drop-out among others. Furthermore, they could be used as predictors of performance. | ||
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| SN | 1753-5255 | ||
| EI | 1753-5263 | ||
| PY | 2015 | ||
| VL | 7 | ||
| IS | 4 | ||
| BP | 289 | ||
| EP | 308 | ||
| DI | 10.1504/IJTEL.2015.074185 | ||
| UT | WOS:000376280200001 | ||
| ER |
| PT | S |
| AU | Zehetmeier, D
Bottcher, A Bruggemann-Klein, A Thurner, V Schlierkamp, K |
| AF | Zehetmeier, Daniela
Boettcher, Axel Brueggemann-Klein, Anne Thurner, Veronika Schlierkamp, Kathrin |
| GP | IEEE |
| TI | Finding Competence Characteristics among First Semester Students in Computer Science |
| SO | FRONTIERS IN EDUCATION CONFERENCE (FIE), 2015 |
| SE | Frontiers in Education Conference |
| CT | 45th Annual Frontiers in Education Conference (FIE) |
| CY | OCT 21-24, 2015 |
| CL | El Paso, TX |
| SP | IEEE Educ Soc, IEEE Comp Soc, ASEE Educ Res & Methods Div, New Mexico State Univ, Univ Texas El Paso, Hewlett Packard, VentureWell, Markkula Ctr Appl Eth, IEEE |
| AB | First-year students are often not well equipped with the base competencies that are a necessary precondition for effectively acquiring complex new knowledge. Among others, these base competencies comprise self-organization, analytical thinking, or communication skills. Shortcomings in these competencies often lead to problems in the study process. To solve these problems, we need to investigate the students' initial competencies, in order to become aware of possible deficits, find ways to deal with them, and thus to enable students to reach their goals. Therefore, we developed a self-assessment on base competencies, an accompanying knowledge test and a questionnaire on personal information. The data collected by these tools was analyzed, searching for competence characteristics which influence whether our students persevere and participate in the final exam, or drop out early. The results of our data analysis support the assumption that both non-technical and technical competencies are crucial to study successfully. Correlation analysis has identified several characteristics which distinguish the students that participate in the exam from those who do not. Based on these results, we suggest ways to optimize university courses, teaching methods, and the support of first-year students to meet their needs. |
| SN | 0190-5848 |
| BN | 978-1-4799-8454-1 |
| PY | 2015 |
| BP | 1079 |
| EP | 1087 |
| UT | WOS:000371705200186 |
| ER |
| PT | J | ||
| AU | Gazo, PF
Fonseca, MT Alcaraz, ID Niella, MF |
||
| AF | Figuera Gazo, Pilar
Torrado Fonseca, Mercedes Dorio Alcaraz, Inmaculada Freixa Niella, Montserrat |
||
| TI | Non-Traditional University Students Persistence and Drop-out pathways: Implications for guidance | ||
| SO | REVISTA ELECTRONICA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO | ||
| AB | One of the aims of university policy at national and international level has been the diversification of ways to college to promote wider access to University. However, establishing access policies must be accompanied by measures to ensure continuity in the system. Guidance is one of the most significant instruments. The article presents the results of a longitudinal study on the process of transition and persistence from a student cohort of Business Administration and Management and Pedagogy at the University of Barcelona who began studies in 2010. The results show the differences between non-traditional students (including vocational education and training, and students over 25 and 45 years old) and those from post-compulsory secondary education as regards the various indicators of the transition to university examined in the study. Final discussion goes around the obtained results from institutional databases and follow-up questionnaire to establish guidance and mentoring activities to develop equity policies. | ||
| OI |
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| SN | 1575-0965 | ||
| PY | 2015 | ||
| VL | 18 | ||
| IS | 2 | ||
| BP | 107 | ||
| EP | 124 | ||
| DI | 10.6018/reifop.18.2.220101 | ||
| UT | WOS:000371903700009 | ||
| ER |
| PT | J | ||
| AU | Whitelock, D
Thorpe, M Galley, R |
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| AF | Whitelock, Denise
Thorpe, Mary Galley, Rebecca |
||
| TI | Student workload: a case study of its significance, evaluation and management at the Open University | ||
| SO | DISTANCE EDUCATION | ||
| AB | Distance students are time poor and some drop out of their studies because they fall behind with coursework. This raises the issue of how course teams decide upon how many study hours should be included in a course. This article presents a number of Open University projects that have addressed student workload management and relates how learning design has incorporated these findings into advice for new module development. Moreover, the article also discusses how recent automatic feedback systems can motivate and support time-poor students when writing their assignments. This is an important finding as drop-out can occur when students are unable to devote the necessary time to their summative assessments and drop out of the learning process. | ||
| OI |
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| SN | 0158-7919 | ||
| EI | 1475-0198 | ||
| PY | 2015 | ||
| VL | 36 | ||
| IS | 2 | ||
| SI | SI | ||
| BP | 161 | ||
| EP | 176 | ||
| DI | 10.1080/01587919.2015.1055059 | ||
| UT | WOS:000369790400003 | ||
| ER |
| PT | S |
| AU | Feldmann, B |
| AF | Feldmann, Birgit |
| BE | Uden, L
Liberona, D Welzer, T |
| TI | System Support for Social Learning in Computer Science at a Distance University - The University of Hagen |
| SO | LEARNING TECHNOLOGY FOR EDUCATION IN CLOUD, LTEC 2015 |
| SE | Communications in Computer and Information Science |
| CT | 4th International Workshop on Learning Technology for Education in Cloud (LTEC) |
| CY | AUG 24-28, 2015 |
| CL | Univ Maribor, Maribor, SLOVENIA |
| HO | Univ Maribor |
| AB | Students working collaboratively are more successful than students working alone, these fact was shown by research on technology-supported learning and teaching have clearly confirmed the general understanding that. Therefore, it should be a logical consequence to integrate communication and collaboration as a key factor into a distance study environment. However, this is not a trivial task from various points of view. For instance, for public universities in Germany studies have to be free of charge - which then raises the question, how to finance highly interactive small classes? Another problem is the professional restrictions of working distance students: their time budget is very limited. The consequence is that students typically have very limited contact to their peers and their tutors until the final examinations. The drop-out rates are extremely high. E-learning improved the situation substantially (even though poorly used by the teachers in many environments), but by far not enough. Former research showed, that students' want more social learning application. This paper shows how social learning could be integrated in an existing technical and organizational infrastructure and so open up new possibilities to approach these challenges, and how it can be used to improve the situation substantially. |
| SN | 1865-0929 |
| BN | 978-3-319-22629-3; 978-3-319-22628-6 |
| PY | 2015 |
| VL | 533 |
| BP | 188 |
| EP | 196 |
| DI | 10.1007/978-3-319-22629-3_15 |
| UT | WOS:000369889500015 |
| ER |
| PT | J |
| AU | Clavert, M
Paloposki, T |
| AF | Clavert, Maria
Paloposki, Tuomas |
| TI | Implementing Design-Based Learning in Teaching of Combustion and Gasification Technology |
| SO | INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION |
| AB | Design-based learning (DBL) is a pedagogical model that promotes deep learning of technical fundamentals and of practical skills in the context of real-world design experiences. Solving design problems in project-based setting provides a natural and meaningful venue for integrated learning of both science and design thinking skills. In this study, we explore the practical implications of the design-based learning model within two Master's level courses on energy technology. We describe the implementation of DBL model at Aalto University Design Factory platform, present the resulting course grades and drop out rates of 244 students registered in the courses between 2010-2012. Anonymous feedback was received from 106 students and we analyze it utilizing thematic analysis. We conclude that design-based learning results in a good balance between theoretical knowledge and design thinking skills. DBL motivates the students by providing them with a real-life engineering problem. The project of building a physical deliverable provides a natural setting for intensive teamwork and communication. The study presents theoretical framework and practical example for implementing DBL model in engineering education. |
| SN | 0949-149X |
| PY | 2015 |
| VL | 31 |
| IS | 4 |
| BP | 1021 |
| EP | 1032 |
| UT | WOS:000358934100010 |
| ER |
| PT | J | ||||
| AU | Arrufat, MJG
Sanchez, VG Santiuste, EG |
||||
| AF | Gallego Arrufat, Maria Jesus
Gamiz Sanchez, Vanesa Gutierrez Santiuste, Elba |
||||
| TI | TRENDS IN ASSESSMENT IN MASSIVE OPEN ONLINE COURSES | ||||
| SO | EDUCACION XX1 | ||||
| AB | Assessment is a central characteristic in the design of massive open online courses (MOOCs) (Sandeen, 2013). Although this phenomenon is new, the literature on e-assessment suggests a direction based on a knowledge base derived from research into the support needs of the participants' learning. Together with assessment, participant satisfaction with MOOCs takes on a special role when we consider the interest of the courses and their high drop-out rate. We have two objectives in this paper; on one hand, we analyze the assessment processes in 87 MOOCs developed on different international platforms (Coursera, Udacity, MiriadaX, EdX, and RedunX) at Spanish universities (AbiertaUGR, UPVX, UniMOOC, UnedComa, and Ehusfera) and others; while on the other hand, we reflect on these processes assisted by the study of the MOOCs developed at the University of Granada (Spain). We describe the results classified according to: what is assessed, who performs the assessment, time at which assessment occurs, instruments employed, type of assessment, and type of the certification (participation/accreditation). We study the satisfaction of 513 participants in courses of the first edition offered by AbiertaUGR in 2013. Participant satisfaction is related to interactivity, and the learning perceived corresponds to a formative assessment or assessment for learning. Suggestions for improvement are given for the pedagogical design of the assessment in future MOOCs. | ||||
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| OI |
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| SN | 1139-613X | ||||
| EI | 2174-5374 | ||||
| PY | 2015 | ||||
| VL | 18 | ||||
| IS | 2 | ||||
| BP | 77 | ||||
| EP | 96 | ||||
| DI | 10.5944/educXX1.12935 | ||||
| UT | WOS:000356200800005 | ||||
| ER |
| PT | S |
| AU | Ouya, S
Mbacke, AB Mendy, G Diouf, PW Sy, K |
| AF | Ouya, Samuel
Mbacke, Ahmath Bamba Mendy, Gervais Diouf, Pape Waly Sy, Kalidou |
| GP | IEEE |
| TI | Social network integration to e-Ieaming environment A solution for dropout rate reduction and relationships recovery factor between different actors in distance education |
| SO | 2015 IEEE/ACS 12TH INTERNATIONAL CONFERENCE OF COMPUTER SYSTEMS AND APPLICATIONS (AICCSA) |
| SE | International Conference on Computer Systems and Applications |
| CT | 12th IEEE/ACS International Conference of Computer Systems and Applications (AICCSA) |
| CY | NOV 17-20, 2015 |
| CL | Marrakech, MOROCCO |
| SP | IEEE, ACS |
| AB | In this paper, we propose a solution to reduce the dropout rate of students of distance learning platforms, while improving social contact between users. This solution consists of the design and development of a middleware application and a BigBlueButton Moodie plugin allowing access to social networks such as Facebook I Twitter to share information in a controlled environment. This mechanism helped to increase the audience of learners in training module and facilitate learner-learner contact and teacher-learners contact. |
| SN | 2161-5322 |
| BN | 978-1-5090-0478-2 |
| PY | 2015 |
| UT | WOS:000411674100135 |
| ER |
| PT | J |
| AU | Clark, KM
May, IC |
| AF | Clark, Karen M.
May, Isabell Cserno |
| TI | Upper-Division Transfer Students: Designing a Supplemental Instruction Program for Nursing Students Within a Science Based Curriculum |
| SO | COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE |
| AB | The transition to upper-level course work of transferring students, predominantly students from 2-year/community colleges, has been explored in recent education research literature. Yet, it has not been sufficiently explored whether and what academic support programs could be successful in supporting transfer students with the transfer process. This article demonstrates the success of an academic support program for a discipline-specific cohort of transfer students entering their junior year in a nursing program at a public university within the University System of Maryland. The study explored prior academic preparation, results of Nursing Entrance Test scores, and interventions provided by an academic support initiative. For a course in pathopharmacology, this collaborative environment-facilitated by successful peers based on Supplemental Instruction, workshops on accelerated learning techniques, and individual tutoring-indicates that participation in such a comprehensive program resulted in an overall higher grade point average at the end of the first semester. There was also a reduced rate of failure or drop out from 15% to 7% in subsequent semesters. Overall, such an initiative could serve as a model for other institutions. |
| SN | 1066-8926 |
| EI | 1521-0413 |
| PY | 2015 |
| VL | 39 |
| IS | 6 |
| BP | 499 |
| EP | 514 |
| DI | 10.1080/10668926.2013.849622 |
| UT | WOS:000409848400001 |
| ER |
| PT | J |
| AU | Fernandez, M |
| AF | Fernandez, Marisa |
| TI | Reading log: pedagogical device accompanying training university paths |
| SO | EDUCACION FISICA Y CIENCIA |
| AB | This work is part of the research on teacher training in Physical Education, developed in Bariloche Regional University Center of the National University of Comahue (CRUB-UNCo). Due to the steady increase in the number of students who drop out of course of study on the first two years, projects that follow this line of investigation are seeking to question university teaching practices in this field, unravel their particular ways of production and to analyse their impact on the constitution of the formative stages of the students. In the research we have found evidence of a systematic teaching work to improve the learning and teaching conditions and have identified pedagogical devices, both at institutional and classroom levels, as resources for scaffolding student paths and different modes of reception of the students doing the introductory course. Here, we describe and analyse one of these devices, called "reading log" generated in Subject Pedagogy for the 1st year of the School of Physical Education of abovementioned University. This instrument is part of a series of pedagogical practices deliberately planned in connection with the entrance, continuity and graduation stages of undergraduate students; it aims to promote better contexts for the development of the educational processes. This device, created as a way of scaffolding the reading practices of the students, is thought to contribute to the promotion of democratic formative paths and attempts to provide new explanations, which would anchor the transformation and construction of new knowledge and would achieve better pedagogical interventions. |
| SN | 1514-0105 |
| EI | 2314-2561 |
| PY | 2015 |
| VL | 17 |
| IS | 1 |
| UT | WOS:000420028400006 |
| ER |
| PT | S |
| AU | Altin, H
Rantsus, R |
| AF | Altin, Heilo
Rantsus, Ramon |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | WHY STUDENTS FAIL TO GRADUATE ICT-RELATED CURRICULA AT UNIVERSITY LEVEL |
| SO | INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 9th International Technology, Education and Development Conference (INTED) |
| CY | MAR 02-04, 2015 |
| CL | Madrid, SPAIN |
| AB | In Estonia, information and communication technology (ICT) companies lack labour. To be more precise, more programmers, analysts, and project managers are needed. Government strategies stipulate effort to be invested in popularizing ICT-related careers and curricula among the youth. That effort has resulted in the increased number of students applying for ICT curricula at university level. However, almost 33% of them do not manage to graduate Bachelor's studies. Most of them drop out during the first year and first semester. In 2013, a study was launched to investigate the reasons which affect students to study ICT in Estonia. One part of the study focused on determining the reasons for students dropping out. The study was carried out among three main universities in Estonia that offer ICT-related curricula. That year 517 students altogether were accepted by the three universities. By the beginning of the school year 2014/2015, 25% of the students had dropped out from the University of Tartu. These are the highest drop-out rate curricula in the University of Tartu. In order to find out the reasons and analyse the possibilities for reducing drop-out rates, phone interviews were conducted with the drop-out students. The results showed that the reasons for dropping out were related to financial, work and personal issues. Some of the students were already working in the field of ICT and expected to gain more knowledge while continuing their everyday jobs. Some of them wanted to learn something else but were not accepted to their preferred curriculum and started to study ICT as it is promoted by the media. In this paper, all cases of drop-out students are presented and reasons categorized. This work could be used by universities to understand and prevent drop-out in the field of ICT. |
| SN | 2340-1079 |
| BN | 978-84-606-5763-7 |
| PY | 2015 |
| BP | 5364 |
| EP | 5368 |
| UT | WOS:000398586305056 |
| ER |
| PT | S |
| AU | Panchoo, S |
| AF | Panchoo, Shireen |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | ONLINE LEARNING ENVIRONMENT INFORMATION SYSTEM: ARCHITECTURAL DESIGN BASED ON ONLINE LEARNERS' ACTIVITIES |
| SO | INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 9th International Technology, Education and Development Conference (INTED) |
| CY | MAR 02-04, 2015 |
| CL | Madrid, SPAIN |
| AB | We are witnessing increasing interactions on the Internet through websites, discussion forums, blogs, wikis and related posted messages in social networks. It is obvious that the activities and interactions are limited, based on the functionalities and designs of the websites. However, it is observed that engaging learners does not happen naturally: the educational online forums consist of lack of interactions and unanswered threads. The aim of this paper is to understand how learners view the prescribed interactions as devised as part of the learning strategies. As methodology, a questionnaire was specially designed with the aim of understanding the types of learning activities through the interactions of 18 learners who were enrolled in a completely online master's course in France. The studies were held in an online campus whereby relevant tools were designed and displayed, analogous to a real life campus. A socio-constructivist approach was chosen due to the problems of loneliness and de-motivation that distant learners face. Furthermore, in order to help them overcome the uncertainty feeling that exists online, online tutoring were organised so that learners can express their worries and difficulties. The implementation of such a model was done while taking three important factors in consideration in order to encourage and direct learners to interact as required: 1) a properly designed virtual environment with appropriate tools, 2) relevant learning strategies and 3) the guidance of a tutor. Result shows that learners proceed in a systematic manner starting with organisational activities leading to cognitive discussions. The type of interactions obtained after compilation of the questionnaire refers to learner-tools, learner-content, tutor-learner as well as learner-learners interactions. This research is based on a successful model adopted by a famous university in France. The drop-out rates were less than 10%. It has been found that virtual environment's design is of paramount importance while aiming to give adequate supports to distance learners. This model can be replicated successfully in order to help learners enjoy their learning experience. |
| SN | 2340-1079 |
| BN | 978-84-606-5763-7 |
| PY | 2015 |
| BP | 7463 |
| EP | 7468 |
| UT | WOS:000398586307061 |
| ER |
| PT | S | ||||
| AU | Krpan, D
Mladenovic, S Rosic, M |
||||
| AF | Krpan, Divna
Mladenovic, Sasa Rosic, Marko |
||||
| BE | Iaman, A
Eskicumali, A |
||||
| TI | Undergraduate programming courses, students' perception and success | ||||
| SO | INTERNATIONAL CONFERENCE ON NEW HORIZONS IN EDUCATION, INTE 2014 | ||||
| SE | Procedia Social and Behavioral Sciences | ||||
| CT | 5th International Conference on New Horizons in Education (INTE) | ||||
| CY | JUN 25-27, 2014 | ||||
| CL | Paris, FRANCE | ||||
| AB | Learning programming at university level is the challenge for both students and teachers, especially for students without previous exposure to programming. Most of the programming courses are compulsory and tough to learn for novice programmers. Students lack the understanding of basic programming concepts and algorithms and find programming difficult. Early failure of understanding important concepts weakens students' confidence and increases drop-out rate. Students' success rate and perception during most important programming courses at the undergraduate level at the Faculty of Science, University of Split over extended period of time were analyzed. Results of this research are presented in this paper. (C) 2015 The authors Published by Elsevier Ltd. | ||||
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| OI |
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| SN | 1877-0428 | ||||
| PY | 2015 | ||||
| VL | 174 | ||||
| BP | 3868 | ||||
| EP | 3872 | ||||
| DI | 10.1016/j.sbspro.2015.01.1126 | ||||
| UT | WOS:000383740203142 | ||||
| ER |
| PT | J |
| AU | Leino, M |
| AF | Leino, Mare |
| TI | CONTEMPORARY ISSUES IN POST-COMPULSORY EDUCATION Dropping out from vocational education in the context of the dimensions of communication |
| SO | RESEARCH IN POST-COMPULSORY EDUCATION |
| AB | The focus of this article is students dropping out of the educational system. According to official statistics about 20% of all students dropped out of vocational schools in the small Eastern European country of Estonia in 2012/13. The same issue is apparent in Estonian universities: in 2012/13, 17% of students left before graduating. The result is an increased number of less educated people in a society, which is, among other problems, considered to be a security risk in the country. A possible reason for this problematic process might be the cultural conflicts in the context of communication. Anthropologist E.T. Hall divided cultures according to their ways of communicating in high-context (much of the information is implicit) and low-context cultures (nearly everything is explicit). If the norms of youngsters' ways of communication do not fit into the norms of educational institutions, meaning low-and high-context communication, one possible result is dropping out. The research method adopted for this article was a content analysis of the report on reasons for dropping out. According to this, the style of communication in society is important - especially in the context of education. |
| SN | 1359-6748 |
| EI | 1747-5112 |
| PY | 2015 |
| VL | 20 |
| IS | 4 |
| BP | 500 |
| EP | 508 |
| DI | 10.1080/13596748.2015.1081747 |
| UT | WOS:000216336300009 |
| ER |
| PT | J |
| AU | Gutierrez, ABB
Menendez, RC Rodriguez-Muniz, LJ Perez, JCN Herrero, ET Garcia, ME |
| AF | Bernardo Gutierrez, Ana Belen
Cerezo Menendez, Rebeca Rodriguez-Muniz, Luis J. Nunez Perez, Jose Carlos Tuero Herrero, Elilan Esteban Garcia, Maria |
| TI | PREDICTION OF UNIVERSITY DROP-OUT: EXPLANATORY VARIABLES AND PREVENTIVE MEASURES |
| SO | REVISTA FUENTES |
| AB | University drop-out is a problem whose costs are high for both the individual and society. That is the reason why prevention is essential and it is particularly important in the current economic crisis context.
Several authors have conducted research in order to establish predictive models of this phenomenon (Castano, Gallon, Gomez and Vasquez, 2004; Trevizan, Beltran and Cosolito, 2009; Goldenhersh, Coria and Saino, 2011; Sanchez, 2014). This article analyses these works, identifying the advantages and disadvantages of the most used methods; correlational analysis, logistic regression, survival analysis and data mining. The research whose results are presented here applies the first of the mentioned methodologies, with the aim to test - in regard to the phenomenon of abandonment-the predictive value of the following variables: prior academic performance, date of enrolment, performance in first year college and attendance. The results confirm the relationship of these variables with the studied phenomenon. These results are consistent with those obtained by several authors throughout time. To finish, two types of measures based on this results are proposed; on one hand, measures to facilitate diagnosis of drop-out, on the other hand, measures aiming it prevention. |
| SN | 2172-7775 |
| PY | 2015 |
| IS | 16 |
| BP | 63 |
| EP | 83 |
| DI | 10.12795/revistafuentes.2015.i16.03 |
| UT | WOS:000448616600004 |
| ER |
| PT | J |
| AU | de Fanelli, AG
de Deane, CA |
| AF | Garcia de Fanelli, Ana
Adrogue de Deane, Cecilia |
| TI | UNIVERSITY DROPOUT: DIMENSIONS, DETERMINANTS AND CHALLENGES TO PUBLIC POLICY |
| SO | REVISTA FUENTES |
| AB | Argentina stands out in Latin America for having one of the foremost gross enrollment rates in higher education, similar to developed countries, as a consequence of an open-admissions system. However, equal opportunities in access alone do not ensure equity in the results. Using data from the Argentine Permanent Household Survey, we first calculate the global dropout rate according to the socioeconomic status of students' household, gender and area of residence. Second, we analyze the determinants of university students' propensity to drop out, estimating a logistic regression model. We conclude that in 2013, 38 percent of those university students between ages 18 and 30 dropped out of college. The data also revealed important gaps according to the socioeconomic status, the gender and area of residence. The probability of leaving college is higher among men, depends on whether they work and live in households with the lowest per capita income and educational level, and varies according to their area of residence. We conclude with some reflections on public policies that could contribute to improving the persistence and equity results in the Argentine university sector. |
| SN | 2172-7775 |
| PY | 2015 |
| IS | 16 |
| BP | 85 |
| EP | 106 |
| DI | 10.12795/revistafuentes.2015.i16.04 |
| UT | WOS:000448616600005 |
| ER |
| PT | J | ||
| AU | Troelsen, R
Laursen, PF |
||
| AF | Troelsen, Rie
Laursen, Per F. |
||
| TI | Is Drop-out from University Dependent on National Culture and Policy? The Case of Denmark | ||
| SO | EUROPEAN JOURNAL OF EDUCATION | ||
| AB | National cultures are known to influence educational institutions and practices in many ways. It therefore seems reasonable to assume that drop-out from university is also influenced by differences in national cultures. In this article, we compare drop-out from Danish universities with drop-out from European universities. Based on Danish national culture (characterised by individualism, low power distance, femininity, and low uncertainty avoidance) and on the high level of economic support for students, we find that drop-out from higher education in Denmark as compared to most other European countries is less influenced by socio-economic factors and by the students' degree of social integration. Hence, our review of the research on drop-out identifies some differences that might rest on national cultural varieties. It also points to difficulties in comparing results from different research studies, not only in Denmark but also across Europe. This difficulty results from varieties in research designs and definitions of drop-out. | ||
| OI |
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| SN | 0141-8211 | ||
| EI | 1465-3435 | ||
| PD | DEC | ||
| PY | 2014 | ||
| VL | 49 | ||
| IS | 4 | ||
| SI | SI | ||
| BP | 484 | ||
| EP | 496 | ||
| DI | 10.1111/ejed.12094 | ||
| UT | WOS:000344590900005 | ||
| ER |
| PT | J |
| AU | Saiz-Manzanares, MC
Bol-Arreba, A Payo-Hernanz, RJ |
| AF | Consuelo Saiz-Manzanares, Maria
Bol-Arreba, Alfredo Jesus Payo-Hernanz, Rene |
| TI | Validation of an Evaluation Tutoring Task Scale at the University |
| SO | ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY |
| AB | Introduction. Recent investigations have emphasized the need for university teachers to develop tutorial programs for students at university. Many universities are committed to broadening research on university teaching that will sharpen academic performance and levels of student satisfaction. Tutoring programs improve the development of the teaching-learning process and reduce student drop-out rates. However, it is necessary to step up teacher training in the evaluation of prior knowledge, in procedures for continuous assessment and in teaching-learning methodologies for project-based learning. Likewise, instruments with high levels of reliability and validity are needed, to measure the effectiveness of these tutorial-programme-based techniques. The objectives of our study are twofold: to validate a scale for measuring the development of the Tutorial Program and to test whether the department to which the teacher-tutor belongs influences the evaluation of the Tutorial Program.
Method. A sample of 237 university professors at the University of Burgos from 16 departments participating in the Tutorial Program is analyzed in this study. Results. The results of the study with regard to the first objective indicate high overall reliability of the scale (alpha = .93) and of inter-item correlation (alpha = .92 to alpha = .93). With regard to the second objective, significant differences are found between departments. Discussion and conclusion. The findings of this study indicate the need to increase teacher training in orientation tutoring. |
| SN | 1699-5880 |
| EI | 1696-2095 |
| PD | DEC 1 |
| PY | 2014 |
| VL | 12 |
| IS | 3 |
| BP | 835 |
| EP | 852 |
| DI | 10.14204/ejrep.34.14027 |
| UT | WOS:000412977400012 |
| ER |
| PT | J |
| AU | Wolter, SC
Diem, A Messer, D |
| AF | Wolter, Stefan C.
Diem, Andrea Messer, Dolores |
| TI | Drop-outs from Swiss Universities: an empirical analysis of data on all students between 1975 and 2008 |
| SO | EUROPEAN JOURNAL OF EDUCATION |
| AB | This study presents in-depth empirical analyses of drop-outs from all Swiss universities for the entire student population between 1975 and 2008. The results show that most identifiable factors associated with a greater or lesser probability of dropping out are identical to those found in a recent Systematic Review (Larsen etal., 2013). The main findings are that: first, since the 1970s, there has been a marked trend towards falling drop-out rates which is largely due to female students who, today, have lower drop-out rates than their male counterparts; secondly, not only are there different drop-out rates for specific subjects of study, but there are also differences in baccalaureate profiles, which indicates that the skills acquired prior to entering university have a great impact on successful study; thirdly, students who change their first subject choice are at great risk of dropping out. No firm conclusions can yet be drawn about the Bologna reform but, based on the subjects which changed to the Bachelor/Master system between 2001 and 2003, no reduction in drop-out rates can be found as a result of the reform. |
| SN | 0141-8211 |
| EI | 1465-3435 |
| PD | DEC |
| PY | 2014 |
| VL | 49 |
| IS | 4 |
| SI | SI |
| BP | 471 |
| EP | 483 |
| DI | 10.1111/ejed.12096 |
| UT | WOS:000344590900004 |
| ER |
| PT | J |
| AU | Fichten, CS
Nguyen, MN Amsel, R Jorgensen, S Budd, J Jorgensen, M Asuncion, J Barile, M |
| AF | Fichten, Catherine S.
Mai Nhu Nguyen Amsel, Rhonda Jorgensen, Shirley Budd, Jillian Jorgensen, Mary Asuncion, Jennison Barile, Maria |
| TI | How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities? |
| SO | SOCIAL PSYCHOLOGY OF EDUCATION |
| AB | The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and developed a prediction model. We tested this model in a retrospective study using an independent sample of actual graduates () and premature leavers (). Results show that the best predictors of academic persistence and drop-out are the three Theory of Planned Behavior scales. These predicted 25 % of the variance in intention to graduate and correctly classified 83 % o f participants who were no longer in school (86 % of graduates and 74 % of premature leavers). Path analysis showed linkages between demographic, academic performance, personality, self-efficacy, and college experience measures and the three Theory of Planned Behavior predictors. Key reasons for dropping out were: disability, health, finances, career direction uncertainty, inadequate disability accommodations, and lack of interest/motivation. A one-page questionnaire based on the Theory of Planned Behavior (i.e., Attitude, Subjective Norms, Perceived Behavioral Control) can add to the literature on predictors of intention to graduate, graduation and drop-out among college and university students with disabilities; this is enclosed in the "Appendix". |
| SN | 1381-2890 |
| EI | 1573-1928 |
| PD | DEC |
| PY | 2014 |
| VL | 17 |
| IS | 4 |
| BP | 657 |
| EP | 685 |
| DI | 10.1007/s11218-014-9272-8 |
| UT | WOS:000346023400007 |
| ER |
| PT | J | ||||
| AU | Ahmed, JU
Chowdhury, MHK Rahman, S Talukder, AKMMH |
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| AF | Ahmed, Jashim Uddin
Chowdhury, Md. Humayun Kabir Rahman, Sheehan Talukder, A. K. M. Mominul Haque |
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| TI | Academic probation: an empirical study of private university students | ||||
| SO | RESEARCH IN EDUCATION | ||||
| AB | This study examines the factors contributing to academic probation in university settings and highlights the problems that students encounter in higher education institutions in Bangladesh. The study focused on students facing academic probation on two private universities in Bangladesh and analyzed students' response with respect to nine different factors - difficulty in understanding language, weak communication skills, weak educational background, 'grading is too difficult', involvement with other activities, wrong course selection, lack of seriousness in studies, family problem and personal problem. In the survey, the sample consisted of 242 probation students: 80 per cent were male and 20 per cent were female. In this research, results suggest that probation students are more likely to experience academic difficulties, are more prone to drop out and, yet, are more willing to receive institutional assistance (how to return to good academic standing) as compared to other regular students. The authors conclude by discussing policy implications of the findings and defining avenues for further research. One of the shortcomings of this study is the use of private university student samples only. Consequently, the generalization of our results may be limited. The authors developed and instituted a probationary student support initiatives program to both assist these students and understand how their background characteristics and perceptions of the learning environment impacted on their academic standing. | ||||
| OI |
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| SN | 0034-5237 | ||||
| EI | 2050-4608 | ||||
| PD | NOV | ||||
| PY | 2014 | ||||
| VL | 92 | ||||
| IS | 1 | ||||
| BP | 1 | ||||
| EP | 17 | ||||
| DI | 10.7227/RIE.0001 | ||||
| UT | WOS:000447639900001 | ||||
| ER |
| PT | J |
| AU | Vazquez-Martinez, AI
Alducin-Ochoa, JM |
| AF | Isabel Vazquez-Martinez, Ana
Manuel Alducin-Ochoa, Juan |
| TI | BLENDED LEARNING AND ENGINEERING: USE LEVEL, ACADEMIC PERFORMANCE AND ASSESSMENT OF STUDENTS |
| SO | EDUCATION IN THE KNOWLEDGE SOCIETY |
| AB | Changes that the University is experiencing, as well as the characteristics of technical teachings, in terms of high drop-out rates and low academic performance, do that they have to seek solutions to respond to these challenges. This article presents the use of the learning platform WebCT course Materials of Construccion-I, in the degree of Engineering of Building of the University of Seville. Intends to analyze what is the level of use, the academic performance and the valuation that students make their use. In this way the objectives are to know if the use of the tools forum and preparatory tests exerts influence on the performance of students; if there is a relationship between the performance and the valuation that students make WebCT, and between the use of these tools and the given valuation. The results indicate that there are significant differences in academic achievement by the degree of use of evidence and the degree of use of the Forum, as well as between perception and satisfaction of the Teas study according to the degree of use of evidence and forum. In the same way there is correlation between academic performance and the evaluation and satisfaction of students. Therefore one could say that classroom teaching supported by educational platforms can promote significant changes in academic results, being at the same time a resource well valued by students |
| SN | 2444-8729 |
| PD | OCT |
| PY | 2014 |
| VL | 15 |
| IS | 3 |
| BP | 120 |
| EP | 148 |
| UT | WOS:000434589200008 |
| ER |
| PT | J | ||||||
| AU | Horn, C
Santelices, M Avendano, XC |
||||||
| AF | Horn, Catherine
Veronica Santelices, Maria Catalan Avendano, Ximena |
||||||
| TI | Modeling the impacts of national and institutional financial aid opportunities on persistence at an elite Chilean university | ||||||
| SO | HIGHER EDUCATION | ||||||
| AB | Much of the recent Chilean educational debate and reform has centered around issues of higher education cost, debt burden, and availability of grants versus loans. This quantitative case study of Pontificia Universidad Catlica de Chile sought to understand the longitudinal contributions of combinations of types of financial aid to persistence of low-income students. The results identified that the aggregate availability of both grants and loans at the university-level has a net positive contribution beyond the contributions of national-level grants and loans. In finest distinction, however, only ministry aid (in the form of need-based grants and loans) decreased the likelihood of dropping out. Such findings suggest that universities may want to consider carefully as part of a comprehensive persistence plan how they leverage institution-level contributions to student aid packages. | ||||||
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| OI |
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| SN | 0018-1560 | ||||||
| EI | 1573-174X | ||||||
| PD | SEP | ||||||
| PY | 2014 | ||||||
| VL | 68 | ||||||
| IS | 3 | ||||||
| BP | 471 | ||||||
| EP | 488 | ||||||
| DI | 10.1007/s10734-014-9723-3 | ||||||
| UT | WOS:000340607500009 | ||||||
| ER |
| PT | J |
| AU | Medrano, LA
Liporace, MF Perez, E |
| AF | Adrian Medrano, Leonardo
Fernandez Liporace, Mercedes Perez, Edgardo |
| TI | Computerized Assessment System for Academic Satisfaction (ASAS) for first-year University Student |
| SO | ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY |
| AB | Introduction. Computerized tests have become one of the most widely used and efficient educational assessment methods. Increasing efforts to generate computerized assessment systems to identify students at risk for drop out have been recently noted. An important variable influencing student retention is academic satisfaction. Accordingly, the present study aims to develop a Computerized Assessment System for Academic Satisfaction (ASAS).
Method. The ASAS evaluates different social-cognitive variables posited by a social cognitive model of academic satisfaction, including academic self-efficacy, outcome expectations, academic goal progress and academic satisfaction. We describe the computerization process of the ASAS based on guidelines proposed by the International Test Commission (ITC). Moreover, evidence of internal structure and internal consistency are provided (N=377). Result. Overall the results were satisfactory and no difficulties or limitations that may hinder the future development of the system were observed. The computerization process of the ASAS was completed according to technology standards, quality control and safety as proposed by the ITC. The internal structure of all scales presented a theoretically interpretable structure similar to that reported in the original papers. Discussion and Conclusion. New studies should be developed to provide further validity evidence. ASAS proved to be an adequate assessment system for predicting academic satisfaction and useful for the prevention of early drop out in first-year students. |
| SN | 1699-5880 |
| EI | 1696-2095 |
| PD | SEP 1 |
| PY | 2014 |
| VL | 12 |
| IS | 2 |
| BP | 541 |
| EP | 562 |
| DI | 10.14204/ejrep.33.13131 |
| UT | WOS:000412976600013 |
| ER |
| PT | J | ||||
| AU | Polesel, J
Klatt, M |
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| AF | Polesel, John
Klatt, Malgorzata |
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| TI | University deferrers in metropolitan and non-metropolitan Victoria: A longitudinal study | ||||
| SO | AUSTRALIAN JOURNAL OF EDUCATION | ||||
| AB | This article investigates the phenomenon of university deferral and its impact on regional youth in Australia. It seeks to compare and contrast the post-school pathways and experiences of metropolitan and non-metropolitan deferrers over a period of three years following completion of school, with a view to establishing the unique characteristics of the barriers faced by non-metropolitan deferrers in Australia. Our research indicates that regional school completers are twice as likely to defer as school completers from the city. Three years out from school, a little over two-thirds of the regional deferrers in our study ended up at university. However, this still means that about one-third never took up their offer or dropped out soon after doing so. Financial stresses and travel-related factors seem to be the biggest barriers to taking up their place at university, particularly in the first year out of school. | ||||
| OI |
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| SN | 0004-9441 | ||||
| EI | 2050-5884 | ||||
| PD | AUG | ||||
| PY | 2014 | ||||
| VL | 58 | ||||
| IS | 2 | ||||
| BP | 182 | ||||
| EP | 194 | ||||
| DI | 10.1177/0004944114523369 | ||||
| UT | WOS:000340181600007 | ||||
| ER |
| PT | J |
| AU | Mora, LFM |
| AF | Moncada Mora, Luis Fabian |
| TI | ACADEMIC INTEGRATION OF UNIVERSITY STUDENTS AS A DETERMINING FACTOR OF STUDENT DROPOUT IN THE SHORT-TERM. AN ANALYSIS OF THE DISTANCE EDUCATION SYSTEM IN ECUADOR |
| SO | RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA |
| AB | This study addresses the problem of the abandonment (drop out) of university studies from the point of view of the level of student integration. This approach is used with the aim of locating the factor(s) that provide(s) the greatest amount of information regarding the decision to continue or to abandon one's studies. The theoretical characterization of this phenomenon has become one of the underlying factors that are used to explain the theory behind students dropping out of their courses. Based on this theory, we can determine the level of incidence of student drop outs- and determine the (high) incidence - where immediate results serve as a means of measuring academic integration and the decision to continue or to quit one's studies. Statistical information is grouped in such a way that it is possible to follow the guidelines and expectations outlined in the theory-and also helps us to understand typical characteristics of this phenomenon. To generate empirical evidence information, we worked with data from 6,715 students, who belonged to the April-August 2012 cohort at the Universidad Tecnica Particular de Loja, and which represents 82% of the student population of Ecuador who are enrolled in the distance learning system. Evidence for this study was obtained from the following sources: first, there was a description of the data and an application of the characterization process. In this phase, it was determined that 40.6% of students dropped out for academic reasons; 8.9% dropped out for non-academic reasons; 32.6% stayed for academic reasons; and 17.5% remained for non-academic reasons. Second, we estimated probabilistic models that confirmed the negative relationship between the immediate results (calculated as an average of academic integration), and factors concerning the decision to quit one's studies. |
| SN | 1138-2783 |
| EI | 1390-3306 |
| PD | JUL |
| PY | 2014 |
| VL | 17 |
| IS | 2 |
| BP | 173 |
| EP | 196 |
| UT | WOS:000216060900009 |
| ER |
| PT | J |
| AU | Hew, KF
Cheung, WS |
| AF | Hew, Khe Foon
Cheung, Wing Sum |
| TI | Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges |
| SO | EDUCATIONAL RESEARCH REVIEW |
| AB | Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of MOOCs by instructors or students was conducted. Our primary goal in doing this is to summarize the accumulated state of knowledge concerning the main motivations and challenges of using MOOCs, as well as to identify issues that have yet to be fully addressed or resolved. Our findings suggest four reasons why students sign up for MOOCs: the desire to learn about a new topic or to extend current knowledge, they were curious about MOOCs, for personal challenge, and the desire to collect as many completion certificates as possible. Up to 90% drop out due to reasons including a lack of incentive, failure to understand the content material and having no one to turn to for help, and having other priorities to fulfill. Findings suggest three main reasons why instructors wish to teach MOOCs: being motivated by a sense of intrigue, the desire to gain some personal (egoistic) rewards, or a sense of altruism. Four key challenges of teaching MOOCs are also surfaced: difficulty in evaluating students' work, having a sense of speaking into a vacuum due to the absence of student immediate feedback, being burdened by the heavy demands of time and money, and encountering a lack of student participation in online forums. We conclude by discussing two issues that have yet to be fully resolved - the quality of MOOC education, and the assessment of student work. (C) 2014 Published by Elsevier Ltd. |
| SN | 1747-938X |
| EI | 1878-0385 |
| PD | JUN |
| PY | 2014 |
| VL | 12 |
| BP | 45 |
| EP | 58 |
| DI | 10.1016/j.edurev.2014.05.001 |
| UT | WOS:000341347200004 |
| ER |
| PT | J |
| AU | Sha, WT |
| AF | Sha, William T. |
| TI | Recent improvements of novel porous media formulation for multiphase flow conservation equation |
| SO | INTERNATIONAL JOURNAL OF HEAT AND MASS TRANSFER |
| AB | In the derivation of time averaging of local volume averaged multiphase flow conservation equations presented in my book titled "Novel Porous Media Formulation for Multiphase Flow Conservation Equations" published by Cambridge University Press, September, 2011. The high-frequency fluctuation of all dependent variables were included except for the high frequency fluctuations of volume fraction, fluid fluid interfacial area, and local averaging volume for the simplicity and lacking of pertinent experimental data on fluid-fluid interface. These equations are valid for use (1) for laminar flows by dropping out all high frequency terms in these derived equations; and (2) for weak turbulent flows allowing for neglecting of the high frequency fluctuations of volume fraction, fluid-fluid interfacial area and local averaging volume. The major contributions of this paper are (1) to include the high-frequency fluctuations of volume fraction, fluid-fluid interfacial area and local averaging volume, in the derivation for completeness and rigor, and to demonstrate flexibility of novel porous media formulation; (2) to incorporate the concept of a coherence component in turbulence and for simplification in deriving the time-volume averaged multiphase flow conservation equations; and (3) to include stationary, nonporous, and nonreactive internal structures. With these three improvements, a new set of multiphase flow conservation equations have been derived and presented here for the first time and they have greatly widened the range of applicability. (C) 2014 Published by Elsevier Ltd. |
| SN | 0017-9310 |
| EI | 1879-2189 |
| PD | JUN |
| PY | 2014 |
| VL | 73 |
| BP | 859 |
| EP | 874 |
| DI | 10.1016/j.ijheatmasstransfer.2014.01.070 |
| UT | WOS:000336352200087 |
| ER |
| PT | J | ||||
| AU | Jones-White, DR
Radcliffe, PM Lorenz, LM Soria, KM |
||||
| AF | Jones-White, Daniel R.
Radcliffe, Peter M. Lorenz, Linda M. Soria, Krista M. |
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| TI | Priced Out? | ||||
| SO | RESEARCH IN HIGHER EDUCATION | ||||
| AB | While the literature on postsecondary student success identifies important academic and social factors associated with student outcomes, one question that persists concerns the influence of financial aid. We use the National Student Clearinghouse's StudentTracker service to develop a more complete model of student success that accommodates opportunities for students to choose to either graduate from the university of first-entry, graduate from a transfer university, or depart from college without a degree. The multinomial regression model reveals differential effects of financial aid. Results suggest that loan aid appears to encourage students to search out alternative institutions or drop out of college entirely, and merit aid appears to increase the likelihood of students persisting and graduating from the university of first-entry. | ||||
| OI |
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| SN | 0361-0365 | ||||
| EI | 1573-188X | ||||
| PD | JUN | ||||
| PY | 2014 | ||||
| VL | 55 | ||||
| IS | 4 | ||||
| BP | 329 | ||||
| EP | 350 | ||||
| DI | 10.1007/s11162-013-9313-8 | ||||
| UT | WOS:000336030700001 | ||||
| ER |
| PT | J |
| AU | Gallimore, M
Stewart, J |
| AF | Gallimore, M.
Stewart, J. |
| TI | Increasing the impact of mathematics support on aiding student transition in higher education |
| SO | TEACHING MATHEMATICS AND ITS APPLICATIONS |
| AB | The ever growing gap between secondary and university levelmathematics is amajor concern to higher education institutions. The increase in diversity of students' background in mathematics, with entry qualifications ranging from the more traditional A-level programmes to BTEC or international qualifications is compounded where institutions attempt to widen participation. For example, work-based learners may have been out of education for prolonged periods and, consequently, are often unprepared for the marked shift in levels, and catering for all abilities is difficult in the normal lecture, tutorial format. Lack of sufficientmathematical knowledge not only affects students'achievement on courses but also leads to disengagement and higher drop-out rates during the first 2 years of study. Many universities nowoffer amaths support service in an attempt to overcome these issues, but their success is varied. This article presents a novel approach to maths support designed and adopted by the University of Lincoln, School of Engineering, to bridge this transition gap for students, offer continued support through Assessment for Learning and Individual Learning Plans, and ultimately increase student achievement, engagement and retention. The article then extends this proven approach and discusses recently implemented enhancements through the use of online diagnostic testing and a ` student expert' system to harness mathematical knowledge held by those gifted and talented students (often overlooked by higher education institutions) and to promote peer-to-peer mentoring. The article shows that with the proven system in place, there is a marked increase in student retention compared with national benchmark data, and an increase in student engagement and achievement measured through student feedback and assessments. Although the online enhancements are in the early stages of implementation, it is expected, based on these results, that further improvementswill be shown. |
| SN | 0268-3679 |
| EI | 1471-6976 |
| PD | JUN |
| PY | 2014 |
| VL | 33 |
| IS | 2 |
| BP | 98 |
| EP | 109 |
| DI | 10.1093/teamat/hru008 |
| UT | WOS:000210713300002 |
| ER |
| PT | J |
| AU | Alberola, JM
Garcia-Fornes, A |
| AF | Alberola, Juan M.
Garcia-Fornes, Ana |
| TI | Using Feedback for Improving the Learning Process in Programming Courses |
| SO | IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA |
| AB | In the last few years, undergraduate university courses with a practical orientation, such as programming, have had a high drop-out rate and low number of students who pass the course. One important issue of these courses is that in order to learn new content, previous skills must be consolidated. Therefore, a progressive and continuous feedback is essential to increase the motivation of the students. In this paper, we present an experience that obtains this feedback by means of the on-line educational platform. The impact of this experience is evaluated in a group of students. |
| SN | 1932-8540 |
| PD | MAY |
| PY | 2014 |
| VL | 9 |
| IS | 2 |
| BP | 49 |
| EP | 56 |
| DI | 10.1109/RITA.2014.2317529 |
| UT | WOS:000420934000003 |
| ER |
| PT | J |
| AU | Baars, GJA
Arnold, IJM |
| AF | Baars, G. J. A.
Arnold, I. J. M. |
| TI | EARLY IDENTIFICATION AND CHARACTERIZATION OF STUDENTS WHO DROP OUT IN THE FIRST YEAR AT UNIVERSITY |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | At Erasmus School of Economics about 40% of the students in the bachelor program Economics and Business drop out in the first academic year. We examined whether it is feasible (a) to identify on the basis of their participation and achievement in the first 2 (out of 10) examinations students who drop out in the first year, and (b) to characterize these students by motivational aspects. Of all students who started the bachelor program Economics and Business between 2007 and 2009 (n = 1576) the results on the first 2 (out of 10) exams in the first year were collected. Students were divided into subgroups based on their participation and performance on these exams. For each subgroup the percentage of first-year dropout was determined. Subgroups were compared on motivational aspects. Both students who did not participate in the first 2 exams and students who did not pass at least 1 of these exams had a very high probability of dropping out in the first year. Moreover, these students had the lowest intrinsic motivation at the start of their studies. Based on these observations we conclude that early identification and characterization of students who drop out in the first year is feasible. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | MAY |
| PY | 2014 |
| VL | 16 |
| IS | 1 |
| BP | 95 |
| EP | 109 |
| DI | 10.2190/CS.16.1.e |
| UT | WOS:000212333700005 |
| ER |
| PT | J |
| AU | Eriksson, MJ
Vuojarvi, H |
| AF | Eriksson, Miikka J.
Vuojarvi, Hanna |
| TI | Different backgrounds - different priorities? Student perceptions of a technology initiative |
| SO | HIGHER EDUCATION RESEARCH & DEVELOPMENT |
| AB | A multitude of studies has assessed the success of different technology initiatives but rarely has the focus been on special groups. This paper examines whether university students with children and those without have different perceptions of a technology initiative where students were able to acquire university sponsored laptops and were provided with a wireless local area network around campus. The division of students into these two groups is based on earlier research suggesting that the study of students with children is heavily restricted by their multiple commitments and they might, therefore, have quite different priorities from other students in their perception of this technology initiative. The results acquired by the combined use of 'strengths, weaknesses, opportunities and threats' (SWOT) analysis and analytic hierarchy process (AHP) suggest that both students with and without children consider the increased 'effectiveness of studying' the most important strength of the laptop initiative. It seems, however, that students with children especially appreciate the mobility and flexibility that laptops and networks offer, while other students value more the functionality of the university infrastructure and are more concerned about the deteriorative effects of technology on communality within the university. Results, therefore, indicate that students' background affects their priorities when assessing technology initiatives and university attention to this may prevent drop out and prolonged graduation. |
| SN | 0729-4360 |
| EI | 1469-8366 |
| PD | MAR 4 |
| PY | 2014 |
| VL | 33 |
| IS | 2 |
| BP | 272 |
| EP | 285 |
| DI | 10.1080/07294360.2013.832165 |
| UT | WOS:000333950000007 |
| ER |
| PT | S |
| AU | Alkan, N |
| AF | Alkan, Nese |
| BE | Besoluk, S |
| TI | Humor, loneliness and acceptance: Predictors of university drop-out intentions |
| SO | ERPA INTERNATIONAL CONGRESS ON EDUCATION (ERPA CONGRESS 2014) |
| SE | Procedia Social and Behavioral Sciences |
| CT | ERPA International Congress on Education (ERPA) |
| CY | JUN 06-08, 2014 |
| CL | Istanbul Univ, Istanbul, TURKEY |
| SP | ERPA |
| HO | Istanbul Univ |
| AB | College retention is a growing problem in higher education. This study was conducted to figure out the university students' drop out intentions and its relation with sense of school membership, loneliness and coping strategies. 164 university students (125 female and 39 male) with mean age of 21.67 participated in the study. Regression analysis revealed that the intention to drop out the university was better predicted by non-academic factors. Grade level, acceptance dimension of sense of school membership,loneliness and use of humor as a coping strategy significantly predicted the intention to drop out the university. CGPA, global satisfaction level of being a university student, and two dimensions of sense of school membership;rejection and belongingness were not significant in predicting the university drop out intention. The results were discussed in the light of related literature and implications to practice were suggested. (C) 2014 The Authors. Published by Elsevier Ltd. |
| SN | 1877-0428 |
| PY | 2014 |
| VL | 152 |
| BP | 1079 |
| EP | 1086 |
| DI | 10.1016/j.sbspro.2014.09.278 |
| UT | WOS:000348253300187 |
| ER |
| PT | B | ||||
| AU | Cocota, JAN
D'Angelo, T Monteiro, PMD Magalhaes, PHV |
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| AF | Naves Cocota Junior, Jose Alberto
D'Angelo, Thiago de Barros Monteiro, Paulo Marcos Vieira Magalhaes, Paulo Henrique |
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| GP | IEEE | ||||
| TI | Design and Implementation of an Educational Robot Manipulator | ||||
| SO | PROCEEDINGS OF 2014 XI TECHNOLOGIES APPLIED TO ELECTRONICS TEACHING (TAEE) | ||||
| CT | 11th Conference on Technologies Applied to Electronics Teaching | ||||
| CY | JUN 11-13, 2014 | ||||
| CL | Bilbao, SPAIN | ||||
| SP | Univ Deusto, Fac Engn, Hezkuntza, Hizkuntza Politika Kultura Saila, Departamento Educac Politica Linguistica & Cultura, Bizkai Lab, Bizkaiko Foru Aldundia, Diputac Foral Bizkaia, Asociac Colaboradores Tecnologia, Aprendizaje Ensenanza Electronica | ||||
| AB | Nowadays, dropping out of engineering courses occurs in practically all universities of the world. Over the past few years, active learning has been recognized by the educational community as the most effective learning method. In this paper we discuss the educational experience involving the design and development of a low-cost robot manipulator with six degrees of freedom, to motivate undergraduate students of control and automation engineering and mechanical engineering, who attended the robotics elements subject in 2012 and 2013. Moreover, the students' activities during the execution of the work are presented as well as the results of their evaluation of the methodology proposed. | ||||
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| OI |
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| BN | 978-1-4799-6002-6 | ||||
| PY | 2014 | ||||
| UT | WOS:000347646800049 | ||||
| ER |
| PT | S | ||
| AU | Martin, FH
Provost, SC |
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| AF | Martin, Frances H.
Provost, Stephen C. |
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| BE | Laborda, JG | ||
| TI | Teaching Students To Discriminate Between Good And Poor Writing | ||
| SO | 4TH WORLD CONFERENCE ON LEARNING TEACHING AND EDUCATIONAL LEADERSHIP (WCLTA-2013) | ||
| SE | Procedia Social and Behavioral Sciences | ||
| CT | 4th World Conference on Learning, Teaching and Educational Leadership (WCLTA) | ||
| CY | OCT 27-29, 2013 | ||
| CL | Univ Barcelona, Barcelona, SPAIN | ||
| HO | Univ Barcelona | ||
| AB | For students to be able to benefit from feedback provided on their writing, it is necessary for them to be able to discriminate between examples of writing that differ in their quality. The ability of students enrolled in an introductory psychology unit at the University of Tasmania (N=156) to discriminate good from poor writing was assessed by giving them a number of pairs of expressions that differed in quality and asking them to identify the better example. A brief vocabulary and numeracy test was also conducted. The students then completed a tutorial exercise in which they either received a traditional presentation regarding writing skills, or were provided with a number of further pairs of examples and asked to discriminate between them with feedback being provided. Following this exercise, students completed a brief piece of written work, which was assessed and also analysed using the Six-subscales Quality Scale (SSQS) (Phadtare et al., 2009). Six weeks after the initial exercise this procedure was repeated, but with the alternative tutorial exercise to that which had been experienced in Week 1. A factor analysis of the SSQS revealed two factors, which could be categorised as "surface" and "deep" writing skills. The students' surface writing skills improved across time, but deep skills did not. There was some evidence that the order in which the two teaching experiences occurred influenced performance. Post-test discrimination scores were significant predictors of future written performance, examination performance, and whether students would drop out or fail the examination. A combination of sex, vocabulary, numeracy and post-test discrimination scores accounted for 43% of the variance in examination performance. Discrimination training, in combination with appropriate information regarding writing skills, may help students understand the comments they receive in feedback on written work and thus improve their performance across a range of assessment tasks. (C) 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013. | ||
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| SN | 1877-0428 | ||
| PY | 2014 | ||
| VL | 141 | ||
| BP | 205 | ||
| EP | 209 | ||
| DI | 10.1016/j.sbspro.2014.05.036 | ||
| UT | WOS:000345351800034 | ||
| ER |
| PT | J | ||
| AU | Grau-Valldosera, J
Minguillon, J |
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| AF | Grau-Valldosera, Josep
Minguillon, Julia |
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| TI | Rethinking Dropout in Online Higher Education: The Case of the Universitat Oberta de Catalunya | ||
| SO | INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTANCE LEARNING | ||
| AB | In recent years, several studies have been carried out into the reasons why students drop out of online higher education, following the rise in the relative weight of this form of education. However, more effort has gone into analyzing the causes of this phenomenon than into trying to characterize students who drop out, that is defining what a dropout student is. But obtaining a proper definition of dropout is just as important as describing its causes. It also appears that the definition of dropout is very sensitive to context. As one of the main findings of this article, we reach a pure empirical definition, at a programme level, of students who drop out of an online higher education context with non-mandatory enrollment. This definition is based on the probability of students not continuing a specific academic programme following several consecutive semesters of "theoretical break", and is highly adaptable to institutions offering distance education with no permanence requirements, that is ones offering the possibility of taking breaks. Our findings show that there are differences regarding the number of consecutive semesters that define dropout depending on whether the programme requires previous experience or not. Additionally, we observe significant differences in the dropout rate between specific programmes, as well as a higher level of dropout in the first semesters. Analyzing the reasons behind these facts should help higher education institutions to make more sound and efficient decisions. | ||
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| OI |
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| SN | 1492-3831 | ||
| PY | 2014 | ||
| VL | 15 | ||
| IS | 1 | ||
| UT | WOS:000342405800015 | ||
| ER |
| PT | S |
| AU | Graffigna, AM
Hidalgo, L Jofre, A Berenguer, MD Moyano, A Esteybar, I |
| AF | Maria Graffigna, Ana
Hidalgo, Luis Jofre, Adriana del Carmen Berenguer, Maria Moyano, Analia Esteybar, Ivonne |
| BE | Laborda, JC
Ozdamli, F Maasoglu, Y |
| TI | Tutorial practice as a strategy of retention at the School of Engineering |
| SO | 5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES |
| SE | Procedia Social and Behavioral Sciences |
| CT | 5th World Conference on Educational Sciences (WCES) |
| CY | FEB 05-08, 2013 |
| CL | Rome Sapienza Univ, Rome, ITALY |
| SP | Near E Univ, Ankara Univ, Bahcesehir Univ |
| HO | Rome Sapienza Univ |
| AB | Among the many problems facing higher education today, one in particular concerns the Argentine State and it is the low rates of graduation at public universities. International experience shows that college dropout is a widespread problem that occurs in public and private universities and has social costs that justify public policy actions that tend to their decline. Engineering went from being the most chosen career to reaching the eighth place in the ranking of carrers with greatest number of graduates in 2008. The problem of low graduation rate is closely linked to a phenomenon that mainly occurs in the early stages of the studies at this level, which is dropping out and decreasing of tuition. In this framework, the first decade of the XXI century is the historical context in which tutorial practices were installed in engineering careers in Argentina in order to promote the retention of students in the first years of college education, with the aim to cushion the severe difficulties of articulation between high school and higher education. The study presents an analysis of mentoring as institutional retention strategy, from which we identify the different dimensions that affect the retention of students and a categorization of the factors underlying the permanence of the subjects in the institutional context. (C) 2013 The Authors. Published by Elsevier Ltd. |
| SN | 1877-0428 |
| PY | 2014 |
| VL | 116 |
| BP | 2489 |
| EP | 2493 |
| DI | 10.1016/j.sbspro.2014.01.598 |
| UT | WOS:000335471202106 |
| ER |
| PT | S | ||
| AU | Morales, M
Rizzardini, RH Gutl, C |
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| AF | Morales, Miguel
Hernandez Rizzardini, Rocael Guetl, Christian |
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| GP | IEEE | ||
| TI | Telescope, a MOOCs Initiative in Latin America: Infrastructure, Best Practices, Completion and Dropout Analysis | ||
| SO | 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) | ||
| SE | Frontiers in Education Conference | ||
| CT | IEEE Frontiers in Education Conference (FIE) | ||
| CY | OCT 22-25, 2014 | ||
| CL | Madrid, SPAIN | ||
| SP | Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ | ||
| AB | This paper presents the Telescope project, initiated and hosted at Galileo University in Guatemala, which is an initiative for Latin American Region with the similar objective as Coursera or EdX. First it is presented and analyzes the current state of the MOOC's, showing real progress, the broader scope in the academic field and it's potential as a tool to support education. For Telescope, behavior of students, completion rates and drop-out will be detailed and analyzed, along with assessment approaches and communication methods from four different MOOC experiences given at The MOOCs 2013 experiences presented are from the following courses: Cloud based tools for education, Introduction to e-Learning, Medical Urgencies and Android development. With over 15,000 enrolled students, and learners from over 15 countries. Also, we will present result from drop out learners, from no shows to those who did not complete the whole course experience, presenting the main reasons for drop out: personal reasons, academic and other influencing factors such as course quality and interaction with the tutors, course contents, workload and time management; being the most cited reasons for dropout: personal and workload reasons such as not enough time, increase workload at the job, and also the academic workload was evaluated as too-high in some cases. | ||
| OI |
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| SN | 0190-5848 | ||
| BN | 978-1-4799-3922-0 | ||
| PY | 2014 | ||
| BP | 710 | ||
| EP | 716 | ||
| UT | WOS:000380490600119 | ||
| ER |
| PT | S |
| AU | Cocota, JAN
dos Santos, TP Magalhaes, PH D'Angelo, T Castanheira, L |
| AF | Naves Cocota Junior, Jose Alberto
dos Santos, Tiago Pinheiro Magalhaes, Paulo Henrique D'Angelo, Thiago Castanheira, Luciana |
| GP | IEEE |
| TI | Development of Low-Cost Robot Manipulators for Kinematic Control Practices |
| SO | 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) |
| SE | Frontiers in Education Conference |
| CT | IEEE Frontiers in Education Conference (FIE) |
| CY | OCT 22-25, 2014 |
| CL | Madrid, SPAIN |
| SP | Frontiers In Educ, IEEE, IEEE Comp Soc, American Soc Engn Educ |
| AB | Nowadays, dropping out of engineering courses practically occurs in all universities worldwide. Over the past few years, the educational community has been recognizing active learning as a very effective learning method. This article discusses the educational experience associated with conception and development of a low-cost manipulator robot of six degrees of freedom (6-DOF) used to motivate undergraduate students of control and automation engineering and mechanical engineering who had attended robotics elements subject between 2012 and 2013. Moreover, this paper reports the activities executed by the students during this study, and also shows the students review about the methodology applied. |
| SN | 0190-5848 |
| BN | 978-1-4799-3922-0 |
| PY | 2014 |
| UT | WOS:000380490601099 |
| ER |
| PT | B | ||||
| AU | Poulova, P
Simonova, I |
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| AF | Poulova, Petra
Simonova, Ivana |
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| GP | IEEE | ||||
| TI | InterUniversity Study Project: Unsuccessful Students' Feedback | ||||
| SO | 2014 INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL) | ||||
| CT | Proceedings 2014 International Conference on Interactive Collaborative Learning (ICL) | ||||
| CY | DEC 04-06, 2014 | ||||
| CL | Dubai, U ARAB EMIRATES | ||||
| SP | IEEE, IOAE, iALA, ASEE, elig | ||||
| AB | This paper deals provides and analyzes feedback collected from students of the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic, who were not successful in studying within the international InterUniversity project. The data were collected by the questionnaire after two semesters of study and analyzed from the point of technical and administrative problems during the study, results showed several similar (identical) problems were detected in other world projects of this type. The crucial problems were discussed and hints how to avoid them in the future are presented in conclusion. | ||||
| RI |
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| OI |
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| BN | 978-1-4799-4437-8 | ||||
| PY | 2014 | ||||
| BP | 261 | ||||
| EP | 265 | ||||
| UT | WOS:000380499100034 | ||||
| ER |
| PT | S |
| AU | Abuelyaman, E
Elgimari, A |
| AF | Abuelyaman, Eltayeb
Elgimari, Atifa |
| BE | AlDabass, D
Orsoni, A Cant, R Yunus, J Ibrahim, Z Saad, I |
| TI | A Prototype for a Data Mining Based Pathfinder to Sudanese Universities |
| SO | 2014 UKSIM-AMSS 16TH INTERNATIONAL CONFERENCE ON COMPUTER MODELLING AND SIMULATION (UKSIM) |
| SE | UKSim International Conference on Computer Modelling and Simulation |
| CT | 16th UKSim-AMSS International Conference on Computer Modelling and Simulation (UKSim) |
| CY | MAR 26-28, 2014 |
| CL | Cambridge, ENGLAND |
| SP | UK Simulat Soc, Asia Modelling & Simulat Sect, IEEE Comp Soc, IEEE Reg 8, European Federat Simulat Soc, European Council Modelling & Simulat, Kingston Univ, Imperial Coll,, Norwegian Univ Sci & Technol, Nottingham Trent Univ, Univ Technol Malaysia, Univ Sci Malaysia, Univ Malaysia Pahang, Univ Malaysia Sabah, Univ Technol Mara, Univ Malaysia Perlis, IEEE UK & RI, IEEE Reg 10, Machine Intelligence Res Labs, IEEE |
| AB | Recent data mining innovations in college education include novel techniques for guided selection of courses; predictions of grades; and predictions of success in fulfilling graduation requirements. Attempts have also been made to discover associations among students with sharp learning curves in an effort to address the slow learning impaired ones. This paper suggests a customizable enrollment system based on analysis of multidimensional data storages using the online analytical mining techniques. Such system will empower guardians and enrollment officers with hidden information that can be used in recommending majors of study to students. Unguided selection of majors is among the root causes of two problems students face: dropping out of college and changing majors of studies. The proposed system is expected to reduce both. The system will also help colleges plan enrollments well. |
| SN | 2381-4772 |
| BN | 978-1-4799-4923-6 |
| PY | 2014 |
| BP | 119 |
| EP | 124 |
| DI | 10.1109/UKSim.2014.65 |
| UT | WOS:000411854100023 |
| ER |
| PT | S | ||||
| AU | Strecht, P
Mendes-Moreira, J Soares, C |
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| AF | Strecht, Pedro
Mendes-Moreira, Joao Soares, Carlos |
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| BE | Luo, X
Yu, JX Li, Z |
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| TI | Merging Decision Trees: A Case Study in Predicting Student Performance | ||||
| SO | ADVANCED DATA MINING AND APPLICATIONS, ADMA 2014 | ||||
| SE | Lecture Notes in Artificial Intelligence | ||||
| CT | 10th International Conference on Advanced Data Mining and Applications (ADMA) | ||||
| CY | DEC 19-21, 2014 | ||||
| CL | Guilin, PEOPLES R CHINA | ||||
| AB | Predicting the failure of students in university courses can provide useful information for course and programme managers as well as to explain the drop out phenomenon. While it is important to have models at course level, their number makes it hard to extract knowledge that can be useful at the university level. Therefore, to support decision making at this level, it is important to generalize the knowledge contained in those models. We propose an approach to group and merge interpretable models in order to replace them with more general ones without compromising the quality of predictive performance. We evaluate our approach using data from the U. Porto. The results obtained are promising, although they suggest alternative approaches to the problem. | ||||
| RI |
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| OI |
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| SN | 0302-9743 | ||||
| EI | 1611-3349 | ||||
| BN | 978-3-319-14717-8; 978-3-319-14716-1 | ||||
| PY | 2014 | ||||
| VL | 8933 | ||||
| BP | 535 | ||||
| EP | 548 | ||||
| UT | WOS:000354877700042 | ||||
| ER |
| PT | S |
| AU | Zaldivar-Colado, A
Lizarraga-Reyes, J Rodelo-Moreno, JA Moncada-Estrada, M Zurita-Cruz, CE |
| AF | Zaldivar-Colado, Anibal
Lizarraga-Reyes, Jorge Rodelo-Moreno, Jesus A. Moncada-Estrada, Martin Zurita-Cruz, Carlos E. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | FAILING THE SUBJECT OF COMPUTER PROGRAMMING, A PROBLEM UNDERLYING DROP-OUTS IN FIRST DEGREE PROGRAMS IN COMPUTER SCIENCE |
| SO | EDULEARN14: 6TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 6th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 07-09, 2014 |
| CL | Barcelona, SPAIN |
| AB | Failed subjects and school desertion of university students in the majors of the area of Engineering and Technology has become a complex problem in Mexican universities. This phenomenon directly affects permanence and graduation rates, as well as terminal efficiency indexes.
According to figures from the Department of Public Education, in the school year of 2012-2013 in higher education, only 52.7 of students completed their course of studies and of these, 32.3% obtained their degree. Over 47% dropped out at some point during the program, it is believed that the main factor is the failing of subjects. A systematic bibliographical review, supported by the experience and perception of students and professors, in addition to the application of surveys to a sample of students, professors and administrators at the Graduate School of Computer Science Mazatlan, in the Universidad Autonoma de Sinaloa, (UAS), led to detect that students are not adequately selected for admission to a university major, leading to a high index of subject failure and, consequently, drop-outs, mainly between the first and second years. At the Graduate School of Computer Science Mazatlan, besides the seven courses in mathematics taken by students in the first degree programs of Computer Science and Information Systems Engineering, the subjects of Introduction to Programming and Programming I define students' permanence in the two programs offered, according to professors, and in voice of their own students. In the subjects corresponding to the areas of mathematics and programming the index for failed subjects reaches up to 90% some years, according to the professors in charge of these courses. It is common to hear that the subjects of programming are a filter for students to continue in the program or simply desert, which warrants tackling this problem and studying it in depth. This paper addresses the case of the Graduate School of Computer Science Mazatlan, of the Universidad Autonoma de Sinaloa, (UAS), nevertheless, desertion due to subject failure is not distinctive of a single institution or country, or even a level of schooling. |
| SN | 2340-1117 |
| BN | 978-84-617-0557-3 |
| PY | 2014 |
| BP | 4084 |
| EP | 4087 |
| UT | WOS:000366837204021 |
| ER |
| PT | S |
| AU | Rogers, S
Aldhafeeri, FM |
| AF | Rogers, S.
Aldhafeeri, F. M. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | THE PEDAGOGICAL VARIATION MODEL FOR LEARNING AND TEACHING IN THE VIRTUAL CLASSROOM |
| SO | ICERI2014: 7TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 7th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 17-19, 2014 |
| CL | Seville, SPAIN |
| AB | The Pedagogical Variation Model (Rogers 2013) for e-learning and teaching in the virtual classroom has been evaluated online by e-moderators at the University of Glamorgan, now known as The University of South Wales. Investigations are ongoing to evaluate the effectiveness of The Pedagogical Variation Model at The University of Kuwait, Faculty of Education. This research paper explores online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The Pedagogical Variation Model (PVM, Rogers 2013, South Wales, UK) is introduced, which is based on a leadership paradigm (Bass and Avolio, 2000) that takes the two variables of leadership i.e. Transactional (task-giving) and Transformational (Motivational/empowering leadership) as the basis for e-moderator behaviour. These variables are shown in a 2 x 2matrix (e.g. similar to the Boston Matrix format) while e-learner behaviours are depicted again in a 2 x 2 matrix with the variables as "Collaborative Behaviour" and "Knowledge Construction Capability". When these two matrices are overlaid, The Pedagogical Variation Model for e-learning emerges. Salmon (2001, 2002) describes the role of an e-moderator with a number of metaphorical descriptors e.g. as an online tutor, facilitator, coach, gardener, 'a guide on the side', while other researchers conclude that online tutors will play such roles as 'scaffolder [of knowledge] and expert' (Squire and Johnson, 2000; Wozniak and Silveira, 2007) for learners within a constructivist pedagogical framework (Lau, Blackey and Jones, 2006). The aim of the training in the study was that lecturers would be able to become recognised 'e-moderators' to meet the growing development of online modules across the University. One of the issues that has concerned educationalists and institutions about 'new' learning media is that learners may withdraw or drop out of courses because of a lack of engagement. This can cover anything from a lack of skill to a sense of poor group ethos or 'community' experience. The teacher/e-moderator role therefore is a crucial one for helping to create and sustain positive learning environment and interactions (Berge, 1997; Thorpe, 2009). Moreover, Turoff (1995: 3) observes, "once we free ourselves from the mental limits of viewing this technology (virtual classroom) as a weak sister to face-to-face synchronous education, the potentials to revolutionize education and learning become readily apparent." Flexible, round the clock access to learning and teaching systems in online pedagogy has employment and work-time issues. Networked computer-based learning platforms and the achievements of cross-national telecommunication technologies, with availability of internet, search tools and smart applications, suggests the potential for less didactic, more flexible, modes of teaching and learning. Fewer limitations on access or retrieval mean that 'peer' learning is increasingly enabled. Such access, availability and enlargement however, may pose serious problems on e-tutor time. |
| SN | 2340-1095 |
| BN | 978-84-617-2484-0 |
| PY | 2014 |
| BP | 1577 |
| EP | 1588 |
| UT | WOS:000367082901088 |
| ER |
| PT | S |
| AU | Flores, S
Capetillo, G Tiburcio, L Leyva, F Torres, E Campos, N Loyo, C Rendon, S |
| AF | Flores, Silvia
Capetillo, Guadalupe Tiburcio, Leticia Leyva, Fabiola Torres, Evelin Campos, Norma Loyo, Clara Rendon, Silvia |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | VOCATIONAL GUIDANCE PROGRAM ADDRESSED TO HIGH SCHOOL STUDENTS |
| SO | ICERI2014: 7TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION |
| SE | ICERI Proceedings |
| CT | 7th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 17-19, 2014 |
| CL | Seville, SPAIN |
| AB | The proposal in the present program is designed to be applied to high school students in the urban area of Veracruz-Boca del Rio, with the objective to help young people make better and right decisions at the time of choosing a major; its goal is to provide high school students with basic knowledge, inherent to the educational program that they pretend to attend, which will allow them to have a wider picture of the area, as well as the knowledge and skills that are required to perform satisfactorily.
This program pretends to reduce the amount of students that drop out from the Universidad Veracruzana in the Veracruz Region, since not knowing the educational programs is one of the main factors for the students' dissatisfaction with their major. The phases or content of the program were selected by detecting the needs of the students through a poll in high schools and the very same Universidad Veracruzana, according to the results the problem got to be confronted by part of the students in the university with the imperious need of guidance for high school students. This vocational guidance proposal as a support tool in the decision making process at the time of choosing a major provides a wider picture of the educational programs offered at the Universidad Veracruzana. Vocational Guidance Program Objectives To disseminate the benefits provided by a vocational guidance program. To avoid mistakes from the students at the time of choosing a major. To develop in the students the capacity to choose in a clear way. To achieve the identification of the students' skills and aptitudes. To eradicate in the students the decisions made randomly or by lack of knowledge. To make the facilities, applicant's profile and educational programs offered by the Universidad Veracruzana known to the students. To disseminate the areas of interest and working field of the different educational programs through talks or conferences. |
| SN | 2340-1095 |
| BN | 978-84-617-2484-0 |
| PY | 2014 |
| BP | 3171 |
| EP | 3173 |
| UT | WOS:000367082903034 |
| ER |
| PT | S | ||||
| AU | Oyola, ML
Paguillo, IR Gonzalez, MAMS |
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| AF | Lozano Oyola, Macarena
Romano Paguillo, Inmaculada Segovia Gonzalez, Ma Manuela |
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| BE | Chova, LG
Martinez, AL Torres, IC |
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| TI | A STUDY OF HOW PRE-UNIVERSITY TRAINING, STUDY HABITS AND CONTINUOUS EVALUATION HAVE REPERCUSSIONS ON THE PROCESS OF ACQUIRING COMPETENCES | ||||
| SO | ICERI2014: 7TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION | ||||
| SE | ICERI Proceedings | ||||
| CT | 7th International Conference of Education, Research and Innovation (ICERI) | ||||
| CY | NOV 17-19, 2014 | ||||
| CL | Seville, SPAIN | ||||
| AB | The aim of this work is to study what the relationship is between students' previous personal and academic characteristics and their qualifications in a quantitative subject. To do so, it was essential to thoroughly know the students who study the subject chosen for this study. Specifically, we have selected a subject which is taught in two different degrees (in the 2nd. year of the Degree in Political Science and Public Administration and in the 3rd. year of the Double Degree in Law and Political Science and Public Administration) at the Pablo de Olavide University (Seville, Spain). This is therefore a quantitative subject that is taught in the area of Social Sciences and this means that from the start the students in general reject a priori this subject. To avoid this leading to the students dropping out or not passing the subject, we put into practice a teaching model based on the students' continuous evaluation.
The teaching model of this subject means that 50% of the time is dedicated to theoretical classes (with 50 students) and 50% to practical classes which take place in smaller-sized classrooms (20 students) or in computer labs. In the context of the European Higher Education Area, the evaluation system is designed to get to know the students' acquirement of knowledge and competences. In the case of the theoretical classes, the students are evaluated at the end of the semester by a written examination. The practical classes are valued using three individual tests during the semester, a group work and a weekly individual follow-up work of each student. As well as recording the evolution of the qualifications in the previous tests, when the semester was over, we handed out a wide-ranging questionnaire to the students of the two degrees to know more about the students' personal and academic characteristics. Our aim in doing so is to obtain information about different aspects: personal data (age, place where they live usually and during the course, if they are students with grants or not, if they are repeaters, and so forth), educational data prior to joining the University (pre-university training, access to the University, the form of high school completion, the mark in Mathematics in Upper Secondary School, etc.), study habits (hours of study per week, the way in which they carry out the study of the practical part of the subject, the use of the WebCT virtual platform, the frequency of use of this virtual platform, and so on) and their valuation of the subject (teaching guide or programme, criteria and evaluation system, work of the teaching staff, professional future, etc.). Once we have studied the results attained, it can be said that there is not a direct relationship between the qualifications obtained by the students and their degree of satisfaction with the group work carried out. In this way, although the students who read the Double Degree in Law and Political Science and Public Administration get higher qualifications, they are less satisfied with their experience of group work than the students of the Degree in Political Science and Public Administration. |
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| RI |
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| OI |
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| SN | 2340-1095 | ||||
| BN | 978-84-617-2484-0 | ||||
| PY | 2014 | ||||
| BP | 6164 | ||||
| EP | 6173 | ||||
| UT | WOS:000367082906033 | ||||
| ER |
| PT | S | ||
| AU | Niitsoo, M
Paales, M Pedaste, M Siiman, L Tonisson, E |
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| AF | Niitsoo, Margus
Paales, Mirjam Pedaste, Margus Siiman, Leo Tonisson, Eno |
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| BE | Chova, LG
Martinez, AL Torres, IC |
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| TI | PREDICTORS OF INFORMATICS STUDENTS' PROGRESS AND GRADUATION IN UNIVERSITY STUDIES | ||
| SO | INTED2014: 8TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE | ||
| SE | INTED Proceedings | ||
| CT | 8th International Technology, Education and Development Conference (INTED) | ||
| CY | MAR 10-12, 2014 | ||
| CL | Valencia, SPAIN | ||
| AB | In higher education, particularly in the fields of engineering and science, large dropout rates and slow progress through the curriculum are world-wide problems. In Estonia most dropout in the field of computer science usually occurs at the end of the first year of studies. The reasons for this have not been studied in detail in the local context. To see what effect the amount of effort students dedicate to studying has on this, a study was carried out on one full cohort of Computer Science majors who started their studies in fall 2012. All of the students were required to daily record the number of hours they spent studying. Our results show that both prior achievement in mathematics and time spent studying during the semester were significant predictors of students' academic performance, with students who spent more time studying having better performance after the first and second semesters. A statistically significant interaction between time spent studying and students' academic performance was also found showing that students with higher prior achievement had less effect from each additional hour spent studying. Finally, we devised a model that predicts whether a student will drop out based on the information gathered during the first semester. This model can help identify students at risk of dropout and thereby allow time for possible interventions in the second semester. | ||
| OI |
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| SN | 2340-1079 | ||
| BN | 978-84-616-8412-0 | ||
| PY | 2014 | ||
| BP | 2521 | ||
| EP | 2529 | ||
| UT | WOS:000366835102079 | ||
| ER |
| PT | J |
| AU | Meijers, F
Kuijpers, M |
| AF | Meijers, Frans
Kuijpers, Marinka |
| TI | Career learning and career learning environment in Dutch higher education |
| SO | JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION |
| AB | Purpose - The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation, certainty of career choice and drop out, and also whether the learning environment affects these variables. In the study, four career competencies are identified: career reflection (reflective behavior), work exploration (exploring behavior), career action (pro-active behavior) and networking (interactive behavior). Aspects of the learning environment that are taken into account are practice-and inquiry-based curriculum and career guidance conversations.
Design/methodology/approach - A questionnaire-based study was carried out among 4,820 students and 371 (school) career counsellors in 11 universities. Findings - The results show that career competencies are related to learning motivation, career identity, certainty of career choice and drop out threat. The learning environment also contributes to these outcome variables. Students who participate in a practice-based and inquiry-based curriculum, and who have helping conversations about their study with their teachers, feel more motivated for learning, are more certain of their career choice and are less likely to quit their study. Research limitations/implications - A limitation of this study is that, due to the cross-sectional design with no control group, no strong evidence for effectiveness can be presented. Moreover, the lack of well validated instruments limits the value of the results. The explained variance of the outcome variables, however, does indicate that there are relationships between career competencies and career learning environment on one hand, and career identity, learning motivation and certainty of choices on the other. Practical implications - Constructing and attributing meaning when engaging in these dialogues is of central importance; the development of personality traits and qualities only takes place when those learning find the content meaningful (and that is something quite different than content being considered "necessary"). In order to achieve such a learning environment within the dominant educational culture, transformative leadership is essential. Such leadership, however, is rare in Dutch universities of applied sciences until now. Social implications - Universities are increasingly acknowledging that they have a strong responsibility to guide students not only in their academic growth, but also in their career development. Universities - and especially universities of applied sciences - cannot leave this task to the public or private sector for two key reasons. First, universities are funded by the government and are therefore expected to prepare their students adequately for life in our individualized society as well as for the labor market. In the second place because organizations in the private and public sector often lack the knowledge and the motivation to guide young people on their career paths. Originality/value - A limitation found in the research, as well as in actual career interventions in schools, is that they focus on change in students' knowledge, attitudes and decision-making skills, while students' behaviors are not examined. Hughes and Karp (2004) maintain that research should focus on exploring the relationships between guidance interventions and positive students' behavioral outcomes. Therefore, the paper concentrates - in search of the influence of school-based career interventions - not on decision-making skills, attitudes or knowledge but on actual career behavior, i.e. career competencies of students. |
| SN | 2050-7003 |
| EI | 1758-1184 |
| PY | 2014 |
| VL | 6 |
| IS | 2 |
| BP | 295 |
| EP | 313 |
| DI | 10.1108/JARHE-06-2013-0025 |
| UT | WOS:000214770900008 |
| ER |
| PT | J | ||||
| AU | Janta, H
Lugosi, P Brown, L |
||||
| AF | Janta, Hania
Lugosi, Peter Brown, Lorraine |
||||
| TI | Coping with loneliness: A netnographic study of doctoral students | ||||
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION | ||||
| AB | This study aims to fill an empirical void in our understanding of how doctoral students, both domestic and international, cope with loneliness and isolation, and what types of tactic they use during different phases of their doctoral studies to overcome such issues. Data gathered through a netnographic study show that loneliness is a major problem for both domestic and international students and that it occurs at different stages of the doctoral study. Tactics used by participants to deal with this issue include multiple forms of (face to face and online) social interaction, professional development and escape from the doctorate. The paper discusses avenues for further research alongside some practical recommendations that might be implemented at universities to decrease feelings of isolation among students and further reduce drop-out rates. | ||||
| OI |
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| SN | 0309-877X | ||||
| EI | 1469-9486 | ||||
| PY | 2014 | ||||
| VL | 38 | ||||
| IS | 4 | ||||
| BP | 553 | ||||
| EP | 571 | ||||
| DI | 10.1080/0309877X.2012.726972 | ||||
| UT | WOS:000212488300007 | ||||
| ER |
| PT | B |
| AU | Ivan, L
Stanescu, DF |
| AF | Ivan, Loredana
Stanescu, Dan Florin |
| BE | Milcu, M
Wubbolding, RE Testoni, I |
| TI | THE ACADEMIC AND SOCIAL INTEGRATION OF NON-TRADITIONAL ROMANIAN STUDENTS. RESULS FROM AN EXPERIMENTAL FORMATIVE TRAINING |
| SO | MODERN RESEARCH IN HEALTH, EDUCATION AND SOCIAL SCIENCES: CONFERENCE PROCEEDINGS |
| CT | 7th International Conference on Modern Research in Psychology |
| CT | International Symposium on Educational Research and Educational Technology |
| CY | NOV, 2014 |
| CY | FEB, 2018 |
| CL | Sibiu, ROMANIA |
| CL | Shusheng Technol Res, Hefei, PEOPLES R CHINA |
| SP | Eastern Acad Forum Australia, Shusheng Technol Res, Comp Knowledge & Technol Journal, Beijing Zhongjing Lanshan Acad Exchange Co Ltd, Beijing Zhongjing Century investment Co Ltd, Australia Blue Mt Grp |
| HO | Shusheng Technol Res |
| AB | The growing phenomenon of disadvantaged and nontraditional students increases the risk of educational underachievement and drop-out in the university context at European level. Within the European funded project INSTALL (Innovative Solutions to Acquire Learning to Learn) researchers developed an experimental formative experience - Narrative Mediation Path (NMP) - consisting in a group training process targeted to disadvantaged students. In this context we investigate the way students experienced the training process focusing on their needs of academic and social integration. Our results are based on in-depth interviews (N=10) conducted with students, after they have been involved in the experimental formative training. Our data reveal that the main difficulty for Romanian non-traditional students when they enroll in university is related to social and academic integration. The need to be connected with their fellow students and to strengthen their social ties within university is presented as one of the prominent factors that could influence their willingness to graduate. The data are discussed in the context of the role of Narrative Mediation Path (NMP) training to fulfill non-traditional students' need of social integration. |
| BN | 978-606-28-0153-3 |
| PY | 2014 |
| BP | 215 |
| EP | 224 |
| UT | WOS:000449039200020 |
| ER |
| PT | J |
| AU | Tait, A |
| AF | Tait, Alan |
| TI | From Place to Virtual Space: Reconfiguring Student Support for Distance and E-Learning in the Digital Age |
| SO | OPEN PRAXIS |
| AB | This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography - which has defined the structures for student support services in second generation distance education-has now been overtaken in digital distance and e-learning contexts by the more powerful affordances of learning design. The article examines in detail the issue of student drop-out as the major challenge for student support in distance and e-learning, and argues that educational mission, not mode of delivery, is the more powerful explanatory driver. The article proposes that student support should now be understood as integrated with teaching and assessment, not separately organised structurally and professionally. |
| SN | 2304-070X |
| PD | JAN-MAR |
| PY | 2014 |
| VL | 6 |
| IS | 1 |
| BP | 5 |
| EP | 16 |
| DI | 10.5944/openpraxis.6.1.102 |
| UT | WOS:000214790400002 |
| ER |
| PT | J |
| AU | Tudela, HEV |
| AF | Viale Tudela, Hector Ernesto |
| TI | A THEORETICAL APPROACH TO THE COLLEGE STUDENT DROP OUT |
| SO | REVISTA DIGITAL DE INVESTIGACION EN DOCENCIA UNIVERSITARIA-RIDU |
| AB | College student dropout is one of the greatest problems faced by the higher education system. University authorities have been showing great concern because, in spite of the increase in demand for higher education, the number of students that complete their education is not as expected, demonstrating that a large number of students abandons school, mainly during the initial semesters. This generates financial problems to the universities. This paper aims to show, after a comprehensive literature review, existing models in connection with college student dropout and answer the questions to this regard. |
| SN | 2223-2516 |
| PD | JAN-DEC |
| PY | 2014 |
| VL | 8 |
| IS | 1 |
| BP | 59 |
| EP | 74 |
| UT | WOS:000216096100004 |
| ER |
| PT | B |
| AU | Brook, H
Michell, D |
| AF | Brook, Heather
Michell, Dee |
| BE | Brook, H
Fergie, D Maeorg, M Michell, D |
| TI | Knowing students |
| SO | UNIVERSITIES IN TRANSITION: FOREGROUNDING SOCIAL CONTEXTS OF KNOWLEDGE IN THE FIRST YEAR EXPERIENCE |
| AB | In 2010 we taught a large first-year class of Women's Studies students. The previous year we had reviewed the literature amassing in support of the Federal Government's push to increase the representation of Indigenous, low socio-economic status (SES) and rural students at university in the wake of what is known as the Bradley Review (2008). This reading had sensitised us to the situation that some students were at risk of dropping out, particularly those who were first in their family at university, a category of students which overlaps with those who are Indigenous, rural or from low SES backgrounds, as well as some who are refugees. Not wanting to put students on the spot, but wanting to identify those who might need some extra support, we designed a 'getting to know you' questionnaire for students to complete in the first tutorial. While we both had a keen intellectual interest in the information we gathered, and while we both would have characterised ourselves as committed and conscientious teachers, we were unprepared for the transformative effect the exercise had on us. |
| BN | 978-1-922064-83-7; 978-1-922064-82-0 |
| PY | 2014 |
| BP | 229 |
| EP | 244 |
| D2 | 10.20851/universities-transition |
| UT | WOS:000386898100010 |
| ER |
| PT | J | ||
| AU | Kilgore, CD
Cronley, C Amey, B |
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| AF | Kilgore, Christopher D.
Cronley, Courtney Amey, Beth |
||
| TI | Developing grass roots writing resources: a novel approach to writing within the social work discipline | ||
| SO | TEACHING IN HIGHER EDUCATION | ||
| AB | In this case study, we report on the development of a writing-specialist position, the Writing Resource Coordinator (WRC)', in a school of social work at a large state university in the southern USA. Such programs are facing increasing budgetary pressures at the same time as their growing enrollments strain available resources. Students who arrive under-prepared or un-acculturated to the discipline often suffer high writing-related anxiety, putting them at risk for low performance, or dropping out altogether. The WRC provides discipline-specific grass roots' writing assistance to the most at-risk students through a program aimed at both students and faculty, providing a two-pronged service strategy including: (a) individual consultations and (b) group-oriented seminars and workshops. We describe the implementation of this resource and offer recommendations for improving upon and adopting this approach in social science programs at comparable institutions. | ||
| OI |
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| SN | 1356-2517 | ||
| EI | 1470-1294 | ||
| PD | NOV 1 | ||
| PY | 2013 | ||
| VL | 18 | ||
| IS | 8 | ||
| BP | 920 | ||
| EP | 932 | ||
| DI | 10.1080/13562517.2013.827647 | ||
| UT | WOS:000326370500009 | ||
| ER |
| PT | J | ||
| AU | Crisp, G
Horn, C Dizinno, G Barlow, L |
||
| AF | Crisp, Gloria
Horn, Catherine Dizinno, Gerry Barlow, Libby |
||
| TI | THE LONG-TERM IMPACT OF ADMISSION POLICIES: A COMPARATIVE STUDY OF TWO EMERGENT RESEARCH INSTITUTIONS IN TEXAS | ||
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE | ||
| AB | The present study explored the long-term impact of admission policies at two aspiring research institutions in Texas. Six years of longitudinal institutional data were analyzed for all full-time first time in college undergraduate students at both universities. Descriptive and inferential statistics were used to identify relationships and differences between risk factors and percent plan eligibility. Cox regression was employed to examine the number of semesters that elapsed before students dropped out and to identify risk factors that contributed to student withdrawal. Moreover, competing risk models were used to test the robustness of the single-outcome models. Findings highlight the importance of leveraging the percent plan at both institutions. | ||
| RI |
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| OI |
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| SN | 1521-0251 | ||
| EI | 1541-4167 | ||
| PD | NOV | ||
| PY | 2013 | ||
| VL | 15 | ||
| IS | 3 | ||
| BP | 433 | ||
| EP | 454 | ||
| DI | 10.2190/CS.15.3.g | ||
| UT | WOS:000212331200007 | ||
| ER |
| PT | J |
| AU | Kurlaender, M
Grodsky, E |
| AF | Kurlaender, Michal
Grodsky, Eric |
| TI | Mismatch and the Paternalistic Justification for Selective College Admissions |
| SO | SOCIOLOGY OF EDUCATION |
| AB | Although some scholars report that all students are better served by attending more prestigious postsecondary institutions, others have argued that students are better off attending colleges where they are about average in terms of academic ability and suffer worse outcomes if they attend schools that are out of their league at which they are overmatched. The latter argument is most frequently deployed as a paternalistic justification for ending affirmative action. We take advantage of a natural admissions experiment at the University of California to test the effect of being overmatched for students on the margin of admission to elite universities. Consistent with the mismatch hypothesis, we find that students accumulate more credits when they attend less demanding institutions. However, students do not earn higher grades and are no more or less likely to drop out of schools where they are overmatched and are less likely to drop out than they would have been had they attended less demanding institutions. |
| SN | 0038-0407 |
| PD | OCT |
| PY | 2013 |
| VL | 86 |
| IS | 4 |
| BP | 294 |
| EP | 310 |
| DI | 10.1177/0038040713500772 |
| UT | WOS:000324910700010 |
| ER |
| PT | J |
| AU | Wong, AG
Tambling, RB Anderson, SR |
| AF | Wong, Alison G.
Tambling, Rachel B. Anderson, Shayne R. |
| TI | Treatment Duration and Termination Status Among Clients in a University-Based Counseling Center |
| SO | FAMILY JOURNAL |
| AB | Researchers have long been interested in understanding for whom therapy works and why. This study sought to identify ways in which clients differ with regard to treatment outcomes such as treatment length, success, and termination status. Data for this study were taken from the client documents completed prior to the first session of therapy and the therapist-completed termination summary for 305 cases from a university-based marriage and family therapy clinic. Results suggest that soft-mandated and voluntary clients show similar success rates in treatment. Also, cases that terminated unilaterally had the lowest success rates, though rates were approximately equal across modality. This study provides information about treatment across different client characteristics and modalities. |
| SN | 1066-4807 |
| EI | 1552-3950 |
| PD | OCT |
| PY | 2013 |
| VL | 21 |
| IS | 4 |
| BP | 371 |
| EP | 376 |
| DI | 10.1177/1066480713488524 |
| UT | WOS:000211261000002 |
| ER |
| PT | J |
| AU | Caruth, GD
Caruth, DL |
| AF | Caruth, Gail D.
Caruth, Donald L. |
| TI | The Octopus, the Squid and the Tortoise |
| SO | POLICY FUTURES IN EDUCATION |
| AB | What is the role of the Doctor of Philosophy (PhD) today? This is not a new question. In 1903, William James questioned the value of the degree as an indicator of teaching ability. Unfortunately, the issue James raised has never been resolved. Move forward in time to 1990. Theodore Ziolkowski essentially agreed with James, but raised additional questions about the PhD. Ziolkowski contended that completing the degree now takes much longer and many students drop out along the way. Stanley N. Katz confirmed this in his discussion of the role of the professoriate. Katz maintained that universities concentrate rewards on research rather than on teaching. This article examines each of these issues in an attempt to understand where higher education is today and how it reached this point. |
| SN | 1478-2103 |
| PD | OCT |
| PY | 2013 |
| VL | 11 |
| IS | 5 |
| BP | 490 |
| EP | 496 |
| DI | 10.2304/pfie.2013.11.5.490 |
| UT | WOS:000213453500002 |
| ER |
| PT | J | ||
| AU | Cubero, MJL
Sazatornil, JLL |
||
| AF | Luque Cubero, Maria Jose
Lalueza Sazatornil, Jose Luis |
||
| TI | Collaborative learning in communities of practice in contexts of social exclusion. An analysis of the interactions | ||
| SO | REVISTA DE EDUCACION | ||
| AB | In this paper, we analyse the educational interactions that promote a collaborative environment. The study is developed in a particular kind of community of practice, the Fifth Dimension (5D), an educational activity model based on cooperation between university and community, where it is promoted ICT supported collaborative learning. Designed by the Laboratory of Comparative Human Cognition of the University of California, under Michael Cole's leadership, it is based on the conception of the cultural-historical approach of human development and has been adapted to the local cultures in several countries. In Spain exists a 5D network, the first experience was the House of Shere Rom (CSR), designed to develop meaningful learning for population that present high indexes of absenteeism, drop-out and school failure. The CSR, object of analysis in this paper, is an after-school community space where attends Roma children. It is a participatory action-research project. Moreover, it is a laboratory for new kinds of collaborative learning development, for later implementation in several schools situated in social exclusion risk environments. We examine here, the interactions of children's and university students couples, who collaborate in tasks resolution, with the purpose to analyse the incorporation's processes to the community of practice, the kinds of collaboration addressed to learn and the collective construction of an 'ideoculture' of shared meanings. By means of a qualitative study, the analysis of which has been realised with the support of the software Atlas.ti, we pretend answer to the following questions: What do the participants do for the working of the interaction? What do they do to collaborate? What do indicate that they are part of this community? What do indicate they have a shared knowledge of the activity or of the concrete task? | ||
| RI |
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| OI |
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| SN | 0034-8082 | ||
| EI | 1988-592X | ||
| PD | SEP-DEC | ||
| PY | 2013 | ||
| IS | 362 | ||
| BP | 402 | ||
| EP | 428 | ||
| DI | 10.4438/1988-592X-RE-2011-362-166 | ||
| UT | WOS:000335767600015 | ||
| ER |
| PT | J |
| AU | Johnson, JE
Wessel, RD Pierce, DA |
| AF | Johnson, James E.
Wessel, Roger D. Pierce, David A. |
| TI | EXPLORING THE INFLUENCE OF SELECT DEMOGRAPHIC, ACADEMIC, AND ATHLETIC VARIABLES ON THE RETENTION OF STUDENT-ATHLETES |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | The population of 674 first-year student-athletes culled from 5 successive freshman classes (2004-2008) at a mid-size midwestern university was examined to determine what combination of demographic, academic, and athletic variables best predicted retention into the 2nd academic year. The dependent variable of retention was chosen because it is a primary component of the Academic Progress Rate, a semester by semester evaluation of team academic performance used by the NCAA. Pearson correlations revealed studentathletes were less likely to drop out if they were Caucasian, attended college close to their hometown, scored well on standardized tests, had a respectable high school GPA, were ranked high in their graduating high school class, were not a member of a revenue sport, and earned a considerable amount of playing time. Binary logistic regression analysis demonstrated that predicting retention is possible with information about race, distance from hometown, type of sport, and amount of playing time. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | AUG |
| PY | 2013 |
| VL | 15 |
| IS | 2 |
| BP | 135 |
| EP | 155 |
| DI | 10.2190/CS.15.2.a |
| UT | WOS:000212330100001 |
| ER |
| PT | J |
| AU | Whannell, R |
| AF | Whannell, Robert |
| TI | Predictors of Attrition and Achievement in a Tertiary Bridging Program |
| SO | AUSTRALIAN JOURNAL OF ADULT LEARNING |
| AB | This study examines the attrition and achievement of a sample of 295 students in an on-campus tertiary bridging program at a regional university. A logistic regression analysis using enrolment status, age and the number of absences from scheduled classes at week three of the semester as predictor variables correctly predicted 92.8 percent of participant attrition. It was concluded that attrition is largely a phenomenon associated with younger students between 18 and 24. While the quality of academic staff support was found to be strongly positively associated with the emotional commitment and academic identity of the participant, it was also negatively associated with scheduled class absence for those participants who dropped out. Intervention to address attrition of these young students is recommended to involve the selection of appropriate academic staff and a comprehensive orientation process which allows the development of supportive peer and staff relationships. The purpose of the orientation would be to facilitate the development of a robust sense of emotional commitment to a positive academic identity prior to the completion of the initial assessment tasks. |
| SN | 1443-1394 |
| PD | JUL |
| PY | 2013 |
| VL | 53 |
| IS | 2 |
| BP | 280 |
| EP | 301 |
| UT | WOS:000341057900006 |
| ER |
| PT | J |
| AU | de la Garza-Carranza, MT
Balmori-Mendez, EER Galvan-Romero, M |
| AF | Teresa de la Garza-Carranza, Maria
Rocio Balmori-Mendez, Elsa E. Galvan-Romero, Monica |
| TI | Organizational strategies for preventing student dropout in higher technological education |
| SO | REICE-REVISTA IBEROAMERICANA SOBRE CALIDAD EFICACIA Y CAMBIO EN EDUCACION |
| AB | Dropping out from Higher Education in Mexico is a social problem that affects young people in university age; therefore is necessary to study this concern. This study was developed in two higher technological universities where engineering education is offered. To address this phenomenon, we used Tinto's model. The variables analyzed thorough qualitative research was: psychological, social, economic, organization and interaction. Results indicate that the organizational factor is preponderant to prevent dropout; thus, organizational strategies are proposed to approach the situation. |
| SN | 1696-4713 |
| PD | JUL |
| PY | 2013 |
| VL | 11 |
| IS | 3 |
| BP | 31 |
| EP | 57 |
| UT | WOS:000420015800002 |
| ER |
| PT | J |
| AU | Barchi, FH
Kasimatis-Singleton, M Kasule, M Khulumani, P Merz, JF |
| AF | Barchi, Francis H.
Kasimatis-Singleton, Megan Kasule, Mary Khulumani, Pilate Merz, Jon F. |
| TI | Building research capacity in Botswana: a randomized trial comparing training methodologies in the Botswana ethics training initiative |
| SO | BMC MEDICAL EDUCATION |
| AB | Background: Little empirical data are available on the extent to which capacity-building programs in research ethics prepare trainees to apply ethical reasoning skills to the design, conduct, or review of research. A randomized controlled trial was conducted in Botswana in 2010 to assess the effectiveness of a case-based intervention using email to augment in-person seminars.
Methods: University faculty and current and prospective IRB/REC members took part in a semester-long training program in research ethics. Participants attended two 2-day seminars and were assigned at random to one of two on-line arms of the trial. Participants in both arms completed on-line international modules from the Collaborative Institutional Training Initiative. Between seminars, intervention-arm participants were also emailed a weekly case to analyze in response to set questions; responses and individualized faculty feedback were exchanged via email. Tests assessing ethics knowledge were administered at the start of each seminar. The post-test included an additional section in which participants were asked to identify the ethical issues highlighted in five case studies from a list of multiple-choice responses. Results were analyzed using regression and ANOVA. Results: Of the 71 participants (36 control, 35 intervention) enrolled at the first seminar, 41 (57.7%) attended the second seminar (19 control, 22 intervention). In the intervention arm, 19 (54.3%) participants fully completed and 8 (22.9%) partially completed all six weekly cases. The mean score was higher on the post-test (30.3/40) than on the pre-test (28.0/40), and individual post-and pre-test scores were highly correlated (r = 0.65, p < 0.0001). Group assignment alone did not have an effect on test scores (p > 0.84), but intervention-arm subjects who completed all assigned cases answered an average of 3.2 more questions correctly on the post-test than others, controlling for pre-test scores (p = 0.003). Conclusions: Completion of the case-based intervention improved respondents' test scores, with those who completed all six email cases scoring roughly 10% better than those who failed to complete this task and those in the control arm. There was only suggestive evidence that intensive case work improved ethical issue identification, although there was limited ability to assess this outcome due to a high drop-out rate. |
| SN | 1472-6920 |
| PD | FEB 1 |
| PY | 2013 |
| VL | 13 |
| AR | 14 |
| DI | 10.1186/1472-6920-13-14 |
| UT | WOS:000315774400001 |
| PM | 23368699 |
| ER |
| PT | J | ||
| AU | Rach, S
Heinze, A |
||
| AF | Rach, Stefanie
Heinze, Aiso |
||
| TI | Which Students Are Successful in the First Semester? The Role of Self-explanations for the Learning of Mathematics at Commencement of Studies | ||
| SO | JOURNAL FUR MATHEMATIK-DIDAKTIK | ||
| AB | Many mathematics students give up studying during their first year at university. Possible reasons for the high drop-out rate might be differences concerning the character of mathematics taught as well as the different learning cultures in school and at university. In this article, we present results of an empirical study, in which we investigate the role of individual learning strategies of 104 mathematics students during their first semester. Results indicate that particularly the development of self-explanations in self-study phases has an important impact on the development of interest in mathematics, mathematical self-concept as well as study success in the first semester. It is noticeable that the use of self-explanations during the self-study phases is not significantly connected to central cognitive and affective learner prerequisites when commencing studies. Therefore, this learning strategy comes probably into play by the more successful students during their first weeks of study when adapting to academic learning culture. Based on the results, we discuss approaches to support learners in their first semester at university. | ||
| OI |
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| SN | 0173-5322 | ||
| EI | 1869-2699 | ||
| PD | FEB | ||
| PY | 2013 | ||
| VL | 34 | ||
| IS | 1 | ||
| BP | 121 | ||
| EP | 147 | ||
| DI | 10.1007/s13138-012-0049-3 | ||
| UT | WOS:000435254800006 | ||
| ER |
| PT | J |
| AU | Haydarov, R
Moxley, V Anderson, D |
| AF | Haydarov, Rustam
Moxley, Virginia Anderson, Dawn |
| TI | COUNTING CHICKENS BEFORE THEY ARE HATCHED: AN EXAMINATION OF STUDENT RETENTION, GRADUATION, ATTRITION, AND DROPOUT MEASUREMENT VALIDITY IN AN ONLINE MASTER'S ENVIRONMENT |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | This article examines definitions, rationales, and calculations associated with higher education performance measures: persistence, retention rate, attrition rate, drop-out rate, and graduation rate. Strengths and limitations of these measures are scrutinized relative to online master's programs. Outcomes of a sample of students (N = 96) enrolled in multi-university online master's programs sponsored by Great Plains IDEA are tracked over six years. The students' unique characteristics and degree completion patterns suggest modifying performance metrics and increasing the tracking time. The study empirically proves that existing graduation and retention metrics used to compare online to face-to-face programs underreport successful outcomes for online master's students by at least one-third. Such comparisons should be made with caution, using consistent terminology and recognizing the limitations of existing metrics. Standard methods for measuring student persistence in master's degree programs should be universally established at the policy level. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | FEB |
| PY | 2013 |
| VL | 14 |
| IS | 4 |
| BP | 429 |
| EP | 449 |
| DI | 10.2190/CS.14.4.a |
| UT | WOS:000212327500001 |
| ER |
| PT | J |
| AU | Ma, YL
Cragg, KM |
| AF | Ma, Yanli
Cragg, Kristina M. |
| TI | SO CLOSE, YET SO FAR AWAY: EARLY VS. LATE DROPOUTS |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | While some students drop out early in their academic career, others drop out close to completion. What similarities and differences exist between these early and late dropouts? Using a sample 3,520 first-time, full-time (FTFT) students seeking a bachelor's degree at a state university, this study employs multinomial logistic regression to model factors influencing early dropout, late dropout, and 6-year graduation. Results show that age, gender, ethnicity, and first-year college GPA are significant predictors of early dropout relative to late dropout and that early dropouts and late dropouts differed from graduates in different ways. Additionally, the majority of late dropouts do not matriculate at any college after dropping out based on National Student Clearinghouse records. Campus implications will be discussed. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | FEB |
| PY | 2013 |
| VL | 14 |
| IS | 4 |
| BP | 533 |
| EP | 548 |
| DI | 10.2190/CS.14.4.f |
| UT | WOS:000212327500006 |
| ER |
| PT | J |
| AU | Motaghian, H
Hassanzadeh, A Moghadam, DK |
| AF | Motaghian, Hediyeh
Hassanzadeh, Alireza Moghadam, Davood Karimzadgan |
| TI | Factors affecting university instructors' adoption of web-based learning systems: Case study of Iran |
| SO | COMPUTERS & EDUCATION |
| AB | In many societies e-learning has become the main mechanism supporting distance education. Although e-learning efforts are considered to be a significant corporate investment, many surveys indicate high drop-out rates or failures. This research uses an integrated model in order to assessing the influence of IS-oriented, psychological and behavioral factors on instructors' adoption of web-based learning systems. Survey data collected from 115 university instructors were analyzed using structural equation modeling to examine the theoretical model. The research results show that perceived usefulness, perceived ease of use and system quality increase instructors' intention to use web-based learning systems; however, perceived usefulness is the most important factor affecting on intention and actual use of the system (adoption). (C) 2012 Elsevier Ltd. All rights reserved. |
| SN | 0360-1315 |
| EI | 1873-782X |
| PD | FEB |
| PY | 2013 |
| VL | 61 |
| BP | 158 |
| EP | 167 |
| DI | 10.1016/j.compedu.2012.09.016 |
| UT | WOS:000312517900013 |
| ER |
| PT | S |
| AU | Kimani, S
Njeri, E Njue, J |
| AF | Kimani, Stephen
Njeri, Eunice Njue, John |
| BE | Kotze, P
Marsden, G Lindgaard, G Wesson, J Winckler, M |
| TI | Online Requirements and Portal Design for Female University Science and Technology Students in Kenya |
| SO | HUMAN-COMPUTER INTERACTION - INTERACT 2013, PT IV |
| SE | Lecture Notes in Computer Science |
| CT | 14th IFIP TC 13 INTERACT International Conference on Designing for Diversity |
| CY | SEP 02-06, 2013 |
| CL | Cape Town, SOUTH AFRICA |
| SP | Int Federat Informat Proc, Nelson Mandela Metropolitan Univ, Meraka Inst Council Sci & Ind Res, Univ Cape Town |
| AB | In science and technology (S&T) career progression, women drop out at virtually every step until extremely few are found in positions of influence and recognition. Although this is a global problem, it is even more critical in Africa. The number of female university S&T students in Africa has remained low for the past about three decades. There is thus a dire need to encourage/support such students especially in African countries, including Kenya. Online portals have the potential to motivate/support Kenyan female university S&T students. It is however critical to understand the characteristics and requirements of these students. While there exists literature on the differences between online female users and male users, women in S&T in African countries (including Kenya) face rather unique challenges. This paper reports a study that indicates the characteristics and online requirements of Kenyan female university S&T students, and then describes a corresponding online portal design. |
| SN | 0302-9743 |
| BN | 978-3-642-40498-6; 978-3-642-40497-9 |
| PY | 2013 |
| VL | 8120 |
| BP | 403 |
| EP | 410 |
| UT | WOS:000345125400031 |
| ER |
| PT | S | ||
| AU | Mozelius, P
Shabalina, O Malliarakis, C Tomos, F Miller, C Turner, D |
||
| AF | Mozelius, Peter
Shabalina, Olga Malliarakis, Christos Tomos, Florica Miller, Chris Turner, David |
||
| BE | Escudeiro, P
DeCarvalho, CV |
||
| TI | Let the Students Contruct Their own fun And Knowledge - Learning to Program by Building Computer Games | ||
| SO | PROCEEDINGS OF THE 7TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING, VOLS 1 AND 2 | ||
| SE | Proceedings of the European Conference on Games-Based Learning | ||
| CT | 7th European Conference on Games Based Learning | ||
| CY | OCT 03-04, 2013 | ||
| CL | Inst Super Engn Porto, Porto, PORTUGAL | ||
| HO | Inst Super Engn Porto | ||
| AB | Computer programming is a core subject in most Computer science programmes at university level but many students have difficulties with both the understanding of theoretical concepts and with the learning of practical programming skills. Several studies have pointed out that there exist pedagogical and motivational problems resulting in high drop-out rates and low learning outcomes. On the other hand today's students have grown up in a digital and internet connected world where playing computer games is a common and appreciated spare time activity. It has been discussed during many years amongst teachers and researchers which important features a programming language should have to support learning and which the appropriate programming paradigms are for introductory programming courses. Less has been discussed and written about modifying the actual course content and use the recognised attraction and catalytic effect of computer games. The aim of this case study is to describe, analyze and discuss the concept of learning to program by game construction. In this case study two course analyses have been combined with a literature review on pedagogy for Game Based Learning (GBL Findings from the literature review show that the idea of students constructing knowledge in their interactions with their environment is not a new one and that games have been used in educational contexts long before the introduction of computers. The idea of Game based learning has support in the constructivist learning theory concept that was introduced theoretically at university level in the 1970s by Jean Piaget and Lev Vygotsky. Results from the study also indicate that the practical application of the game construction concept has been successful in the two investigated programming courses both when it comes to student motivation and learning outcomes. Furthermore, this game based pedagogy can motivate students not only to develop themselves as future programmers but also to become more innovative and entrepreneurial by improving the quality and performance of the games in order to deploy, promote and sell them. | ||
| RI |
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| OI |
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| SN | 2049-0992 | ||
| BN | 978-1-909507-65-4 | ||
| PY | 2013 | ||
| BP | 418 | ||
| EP | 426 | ||
| UT | WOS:000343421700051 | ||
| ER |
| PT | S |
| AU | Ghizan, SY |
| AF | Ghizan, Sumar Yousef |
| BE | Odabasi, HF |
| TI | Educational Policies for the First Nation Child: Impediments and Future Perceptions |
| SO | 3RD WORLD CONFERENCE ON LEARNING, TEACHING AND EDUCATIONAL LEADERSHIP |
| SE | Procedia Social and Behavioral Sciences |
| CT | 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA) |
| CY | OCT 25-28, 2012 |
| CL | Brussels, BELGIUM |
| SP | Acad World Educ & Res Ctr |
| AB | This study deals with the educational policies in accordance with the educational opportunities, facilitation and efforts made by decision makers to enhance the conditions of the First Nation Children in the Canadian Schools. It is a genuine effort toward structuring a more promising future for the aboriginal people in Canada. A shortened glimpse is introduced by the researcher to the reader for clarifying the legislative powers and law amendments that took place since 1876 up to now. This paper quest raising the awareness of the obstacles that stands in the way of educating the First Nation Children in Canada as well as encourages educational policies officials and decision makers to find solutions to assist the First Nation Child, parents and community as a whole unit that integrates in the Canadian social fabric. The paper introduced some of the most critical problems in education which is the ever-increasing numbers of the students dropping out of schools. A Historical flashback is given by the researcher to shed light on amendment took place to develop the First Nation students education and enhance their wellbeing. It concluded to present a program recently which was applied at the University of Windsor that contributed significantly to the development of The First Nation Children educational performance and academic achievement and it gave a real opportunity to students to be engaged in science, math, technology and multiples intelligences activities inside and outside the borders of the University. The researcher's anticipation is that other educational institutions will follow the lead of the University of Windsor contributions to create a brighter future for the First Nation Child. (C) 2013 The Authors. Published by Elsevier Ltd. |
| SN | 1877-0428 |
| PY | 2013 |
| VL | 93 |
| BP | 1906 |
| EP | 1910 |
| DI | 10.1016/j.sbspro.2013.10.138 |
| UT | WOS:000342763100318 |
| ER |
| PT | S |
| AU | Geryk, J |
| AF | Geryk, Jan |
| BE | Ciussi, M
Augier, M |
| TI | Visual Analytics by Animations in Higher Education |
| SO | PROCEEDINGS OF THE 12TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2013) |
| SE | Proceedings on the European Conference of e-Learning |
| CT | 12th European Conference e-Learning (ECEL) |
| CY | OCT 30-31, 2013 |
| CL | SKEMA Business School, Sophia Antipolis, FRANCE |
| HO | SKEMA Business School |
| AB | In this paper, we focus on educational data analysis supported by animations. Many analytical tools employ visual techniques to facilitate the analytical process using both static visualisations and support animations in some way. Moreover, the application programming interface of many standalone applications, Java Script libraries, and statistics and analytics software packages enable analysts to combine their functionality with conventional data mining and machine learning methods, e.g. Google Charts Tools, GGobi or iPlots. Visual analytics (VA) has a wide area of applications in higher education. We are developing an analytical tool with visualisation and animations support. The main goal of the tool is to contribute to an increase in education efficiency and quality by means of novel data visualisation techniques which enable better exploratory and interactive analysis. We describe two projects that take advantage of visualisation of educational data gained from the database of the Information System of Masaryk University (IS MU). The first project is concerned with the design of the preliminary version of the VA tool. Particularly, we focus on the combination of visual techniques and animations that support exploratory analysis of educational data. We present two visualisation techniques in detail, namely motion charts and an extended version of motion charts which is more suitable for analysing of educational data. In the second project, we demonstrate the use of Visual Analytics for generation of new attributes from a social network of student communication. We also describe potential tasks of Visual Analytics in university information systems. |
| SN | 2048-8637 |
| BN | 978-1-909507-84-5 |
| PY | 2013 |
| BP | 565 |
| EP | 572 |
| UT | WOS:000342674900070 |
| ER |
| PT | S |
| AU | Jonsson, H |
| AF | Jonsson, Hakan |
| GP | IEEE |
| TI | Motivating and Preparing First-Year Students in Computer and Engineering Science |
| SO | 2013 IEEE FRONTIERS IN EDUCATION CONFERENCE |
| SE | Frontiers in Education Conference |
| CT | 43rd Annual Frontiers in Education Conference (FIE) |
| CY | OCT 23-26, 2013 |
| CL | Univ Oklahoma, Coll Engn, Oklahoma City, OK |
| SP | Inst Elect & Elect Engineers Comp Soc, Amer Soc Engn Educ, Educ Res Methods Div, Inst Elect & Elect Engineers, Inst Elect & Elect Engineers Educ Soc |
| HO | Univ Oklahoma, Coll Engn |
| AB | During recent years the interest in Engineering Studies has declined at universities both in the United States and in many Western European countries including Sweden. In addition, among those students that do enroll, an increasing number drop-out. This paper presents an attempt to mitigate these worrying problems in the form of a new kind of introductory course for first-year engineering students studying on a 5-year long Master of Science program in Computer Science and Engineering. The course is novel in that it takes a holistic approach to motivate and prepare students for their further studies. Core subjects and useful tools are mixed together into an intense 10-week course with 12 separate course modules on different topics, often running in parallel. The course has a total of 21 individual examinations to take, tasks to carry out, and deadlines to meet. The examinations and tasks are chosen among those common in our School of Engineering. Evaluations show that, although demanding for the students, the course works well and fulfills its goals. |
| SN | 0190-5848 |
| BN | 978-1-4673-5261-1 |
| PY | 2013 |
| UT | WOS:000330839100228 |
| ER |
| PT | S | ||
| AU | Cocota, JAN
Abrao, DC Lopes, AG de Medeiros, MRO Lopes, ESD |
||
| AF | Naves Cocota, Jose Alberto
Carrasco Abrao, Danilo Lopes Junior, Airton Goncalves Oliveira de Medeiros, Marlos Rodrigo da Silva Lopes, Elisabete Santos |
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| GP | IEEE | ||
| TI | Development of Tangible Experiments for Motivating Undergraduate Students | ||
| SO | 2013 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) | ||
| SE | IEEE Global Engineering Education Conference | ||
| CT | IEEE Global Engineering Education Conference (EDUCON) | ||
| CY | MAR 13-15, 2013 | ||
| CL | Tech Univ Berlin, Berlin, GERMANY | ||
| SP | IEEE, MathWorks, Cypress Perform, Carinthia Tech Inst, Univ Vigo | ||
| HO | Tech Univ Berlin | ||
| AB | Nowadays, dropping out of engineering courses practically occurs in all universities of the world. Over the past few years, active learning has been recognized by the educational community as the most effective learning method, that involves direct, purposeful learning experiences, such as hands-on or field experiences. In this paper we will discuss the educational experience associated with the design and development of projects to motivate the students of Control and Automation Engineering and Electrical Engineering during a semester of Industrial Robotics and Integrated Manufacturing Systems courses. The key learning objectives and tools used to implement them and the evaluation results will be detailed. Our focus was to introduce how those multidisciplinary works could help the students increase their motivation and improve their professional skills such as problem solving, team work and leadership. Evaluation results show that those projects were effective in engaging the students and as well as an effective active learning tool. | ||
| OI |
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| SN | 2165-9567 | ||
| BN | 978-1-4673-6110-1; 978-1-4673-6111-8 | ||
| PY | 2013 | ||
| BP | 497 | ||
| EP | 506 | ||
| UT | WOS:000327180400068 | ||
| ER |
| PT | S | ||
| AU | Jungmann, T
Ossenberg, P |
||
| AF | Jungmann, Thorsten
Ossenberg, Philipp |
||
| GP | IEEE | ||
| TI | Recruiting the right engineering students | ||
| SO | 2013 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) | ||
| SE | IEEE Global Engineering Education Conference | ||
| CT | IEEE Global Engineering Education Conference (EDUCON) | ||
| CY | MAR 13-15, 2013 | ||
| CL | Tech Univ Berlin, Berlin, GERMANY | ||
| SP | IEEE, MathWorks, Cypress Perform, Carinthia Tech Inst, Univ Vigo | ||
| HO | Tech Univ Berlin | ||
| AB | Excellent research requires excellent teaching, and excellent teaching requires excellent research. Recruiting the right students is a powerful measure to enhance the number of successful graduations and to reduce drop-out. The search for the right students is not limited to German Higher Engineering Education, but can be found in any higher educational system. This paper focuses on the most suitable approaches for German Universities to select the best engineering students when allocating study places for an education in the field of engineering. With recourse to pertinent quality factors we analyze the possibilities and limits of each approach and reflect on their efficacy in the mirror of pertinent quality factors. | ||
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| OI |
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| SN | 2165-9567 | ||
| BN | 978-1-4673-6110-1; 978-1-4673-6111-8 | ||
| PY | 2013 | ||
| BP | 834 | ||
| EP | 839 | ||
| UT | WOS:000327180400115 | ||
| ER |
| PT | S |
| AU | Gorbunovs, A
Kapenieks, A Kudina, I |
| AF | Gorbunovs, Aleksandrs
Kapenieks, Atis Kudina, Ieva |
| GP | Rezekne Higher Educ Institution |
| TI | ADVANCEMENT OF E-PORTFOLIO SYSTEM TO IMPROVE COMPETENCE LEVELS |
| SO | SOCIETY, INTEGRATION, EDUCATION, 2013, VOL I |
| SE | Sabiedriba Integracija Izglitiba-Society Integration Education |
| CT | International Scientific Conference on Society, Integration, and Education |
| CY | MAY 24-25, 2013 |
| CL | Rezekne, LATVIA |
| SP | Rezekne Higher Educ Institut, Fac Educ & Design, Personal Socializat Res Inst, Univ Udine, Dept Civil Engn & Architecture |
| AB | Nowadays educational process is not imaginable without applications of information technologies. Their implementations in different technology enhanced learning programs, platforms and systems are becoming more and more popular in educational institutions all over the world. Appropriate usage of information systems has already gained significant place in curriculums and learning processes. However, due to rather high drop-out rate rate and insufficient learning outcomes educational organisations are still seeking for new systems, tools and methods which would enhance learners' competence development. This paper describes benefits of a new ePortfolio system created by Riga Technical University's researchers group, its testing results in Living Lab environment in study year 2012/2013, and comparative analysis with initial version of the system implemented in previous year. Findings show that introduced new ePortfolio system has a great positive impact on learning outcomes and learners' competence development. |
| SN | 1691-5887 |
| PY | 2013 |
| BP | 61 |
| EP | 72 |
| UT | WOS:000327802200005 |
| ER |
| PT | J |
| AU | Kraft, HG
Lamina, C Kluckner, T Wild, C Prodinger, WM |
| AF | Kraft, Hans Georg
Lamina, Claudia Kluckner, Thomas Wild, Christoph Prodinger, Wolfgang M. |
| TI | Paradise lost or paradise regained? Changes in admission system affect academic performance and drop-out rates of medical students |
| SO | MEDICAL TEACHER |
| AB | Background: The Austrian State medical universities had to change their admission system in 2005. Until this year admission to medical studies was unrestricted. Innsbruck Medical University chose the Eignungstest fur das Medizinstudium in der Schweiz (EMS) aptitude test for admission testing.
Aims and objectives: Did the implementation of a selection process affect the academic performance and drop-out rates of students according to gender? Methods: Two groups of students were compared: 'open admission' (2002-2004), and 'selected' (2006-2009). Academic performance was tested according to results in the final exams after year 1 (SIP 1; SIP, summative integrierte Prufung) and after year 3 (SIP 3). Drop-out rates were recorded using the registration system of the university. Results: Both, male and female 'selected' students had a higher passing rate regarding SIP 1 and they passed SIP 1 in shorter time and using fewer attempts than the open admission group. The percentage in passing SIP 3 did not change due to change in admission. The drop-out rates were significantly reduced for male and female students. 'Unselected' female students had a significantly higher drop-out ratio than 'unselected' male counterparts. After EMS testing, the drop-out ratios of female and male students were not significantly different. Conclusion: Selected applicants were more able and better motivated to study medicine. |
| SN | 0142-159X |
| PY | 2013 |
| VL | 35 |
| IS | 5 |
| BP | E1123 |
| EP | E1129 |
| DI | 10.3109/0142159X.2012.733835 |
| UT | WOS:000318361000002 |
| PM | 23137259 |
| ER |
| PT | S |
| AU | Skurla, C
Eisenbarth, SR |
| AF | Skurla, Carolyn
Eisenbarth, Steven R. |
| GP | ASEE |
| TI | Scholarships for Academic Success Program: A Final Report |
| SO | 2013 ASEE ANNUAL CONFERENCE |
| SE | ASEE Annual Conference & Exposition |
| CT | ASEE Annual Conference |
| CY | JUN 23-26, 2013 |
| CL | Atlanta, GA |
| SP | ASEE |
| AB | The primary goal of the Scholarships for Academic Success (SAS) Program, funded through an NSF S-STEM grant, was to attract transfer students from regional community colleges and four-year institutions without engineering and/or computer science programs into the fields of engineering and computer science through an academically competitive financial assistance program. The second goal of the SAS Program was to ensure the success of the scholarship recipients once they arrived on our campus.
Because our institution historically enrolls a small percentage of transfer, older-than-average, and other non-traditional students, these students often experience difficulty connecting with their classmates and integrating into the university community. Special programs and events designed to build a cohort of SAS students were intended to provide the students with support services and resources to build a sense of community and to ensure retention through the completion of their degree. SAS Scholars were familiarized with campus resources that provide support, encourage success, and help students improve study skills. Mentoring activities included teaching life and career skills, providing faculty and industry mentors, encouraging students to seek summer internships, and providing them with services, resources, and events to assist them in the transition to engineering and computer science programs at a 4-year university. The introduction of SAS scholars to each other provided the students with an instant support network of classmates and student-mentors. Through career counseling and focused student/faculty interaction, this project was intended to help students complete their degree programs in the shortest time possible. SAS scholarships, totaling $458,600 over 5 years, were awarded to fifty-four academically talented students of limited financial means. Preliminary analysis of retention data indicates that SAS scholars were successful in their engineering and computer science (ECS) majors to a greater degree when compared to traditional students (i.e., students enrolling at our university as freshmen directly after high school graduation) and to transfer students who were not eligible for SAS scholarships (i.e., non-SAS transfer students): Percent retention of SAS scholars in ECS majors was 39% greater than traditional students and 103% greater than non-SAS transfer students. The percentage of SAS scholars who changed their major from ECS to another major at this university was 40% less than the percentage of traditional students and 57% less than the percentage of non-SAS transfer students who changed their major from ECS to another major. The percent drop-out rate for SAS scholars was 61% lower than traditional students and 73% lower than non-SAS transfer students. SAS scholars, regardless of major, graduate from this university at a rate that approaches the university-wide graduation rate, regardless of major. |
| SN | 2153-5965 |
| PY | 2013 |
| UT | WOS:000375256306010 |
| ER |
| PT | S | ||
| AU | Hoe, ACK
Ahmad, MS Hooi, TC Shanmugam, M Gunasekaran, SS Cob, ZC Ramasamy, A |
||
| AF | Hoe, Alan Cheah Kah
Ahmad, Mohd Sharifuddin Hooi, Tan Chin Shanmugam, Mohana Gunasekaran, Saraswathy Shamini Cob, Zaihisma Che Ramasamy, Ammuthavali |
||
| GP | IEEE | ||
| TI | Analyzing Students Records to Identify Patterns of Students' Performance | ||
| SO | 2013 INTERNATIONAL CONFERENCE ON RESEARCH AND INNOVATION IN INFORMATION SYSTEMS (ICRIIS) | ||
| SE | International Conference on Research and Innovation in Information Systems | ||
| CT | 3rd International Conference on Research and Innovation in Information Systems (ICRIIS) | ||
| CY | NOV 27-28, 2013 | ||
| CL | Kuala Lumpur, MALAYSIA | ||
| AB | Academic failures among university students have been the subject of interest in higher education community. Students drop out due to poor academic performance as early as in the first year of their university enrolment. Many interested parties' debate and try to find reasons for this poor performance. Consequently, the ability to predict a student's performance could be useful in many ways to stakeholders of higher education institutions. This paper discusses the data mining technique used to identify the significant variables that affects and influences the performance of undergraduate students. Students' demographic and past academic performance data are then used to study the academic pattern. Early phases of the CRISP-DM methodology is also described in detail consisting business understanding, data understanding and data preparation. The data modeling and mining tool used identifies the most significant correlation of variables associated with academic success based on the past ten years of demographic and students' performance data of the College of Information Technology, Universiti Tenaga Nasional. Finally, the results from the application of the CHAID algorithm aimed at predicting students' academic success is presented. | ||
| RI |
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| SN | 2324-8149 | ||
| BN | 978-1-4799-2486-8 | ||
| PY | 2013 | ||
| BP | 544 | ||
| EP | 547 | ||
| UT | WOS:000350165900091 | ||
| ER |
| PT | B |
| AU | Riebeck, S
Lissner, A Rudolph, M Hofmann, S Friedrich, S Koehler, T |
| AF | Riebeck, Sindy
Lissner, Andrea Rudolph, Michael Hofmann, Sven Friedrich, Steffen Koehler, Thomas |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | CLIMB YOUR NEXT STEP: HOW CAN E-LEARNING PROMOTE THE CHANGE FROM SCHOOL TO UNIVERSITY? |
| SO | 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) |
| CT | 6th International Conference on Education, Research and Innovation (ICERI) |
| CY | NOV 18-20, 2013 |
| CL | Seville, SPAIN |
| AB | This paper is devoted to the topic of e-learning in schools, addressing the question if more competence-orientated elements like e-portfolios or virtual worlds could promote the transition from secondary school to university. In Germany, there are more and more students who drop their study [ 1]. In 2008, the OECD reported a drop out rate of around 30 percent [ebd.]. This is related to the inability to meet the demanding requirements of the study. Other reasons are the lack of identification with the subject of the study, misconceptions or disorientation by following their own study objectives. The presented project KoSEL (which stands for "Competency development and study orientation with e-learning") is financed by the European Social Fund and has the objective to improve the change from school to university supported by e-learning scenarios on a learning platform used by all saxon universities. The e-learning courses focus on different topics and train social, methodical and personality-related skills while considering learning and media consumption habits of today's students. Furthermore, the pupils get in touch with e-learning methods of higher education and become well prepared for the all-day life in university. Whether more competence-orientated methods like e-portfolios or virtual worlds could have a positive impact on the competency development of pupils has to be researched. This paper will present the practical approaches within the project KoSEL. |
| BN | 978-84-616-3847-5 |
| PY | 2013 |
| BP | 844 |
| EP | 853 |
| UT | WOS:000347240600122 |
| ER |
| PT | B | ||||
| AU | Lozano-Oyola, M
Paguillo, IR |
||||
| AF | Lozano- Oyola, Macarena
Paguillo, Romano Inmaculada |
||||
| BE | Chova, LG
Martinez, AL Torres, IC |
||||
| TI | THE IMPACT OF TEAMWORK IN THE TEACHING-LEARNING PROCESS: A CASE STUDY | ||||
| SO | 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) | ||||
| CT | 6th International Conference on Education, Research and Innovation (ICERI) | ||||
| CY | NOV 18-20, 2013 | ||||
| CL | Seville, SPAIN | ||||
| AB | Over the last two academic years we have implemented the methodology of group work in a compulsory subject of the Faculty of Law at the Pablo de Olavide University (Seville, Spain). The main aim was to improve the acquisition of skills and qualifications obtained by students enrolled in the course "Quantitative Methods applied to Social Sciences" in the 2nd. year of the Degree in Political Science and Public Administration. This course is a quantitative-type subject and for that reason students enrolled in a degree corresponding to the field of social sciences a priori feel a certain rejection concerning it. This is translated into a high drop-out rate of the subject almost from the beginning of the academic year, and we wish to avoid this by implementing different models of teaching and learning.
It must be said that the course was taught for the first time in the 2010-11 academic year and in that year, although the competence of teamwork was included as one of the interpersonal skills to be worked on in the Degree, the Module and the subject, teachers did not suggest that the students carry out a specific work. In the 2011-12 academic year, students had the possibility of working in groups, not directed and without rubric, in which students collected the data, posed and solved a real problem, which was corrected by the teacher. In the 2012-13 academic year, the teamwork was directed from the beginning by the teachers, who provided the data and the problem to be solved, and had a rubric. In this case the students, in addition to working out teamwork, had to correct the work of another team on a different lesson. In this way, we could get each student to work in depth on two of the six lessons that make up the themes of the subject. Comparing the grades obtained in these three academic years will allow us to assess the greater or lesser success of the competence of the working group. We will also consider the comments about the experience put into practice by studying the views of students, expressed through a brief questionnaire on the teamwork carried out. |
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| OI |
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| BN | 978-84-616-3847-5 | ||||
| PY | 2013 | ||||
| BP | 3462 | ||||
| EP | 3470 | ||||
| UT | WOS:000347240603089 | ||||
| ER |
| PT | B |
| AU | Elster, D |
| AF | Elster, D. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | FIRST-YEAR STUDENTS' PRIORITIES AND CHOICES IN STEM STUDIES |
| SO | 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) |
| CT | 6th International Conference on Education, Research and Innovation (ICERI) |
| CY | NOV 18-20, 2013 |
| CL | Seville, SPAIN |
| AB | IRIS (Interests and Recruitment in Science) [1] is an European 7th framework project that focuses on the challenge that few young people in general, and women in particular, choose an education and career in science and technology. IRIS contributes to the improvement of recruitment, retention and gender equity patterns in higher education. To acquire information about the factors that influence the educational choice of young people, a questionnaire was developed by the IRIS consortium coordinated by the University of Oslo. Associated partners in the whole of Europe were invited to take part in the comparative questionnaire survey. This study will report on the experiences and findings of the survey conducted in the associated partner countries Austria and Germany. Additionally, qualitative interview data from Austrian biology students are enclosed [2].
The IRIS questionnaire was based on Eccles et al.'s model of achievement-related choices [3] and on Bandura's theories on the role of self-efficacy beliefs [4]. These theories provide a framework to investigate the central aspects that influence an individual's educational choice. The research questions focus on two constructs that directly influence achievement-related choices: The expectation of success and the subjective task value. According to Eccles at al. [3], personal identity (student's self-concept) and social identity (how he or she sees himself or herself in social categories) influences the expectation of success and the subject task values. Therefore, a further research question deals with the connection between study choice and students' identity. The IRIS questionnaire was completed by science and technology students at the end of their first year of higher education (Germany: N=2336; Austria: N=1344). The findings allowed the identification of fostering and hindering factors for choice and retention. The experiences in secondary school were important when choosing a STEM study. "Good teachers" were identified as the key persons and "interest towards the subject" the key factor that influenced the study choice. The implications for supporting first-year students and preventing drop out can be summarized as follows: High-school teachers have to be aware of the fact that students have to understand that STEM education is interesting and meaningful for their future. STEM education will be a possibility to realize their own potential. It is important to strengthen students' self efficacy and to reduce the impact of perceived cost. Support is necessary in the form of social and academic integration and by creating opportunities for interaction between students and the teaching staff and by offering mentoring systems esp. for female students. |
| BN | 978-84-616-3847-5 |
| PY | 2013 |
| BP | 5063 |
| EP | 5070 |
| UT | WOS:000347240605021 |
| ER |
| PT | B |
| AU | Da Re, L
Clerici, R |
| AF | Da Re, Lorenza
Clerici, Renata |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | PEER TUTORING A VEHICLE TO SUPPORT UNIVERSITY STUDIES: INVESTIGATING A COHORT OF STUDENTS ENROLLED IN AN IMPORTANT ITALIAN UNIVERSITY |
| SO | 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) |
| CT | 6th International Conference on Education, Research and Innovation (ICERI) |
| CY | NOV 18-20, 2013 |
| CL | Seville, SPAIN |
| AB | The objectives of the European Space for Higher Education are inspired by an educational model aiming to prepare students to play an active, autonomous role in their personal and professional development. Among its many responsibilities, the university has, moreover, that of furnishing services that will assist students in completing their studies.
As far as the current university situation and in view of the different tutoring models, peer tutoring seems to be the model that most efficaciously adapts itself to the current demands and appears to have the greatest potential to give support to and for students and to thus contrast the university dropout rate (Alvarez, 2005; Arbizu et al., 2005; Gonzalez Jimenez et al., 2009). The University of Padova launched its peer tutoring service in 2001 to assist students in their university studies. Defined a "capable and meritorious" student, the tutor - or the Junior Tutor as he/she is called at the University of Padova - is the leading actor in this model. What is the profile of the student who makes use of this service? What are the personal and professional characteristics of those students who apply for tutoring? Are there differences in the percentage of students enrolled in the various academic programs who make use of the service? A Computer-Assisted Web Interviewing (CAWI) type of investigation was designed and carried out involving 8,473 students who had enrolled in 101 first-cycle degree courses at the University of Padova at the beginning of the 2006/07 academic year (Clerici et al., 2012). The survey was carried out at the beginning of 2012, or approximately five years after those students began their academic program. Propensity scores were estimated using an administrative database providing the students' names and addresses as well as information concerning a set of variables linked to their basic structural characteristics (Lee, 2006; Giraldo & Clerici, 2013). The general aim of the investigation was to elaborate the profiles both of students who abandon or fall behind in their studies as well as of those who complete their course work on time. Researchers in the psychological, pedagogic and statistical fields collaborated together to design the investigation and to construct an instrument with which to investigate. One section of the questionnaire utilized by the investigators was dedicated specifically to analyzing how the support services, including the Tutoring Service, offered by that University, were utilized by the students being investigated. This work aims to present the peer tutoring model and its operational delineation in a cohort of students enrolled in an important Italian university. We will outline the profile of the students who utilized the tutoring services during the course of their academic career and describe their experiences in relation to personal (socio-anagraphic, psychological) and context factors, in particular with reference to the specific study areas (professional health sciences, humanities, social or scientific sciences) the students were enrolled in, to their academic outcomes (degree completion, course change, withdrawal, delay), and to problems encountered along their academic journey. This study is part of a larger research project promoted by the University of Padova (STPD08HANE_005) aiming to analyze and to address learning difficulties and to promote student success at the university level. |
| BN | 978-84-616-3847-5 |
| PY | 2013 |
| BP | 5951 |
| EP | 5960 |
| UT | WOS:000376253200009 |
| ER |
| PT | S |
| AU | Greimel-Fuhrmann, B |
| AF | Greimel-Fuhrmann, Bettina |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | WHY BUSINESS STUDENTS SUCEED IN THEIR FIRST YEAR OF HIGHER EDUCATION STUDIES |
| SO | 7TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2013) |
| SE | INTED Proceedings |
| CT | 7th International Technology, Education and Development Conference (INTED) |
| CY | MAR 04-06, 2013 |
| CL | Valencia, SPAIN |
| AB | One out of two students at Vienna University of Economics and Business drop out during their first year of studies. In order to explore the reasons for this considerable drop out rate, the students' interests, motivational orientations, learning strategies and grades were examined at the beginning of their studies as well as at the end of their first year. The longitudinal research design allowed the analysis of the development of interests, motivation and learning strategies as well as of a regression model for the explanation of student learning achievement in the first year of studies. The findings show that during their school days very few students have applied learning strategies that are considered indispensable for studying successfully, and they apply them even less in their first year of studies. The students' A-level grades turn out to be the strongest predictor of student achievement, followed by the students' ability to cope with their fear of failing at exams, their self-efficacy and their motivational orientiation to suceed in their studies and to improve their competences. The paper is concluded by a discussion of the results and their implications for designing the introductory phase at the university and supporting students in their first year. |
| SN | 2340-1079 |
| BN | 978-84-616-2661-8 |
| PY | 2013 |
| BP | 5618 |
| EP | 5625 |
| UT | WOS:000346699805084 |
| ER |
| PT | J |
| AU | Nieman, MM |
| AF | Nieman, M. M. |
| TI | South African students' perceptions of the role of a gap year in preparing them for higher education |
| SO | AFRICA EDUCATION REVIEW |
| AB | Students often drop out of university because they were not yet ready for higher education studies. This article reports on research done on the perceptions of a group of students of the role that their gap year had played in preparing them for higher education studies. The research approach was qualitative. Data was gathered by means of 34 interviews. The findings revealed that the participants mostly took a gap year because they were uncertain about a field of study or career choice, suffered from burn-out or wanted to earn money to finance their own studies. Their gap year experience played a constructive role in preparing the participants for higher education: it gave them time to get clarity on a career choice which resulted in a higher level of motivation and a more focused approach to their studies; it cured them from burn out; facilitated their adjustment at university; improved their intercultural and interpersonal relationship skills and contributed to their personal development, independence and self-knowledge. The disadvantages of a gap year are also discussed. |
| SN | 1814-6627 |
| EI | 1753-5921 |
| PY | 2013 |
| VL | 10 |
| IS | 1 |
| BP | 132 |
| EP | 147 |
| DI | 10.1080/18146627.2013.786880 |
| UT | WOS:000213522400009 |
| ER |
| PT | B |
| AU | Paura, L
Arhipova, I |
| AF | Paura, Liga
Arhipova, Irina |
| GP | Latvia Univ Agric |
| TI | Evaluation of students drop out reasons in Information Technologies study programs |
| SO | AICT 2013: APPLIED INFORMATION AND COMMUNICATION TECHNOLOGIES |
| SE | Applied Information and Communication Technologies |
| CT | 6th International Scientific Conference on Applied Information and Communication Technologies (AICT) |
| CY | APR 25-26, 2013 |
| CL | Jelgava, LATVIA |
| SP | Latvia Univ Agr, Fac Informat Technologies, Exigen Serv, TiBIT, Biosistemu Grupa, ccsystems lv, Hominem, Latvia Univ Agr, Ctr Technol Transfer |
| AB | The present study analyse the first study course students' dropout rates in higher education institutions, using the real data of Information Technology study program in Latvia University of Agriculture. The problem is to identify, what are the reasons, why only 50% of students completed university and obtained a bachelor's degree. Particular attention was paid to the fact that 30-40 % of students drop out during the first study year. In this research evaluation of the probability of completing University studies was made. Using Survival analysis Proportional hazard model the factors that allow identifying students who are in drop out risk group were described. The following factors were evaluated: students' study duration (month), age, gender, secondary school marks, priority to study in the program (first, second, third) and finance source (budget, private). The results of this study have allowed defining the necessary decision solutions for the 1st study year students' dropout rate decreasing and students motivation increasing to study in information technologies field. |
| EI | 2255-8586 |
| PY | 2013 |
| BP | 178 |
| EP | 184 |
| UT | WOS:000435144200025 |
| ER |
| PT | B |
| AU | Dorum, K
Bartle, C Pennington, M |
| AF | Dorum, Kine
Bartle, Craig Pennington, Martin |
| BA | Yang, HH
Wang, S |
| BF | Yang, HH
Wang, S |
| TI | Social Media Encourages Sense of Belonging among Off-Campus University Students |
| SO | CASES ON FORMAL AND INFORMAL E-LEARNING ENVIRONMENTS: OPPORTUNITIES AND PRACTICES |
| AB | Research has shown that students who live off-campus during the academic year experience greater difficulty with social integration, and are at higher risk of dropping out. The aim of the present study was to explore patterns that may give an indication of the extent to which the use of social media websites can help social and academic integration among students who are living off-campus. A survey was distributed among a cohort of 370 first year undergraduate students, measuring their sense of belonging to the institution and their attitudes towards student life. Students who lived on-campus and who used social media websites reported a stronger sense of belonging than students living off-campus. A significant interaction effect indicated that using social media websites reduced the difference in sense of belonging between students living on-and off-campus. Scores on the attitude scale were significantly related to sense of belonging. The results suggest that online networking can aid social integration among students who do not have the advantage of the face-to-face interaction that takes place in residential life on-campus. |
| BN | 978-1-4666-1931-9; 978-1-4666-1930-2 |
| PY | 2013 |
| BP | 68 |
| EP | 80 |
| DI | 10.4018/978-1-4666-1930-2.ch004 |
| D2 | 10.4018/978-1-4666-1930-2 |
| UT | WOS:000405329100005 |
| ER |
| PT | J | ||
| AU | Clarke, T | ||
| AF | Clarke, Thomas | ||
| TI | The advance of the MOOCs (massive open online courses) The impending globalisation of business education? | ||
| SO | EDUCATION AND TRAINING | ||
| AB | Purpose - The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the educational and business models of the MOOCs, to assess their present scale and scalability, and to explore the responses of the universities to this challenge.
Design/methodology/approach - The paper provides an analysis of the origins, structure and orientation of the MOOCs, assesses their future trajectory and compares this development with earlier waves of e-learning. Findings - The massive open online courses have considerable potential for growth with high quality products supported by leading universities. However they still need to resolve issues other e-learning organisations have faced including assessment, high drop out rates, and how to maintain viability. Research limitations/implications - The MOOCs remain at a developmental stage, and it is not yet apparent whether their growth trajectories will be as ambitious as anticipated. However they are a definite advance over earlier online learning systems, and are worthy of further research regarding their performance. Practical implications - The recent origin of the MOOCs involves an idealistic phase that is inspiring, but the question is will it last? Have the MOOCs the resilience to continue to develop as the universities have done over many decades? Further research will be required on this. Social implications - The MOOCs have immense social implications for access to higher education in both the advanced and developing worlds. Originality/value - This is one of the first studies of the MOOCs to emerge which compares them with earlier initiatives in e-learning, and considers the adaptive responses of the universities. |
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| OI |
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| SN | 0040-0912 | ||
| EI | 1758-6127 | ||
| PY | 2013 | ||
| VL | 55 | ||
| IS | 4-5 | ||
| SI | SI | ||
| BP | 403 | ||
| EP | 413 | ||
| DI | 10.1108/00400911311326036 | ||
| UT | WOS:000213485100007 | ||
| ER |
| PT | S |
| AU | Almashaleh, M |
| AF | Almashaleh, Majdi |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | THE REALITY OF THE USE OF ONLINE TUTORING SERVICES IN THE ARAB OPEN UNIVERSITY |
| SO | EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 5th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 01-03, 2013 |
| CL | Barcelona, SPAIN |
| AB | This study aimed to describe the actuality of online tutoring services available in AOU learning management system (LMS). Also it describes the reality of the use of such services by tutors. The sample of 40 subjects who are working online tutors in Jordan branch.
The results of the study were indicates that AOU have to adopt an online tutor to support learning processes by means of direct interaction with the learners to decrease drop-out rates, but also to alleviate student isolation and to comply with a moral obligation to help students complete their studies. To achieve this mission AOU stake holders have to maximize the use of online services available in LMS system. The results indicate there are 22 online tutor service offered by provided by learning management and appropriate service for the timing period of university life, and that online tutors in the university use all the educational services provided by the (LMS), and the service that I got the first rank is Assignment (5.81). And less service was used by computer professionals supervisors at the university are workshops (3.58). And the highest year was in the area averages Effective (3.51), and less was in the area averages Accessible (2.91). Based on the results of the study, the study recommendations are warrants. |
| SN | 2340-1117 |
| BN | 978-84-616-3822-2 |
| PY | 2013 |
| BP | 3256 |
| EP | 3266 |
| UT | WOS:000346798303041 |
| ER |
| PT | S | ||
| AU | Oyola, L
Macarena Paguillo, R Inmaculada Gonzalez, S Manuela, M |
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| AF | Oyola, Lozano
Macarena Paguillo, Romano Inmaculada Gonzalez, Segovia Manuela, Maria |
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| BE | Chova, LG
Martinez, AL Torres, IC |
||
| TI | TOWARDS IMPROVING THE PROCESS OF TEACHING AND LEARNING IN QUANTITATIVE SUBJECTS IN THE FIELD OF SOCIAL SCIENCES | ||
| SO | EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES | ||
| SE | EDULEARN Proceedings | ||
| CT | 5th International Conference on Education and New Learning Technologies (EDULEARN) | ||
| CY | JUL 01-03, 2013 | ||
| CL | Barcelona, SPAIN | ||
| AB | In this paper we present the educational experience to provide a quantitative-type subject for many years in a degree corresponding to the field of social sciences. We are referring to "Quantitative Methods applied to Social Sciences" - a Faculty of Law compulsory subject. It has been taught in the 2nd. year of the Degree in Political Science and Public Administration (PSPA) since the 2010-11 academic year and in the 3rd. year of the double degree in Law and Political Science and Public Administration (L-PSPA) since the 2011-12 course at the Pablo de Olavide University (Seville, Spain).
After teaching this subject for the first time in the 2010-11 academic year in the PSPA, we decided to make changes in the teaching-learning process of the subject that would allow us to reduce the high dropout rate from the beginning of the course. The main aim was for students to become familiar with quantitative methods and understand the importance of applying the quantitative techniques studied to real problems related to insertion into the professional world. In this sense, it can be said that the students of the degrees studied are a priori more familiar with subjects in the area of law and politics with quantitative methods. To avoid the initial rejection of the subject, from the 2011-12 academic year we have carried out an intense work of motivating the students who attend class in order for them not to abandon the course. In this context, the teaching team decided to implement a number of methodological and evaluative innovations. To do so, two Innovation Projects were requested from the Pablo de Olavide University. These were granted and implemented with the aim of improving the skills acquired by the students, reducing dropout rates and enhancing their employability in the future. Also, we wanted to have a more comprehensive profile of students in order to make changes in the teaching-learning process that would allow adapting the content to the students' prior knowledge. To do so, in the 2011-12 and 2012-13 academic years we have issued a questionnaire in which we address issues such as the educational data prior to joining the university, study habits, managing the virtual platform WebCT and the valuation of the subject "Quantitative Methods applied to Social Sciences". Having implemented the Teaching Innovation Projects, it must be said that we have reduced the number of students who drop out of the course without actually doing any of the faculty's tests. There has also been a notable increase in the number of students passing the subject. |
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| RI |
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| OI |
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| SN | 2340-1117 | ||
| BN | 978-84-616-3822-2 | ||
| PY | 2013 | ||
| BP | 4255 | ||
| EP | 4262 | ||
| UT | WOS:000346798304040 | ||
| ER |
| PT | S |
| AU | Martinez, E
Carbonell, MV Florez, M |
| AF | Martinez, E.
Carbonell, M. V. Florez, M. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | THE EFFECT OF COMPUTER SIMULATIONS OVER THE STUDENTS' SUCCESS ON PHYSICS COURSES |
| SO | EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 5th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 01-03, 2013 |
| CL | Barcelona, SPAIN |
| AB | The aim of this study was to observe the effect of computer-based instruction with simulationtechnique used in teaching a Physics course on the students 'Physics success. The research has been carried out in 2012-203 academic year on 480 students who studied Physics I Course at the Faculty of Agricultural Engineering at the Technical University of Madrid. In this Physics course, evaluation demanded the completion of various on line tests (achievement in these tests contributed to 5% of the final grade), the continuous assessment (CA) activities at home or not (5%) the practical work (10%) and the written exams after finishing each part (40% each part).
In order to increase the low percentages of passed students of previous courses, the Innovative Group at the Physics and Mechanics Department carried out a pilot experience to evaluate if the use of interactive simulations in face-to-face classes to illustrate theoretical explanations could improve the grades of tests and exams and decrease the rate of drop out. While 5 groups used the classical teaching techniques, one teacher used a mixed method (experimental group). All the teachers taught the same physics program, solved the same problems in class, and all the written exams were corrected by the same tribune. Spanish Universities use two different rate, success rate and efficiency rate, to evaluate the student's Physics success. In the experimental group, both rates were greater than the obtained on the other groups; in addition the mean average grades on all tests were also greater in the experimental group than the corresponding to the other groups. |
| SN | 2340-1117 |
| BN | 978-84-616-3822-2 |
| PY | 2013 |
| BP | 4335 |
| EP | 4341 |
| UT | WOS:000346798304052 |
| ER |
| PT | S |
| AU | Lorenza, D |
| AF | Lorenza, Da Re |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | SELECTING AND TRAINING JUNIOR TUTORS: A FRUITFUL PROGRAMME AT THE UNIVERSITY OF PADOVA |
| SO | EDULEARN13: 5TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 5th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 01-03, 2013 |
| CL | Barcelona, SPAIN |
| AB | The university tutor In Italy offers a variety of services to help students with their orientation and general academic efforts, to facilitate their active participation in the learning process, and to overcome any obstacles that could hinder their academic success. Tutoring also aims to reduce and, if possible, to prevent dropouts and study interruptions by helping students to make wise decisions about their course of studies and by giving them support and encouragement during difficult study phases.
Based on an Anglo-Saxon model, the University of Padova launched its peer tutoring service in 2001. The junior tutor, or peer tutor, as it is defined by that university, is a graduate, post-graduate or Ph.D student who has been selected and trained to facilitate freshmen as they embark on their university journey and throughout their course of studies and, in particular, when their progression is slow or difficult. Typically, the tutor is a student with an excellent academic record. This work intends to closely examine the procedure by which the tutor is selected and trained at the University of Padova. The selection process generally takes place in July, and training workshops are held at the beginning September. As they train, tutors learn more specific in-depth details about all aspects of university life and the faculty as well as basic cognitive and motivational principles linked to learning and tutorship. This study is part of a two-year research (still in progress) funded by the University of Padova (STPD08HANE_005) to support students with learning difficulties. |
| SN | 2340-1117 |
| BN | 978-84-616-3822-2 |
| PY | 2013 |
| BP | 4397 |
| EP | 4408 |
| UT | WOS:000346798304062 |
| ER |
| PT | J |
| AU | McKenzie, L
Crawford, N Jaquet, A |
| AF | McKenzie, Lara
Crawford, Nicole Jaquet, Alison |
| TI | Transitions to tertiary education: Measuring and minimising inequality between private and public school students in a university outreach program |
| SO | JOURNAL OF ACADEMIC LANGUAGE AND LEARNING |
| AB | Much of the literature concerned with evaluating public and private schooling focuses upon year 12 examination results. Investigating the transition to university, some studies have compared these results with first-year university marks. Very few researchers, however, have looked beyond students. marks. This paper examines how "school type" affects student performance, participation, and experience in a university outreach program - SmARTS. SmARTS is run through The University of Western Australia's (UWA) Faculty of Arts, Humanities, and Social Sciences (FAHSS). It engages year 11 students in a six-month research project, facilitated by the use of both e-learning and more traditional face-to-face methods. This paper is based on research that evaluated the 2009, 2010, and 2011 programs. The methods employed include analyses of student completion rates and results, as well as 198 student surveys, ten school coordinator surveys, and three group interviews with tutors. Based on schools. socio-economic backgrounds, fees, and examination results, we have divided schools into four types: top-tier private, second-tier private, top-tier public, and second-tier public. Our findings suggest that top-tier private and top-tier public school students have the highest levels of participation, the lowest drop-out rates, and gain the highest results in SmARTS, while the opposite is evident for second-tier public school students. We also found, however, that second-tier public school students reported to have gained more generic skills from the program than did other groups. Our findings suggest that analysing examination results provides only a limited picture of how students experience the transition to university. We argue that through research and practice such as ours, inequalities can be more accurately measured, and thus minimised, before students enter university. |
| SN | 1835-5196 |
| PY | 2013 |
| VL | 7 |
| IS | 1 |
| BP | A40 |
| EP | A60 |
| UT | WOS:000215143900004 |
| ER |
| PT | J |
| AU | Moulin, S
Doray, P Laplante, B Street, MC |
| AF | Moulin, Stephane
Doray, Pierre Laplante, Benoit Constanza Street, Maria |
| TI | Work intensity and non-completion of university: longitudinal approach and causal inference |
| SO | JOURNAL OF EDUCATION AND WORK |
| AB | Researchers focused upon the work-dropping out connection tend to show a U-shaped relationship between the likelihood of dropping out and the number of hours worked outside school, with a higher exit rate for both non-working students and for students whose working hours pass a critical threshold. Yet the data typically used by these researchers are drawn mainly from cross-sectional surveys, and as a result does not allow for any causal interpretation. The present article uses an event history analysis of Canadian longitudinal data covering seven years of a cohort, and offers original findings on the causal work-dropping out relationship at the university level. We find evidence showing that the evolution of the exit rates and the factors influencing the decision to quit a particular university programme differ substantially between students who want to enrol in another programme and those who do not. For the latter, we observe a critical threshold of 24h of work, beyond which negative effects in terms of non-completion start to appear. We find no negative effects arising from not working vs. working a few hours. Our findings thus tend to show that the higher exit rate among non-working students evidenced in cross-sectional data should be attributed to the fact that academic difficulties cause some potential university dropouts to stop working and to devote more time to school. |
| SN | 1363-9080 |
| EI | 1469-9435 |
| PY | 2013 |
| VL | 26 |
| IS | 3 |
| BP | 333 |
| EP | 356 |
| DI | 10.1080/13639080.2011.653554 |
| UT | WOS:000212975300005 |
| ER |
| PT | J |
| AU | Arnold, IJM |
| AF | Arnold, Ivo J. M. |
| TI | Ethnic minority dropout in economics |
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION |
| AB | This paper investigates the first-year study success of minority students in the bachelor program in economics at Erasmus University Rotterdam. We find that the gap in study success between minority and majority students can be attributed to differences in high school education. Students from similar high school tracks show no significant differences in first year drop-out rates or credits gained. Minority students tend to originate, however, from suboptimal preparatory tracks. We also observe significant differences in the nature of the drop-out. Majority students are more inclined to switch studies early on, whereas minority students tend to wait until they are forced out by the institution. This may contribute to the perception of minority students as a problem group, while in fact the ex-ante prospects of minority and majority students with similar high school training do not differ. Adding data from self-evaluations, we find that measures for academic and social integration have a limited impact on dropout and cannot explain the gap in study success between minority and majority students. |
| SN | 0309-877X |
| EI | 1469-9486 |
| PY | 2013 |
| VL | 37 |
| IS | 3 |
| BP | 297 |
| EP | 320 |
| DI | 10.1080/0309877X.2011.645453 |
| UT | WOS:000212483400001 |
| ER |
| PT | J | ||
| AU | Di Paolo, T
Pegg, A |
||
| AF | Di Paolo, Terry
Pegg, Ann |
||
| TI | Credit transfer amongst students in contrasting disciplines: examining assumptions about wastage, mobility and lifelong learning | ||
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION | ||
| AB | While arrangements for credit transfer exist across the UK higher education sector, little is known about credit-transfer students or why they re-engage with study. Policy makers have cited credit transfer as a mechanism for reducing wastage and drop-out, but this paper challenges this assumption and instead examines how credit transfer serves different constituencies of students. Findings are presented from a survey of 256 students transferring credit to the Open University and a review of their Credit Transfer Applications. Half the students were enrolled on arts modules; the remainder of students were studying modules in maths, computing and technology. The findings of this research reveal differences between these groups of students in terms of the origins of their past credit, the quantity of past credit they transfer and the ways in which their current studies are connected to future plans and aspirations. | ||
| OI |
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| SN | 0309-877X | ||
| EI | 1469-9486 | ||
| PY | 2013 | ||
| VL | 37 | ||
| IS | 5 | ||
| BP | 606 | ||
| EP | 622 | ||
| DI | 10.1080/0309877X.2011.645471 | ||
| UT | WOS:000212484400002 | ||
| ER |
| PT | J |
| AU | Wardley, LJ
Belanger, CH Leonard, VM |
| AF | Wardley, Leslie J.
Belanger, Charles H. Leonard, Valorie M. |
| TI | Institutional commitment of traditional and non-traditional-aged students: a potential brand measurement? |
| SO | JOURNAL OF MARKETING FOR HIGHER EDUCATION |
| AB | Currently, 18-21-year-olds account for 60% of university students; mature students represent 40%. Attrition (dropping out) can be related to discordance between a student's perception of the university created through branding and marketing of the institution and the university's actual environment and offerings delivery. This study adds to this research by indicating: (1) retention factors do vary for first-year students, depending on age and (2) academic environment is key to institutional commitment among non-traditional (22-55+ years of age) students whereas university and organizational support features contribute more to traditional (17-21 years of age) students' campus integration. |
| SN | 0884-1241 |
| EI | 1540-7144 |
| PY | 2013 |
| VL | 23 |
| IS | 1 |
| BP | 90 |
| EP | 112 |
| DI | 10.1080/08841241.2013.810691 |
| UT | WOS:000415514100005 |
| ER |
| PT | J |
| AU | Sancho-Vinuesa, T
Escudero-Viladoms, N Masia, R |
| AF | Sancho-Vinuesa, Teresa
Escudero-Viladoms, Nuria Masia, Ramon |
| TI | Continuous activity with immediate feedback: a good strategy to guarantee student engagement with the course |
| SO | OPEN LEARNING |
| AB | This paper describes the experience of applying a new teaching strategy to a basic mathematics course at the Open University of Catalonia. This strategy requires students to engage with practice and assessment tests with automatic feedback. The main aim of this research is to look into the extent to which the key elements of this teaching strategy influence the students' course completion and academic achievement. In order to achieve this purpose, qualitative and quantitative variables over one term have been measured weekly. Our findings suggest that this teaching strategy significantly reduced the number of students who dropped out and improved academic results. More specifically, regular practice activities at the beginning of the semester help to engage students in the completion of the course. |
| SN | 0268-0513 |
| EI | 1469-9958 |
| PY | 2013 |
| VL | 28 |
| IS | 1 |
| BP | 51 |
| EP | 66 |
| DI | 10.1080/02680513.2013.776479 |
| UT | WOS:000210588900005 |
| ER |
| PT | J |
| AU | Bento, MD
de Andrade, AAM |
| AF | Bento, Maria Dalvaci
Mascarenhas de Andrade, Arnon Alberto |
| TI | THE MEDIA COURSE IN EDUCATION AND ITS IMPLEMENTATION IN RIO GRANDE DO NORTE |
| SO | REVISTA EDAPECI-EDUCACAO A DISTANCIA E PRATICAS EDUCATIVAS COMUNICACIONAIS E INTERCULTURAIS |
| AB | There are many information that we have daily contact through the internet as well as when we watch TV, listen to the radio, read magazines, books, newspapers, and it makes us to think about what actions might be viable to handle with the world of information. Thus, to better understand this world, it is essential to appropriate the different languages that characterize it. This paper presents a master research about the implementation of the distance continuing education course Media in Education in two public universities of Rio Grande do Norte (RN) in 2009 and 2010. The research aimed to analyze how the implementation had proceeded, in order not only to identify the obstacles that occurred in the process, but also suggest solutions. Thereunto, we used the participatory research method with the course tutors collaboration, course attendees who completed the course, and former course attendees who dropped out before the end. The results indicated problems in the public policies management to teachers training. |
| SN | 2176-171X |
| PD | JAN-FEB |
| PY | 2013 |
| VL | 13 |
| IS | 1 |
| BP | 38 |
| EP | 56 |
| UT | WOS:000216182800003 |
| ER |
| PT | J |
| AU | Ketsitlile, L |
| AF | Ketsitlile, Lone |
| TI | An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education |
| SO | AUSTRALIAN JOURNAL OF INDIGENOUS EDUCATION |
| AB | The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the Colleges of Education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the education system of Botswana. This article is an integrative review about the San of Botswana and (1) explains what has been studied about the San with regard to their indigenous ways of knowing and reading the world; (2) gives a clear picture of their formal schooling experiences; and, (3) provides an overview of their English and Setswana language acquisition. |
| SN | 1326-0111 |
| EI | 2049-7784 |
| PD | DEC |
| PY | 2012 |
| VL | 41 |
| IS | 2 |
| BP | 218 |
| EP | 228 |
| DI | 10.1017/jie.2012.21 |
| UT | WOS:000211520300017 |
| ER |
| PT | J |
| AU | Wikman, T
Horsley, M |
| AF | Wikman, Tom
Horsley, Mike |
| TI | Down and up: Textbook research in Australia and Finland |
| SO | IARTEM E-JOURNAL |
| AB | The aim of the article is to compare textbook research conducted in Australia and Finland between 2000 and 2011. The article is based on information collected in a project initiated by the Norwegian government and realized by an international research group lead by Professor Susanne Knudsen at Vestfold University College in Norway. This research was published electronically at the Directorate for Education and Training (http://sok.udir.no/Sider/utdanningresults.aspx?k=L%C3%A6remidler). Research findings on textbooks and educational media were identified from four areas: (1) content, form and use; (2) implementation of basic skills; (3) educational media acting against drop out as well as (4) research analysing activities in classrooms also including the use of educational aids. As this fourth area encompassed very few findings it is left out here. Table 1 gives a quantitative overview of the research conducted in a sample of countries. |
| SN | 1837-2104 |
| PD | AUG |
| PY | 2012 |
| VL | 5 |
| IS | 1 |
| BP | 45 |
| EP | 53 |
| UT | WOS:000214785600005 |
| ER |
| PT | J | ||
| AU | Sun, LQ
Song, XY Zhou, J Liu, L |
||
| AF | Sun, Liuquan
Song, Xinyuan Zhou, Jie Liu, Lei |
||
| TI | Joint Analysis of Longitudinal Data With Informative Observation Times and a Dependent Terminal Event | ||
| SO | JOURNAL OF THE AMERICAN STATISTICAL ASSOCIATION | ||
| AB | In many longitudinal studies, repeated measures are often correlated with observation times. Also, there may exist a dependent terminal event such as death that stops the follow-up. In this article, we propose a new joint model for the analysis of longitudinal data in the presence of both informative observation times and a dependent terminal event via latent variables. Estimating equation approaches are developed for parameter estimation, and the resulting estimators are shown to be consistent and asymptotically normal. In addition, some graphical and numerical procedures are presented for model checking. Simulation studies demonstrate that the proposed method performs well for practical settings. An application to a medical cost study of chronic heart failure patients from the University of Virginia Health System is provided. | ||
| RI |
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| OI |
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| SN | 0162-1459 | ||
| PD | JUN | ||
| PY | 2012 | ||
| VL | 107 | ||
| IS | 498 | ||
| BP | 688 | ||
| EP | 700 | ||
| DI | 10.1080/01621459.2012.682528 | ||
| UT | WOS:000307490500022 | ||
| ER |
| PT | J | ||
| AU | Aypay, A
Cekic, O Boyaci, A |
||
| AF | Aypay, Ahmet
Cekic, Osman Boyaci, Adnan |
||
| TI | STUDENT RETENTION IN HIGHER EDUCATION IN TURKEY: A QUALITATIVE STUDY | ||
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE | ||
| AB | The purpose of this article is to investigate student perceptions of college departure in three state universities in Turkey. Since the beginning of the 1990s, higher Education System in Turkey went through a massification of higher education. The rapid growth brought enrollment and dropout issues in the system. A total of 58 participants were included in the qualitative study. Of the 58 participants, 35 students were later enrolled at various other programs. Twenty-three students did not drop out. Results indicated that student retention has been an uncharted territory in Turkey. High levels of dropouts lead to inefficiencies in the higher education system. | ||
| OI |
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| SN | 1521-0251 | ||
| EI | 1541-4167 | ||
| PD | MAY | ||
| PY | 2012 | ||
| VL | 14 | ||
| IS | 1 | ||
| BP | 91 | ||
| EP | 116 | ||
| DI | 10.2190/CS.14.1.e | ||
| UT | WOS:000212323300005 | ||
| ER |
| PT | J |
| AU | Sittichai, R |
| AF | Sittichai, Ruthaychonnee |
| TI | Why are there dropouts among university students? Experiences in a Thai University |
| SO | INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT |
| AB | The purpose of this qualitative research study was to investigate premature dropping out of university study at Prince of Songkla University, Pattani Campus in southern Thailand. 21 Muslim and non-Muslim males and females and four senior staff were interviewed. The findings are discussed in terms of practical implications and also reflecting on Tinto's model of university dropouts from western findings. The five main reasons for dropout are interesting for the Eastern cultural context. These were concerns about being enrolled in a non-preferred field of study, security, and lifestyle, problems with time management and problems caused by a break or change in an intimate relationship. (C) 2011 Elsevier Ltd. All rights reserved. |
| SN | 0738-0593 |
| PD | MAR |
| PY | 2012 |
| VL | 32 |
| IS | 2 |
| BP | 283 |
| EP | 289 |
| DI | 10.1016/j.ijedudev.2011.04.010 |
| UT | WOS:000298519700010 |
| ER |
| PT | J |
| AU | Robb, CA
Moody, B Abdel-Ghany, M |
| AF | Robb, Cliff A.
Moody, Beth Abdel-Ghany, Mohamed |
| TI | COLLEGE STUDENT PERSISTENCE TO DEGREE: THE BURDEN OF DEBT |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | Data collected from two major universities (one in the Midwest and one in the Southeast) in the United States were used to analyze student persistence behavior and perceptions of debt. Results from four separate logistic regression analyses suggested that financial factors play a significant role in student persistence behavior as well as in student perceptions of debt. Controlling for demographic characteristics, as well as a number of key student factors, student loan debt, credit card use behavior, and the presence of other debts, had a significant impact on whether students reported ever reducing credit hours for financial reasons, whether students ever dropped out for financial reasons, and the extent to which students reported difficulty persisting due to the psychological burden of student loan debt and consumer debt. Findings suggest that some persistence issues may be alleviated through targeted education programs. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | FEB |
| PY | 2012 |
| VL | 13 |
| IS | 4 |
| BP | 431 |
| EP | 456 |
| DI | 10.2190/CS.13.4.b |
| UT | WOS:000212319000002 |
| ER |
| PT | S |
| AU | Gascuena, CM
Guadalupe, R |
| AF | Gascuena, Concepcion M.
Guadalupe, Rafael |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | STUDY ABOUT THE PROBLEM OF DROPPING OF SUBJECTS BY STUDENTS DURING AN ACADEMIC YEAR AT THE UNIVERSITY |
| SO | INTED2012: INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 6th International Conference of Technology, Education and Development (INTED) |
| CY | MAR 05-07, 2012 |
| CL | Valencia, SPAIN |
| AB | In university studies, it is not unusual for students to drop some of the subjects they have enrolled in for the academic year. They start by not attending lectures, sometimes due to neglect or carelessness, or because they find the subject too difficult. This results in that the students lose continuity in the topics that the professor gives in lecture. If they attend again, upon returning to class they discover that they hardly understand anything and become discouraged and therefore decide to give up attending lectures and study on their own. However, some fail to turn up to do their final exams and the fail rate of those who actually take the exams is high. The problem however does not limit itself to one specific subject, as it is often the case with many subjects. The result is that students aren't productive enough, wasting time and also prolonging their study years, which entails a great cost for families. Degree courses structured to be conducted and completed in three academic courses, may in fact take up to an average of six or more academic courses to complete.
In this paper, we have studied this problem, which apart from the waste of money and time, produces frustration in the student, who finds that he has not been able to achieve what he had proposed at the beginning of the course. It is quite common to find students who do not even pass 50% of the subjects they had enrolled in for the academic year. If this happens repeatedly to a student, it can be become the tipping point in which he considers dropping out altogether. This is also a concern for universities, especially in the early courses. In our experience as professors, we have found that students, who attend lectures regularly and follow the explanations, approach the final exams with confidence and rarely fail the subject. In this proposal we present some techniques and methods carried out to solve, as much as possible, the problem of lack of attendance to lectures. This effort involves "rewarding students for their assistance and participation in lectures" by rewarding assistance with a "prize" that counts for the final mark on the subject and involving more participation in the development of lectures. We believe that we have to teach students to use the lectures as part of their learning process in a proactive way. We consider the professor's work as fundamental in terms of how to convey the usefulness of the topics covered and the applications they will have for their professional life in the future. This way the student will be able to see for himself the use and importance of what he is learning. When his participation is required, he will feel more engaged and confident participating in the educational system. Finally we present statistical results of studies carried out on different degrees and on different subjects over two consecutive years. In the first year we assessed only the final exams without considering the students attendance, or participation. In the second year, we have applied the techniques and methods proposed here. In addition we have compared the two ways of assessing subjects. |
| SN | 2340-1079 |
| BN | 978-84-615-5563-5 |
| PY | 2012 |
| BP | 2588 |
| EP | 2597 |
| UT | WOS:000326396402084 |
| ER |
| PT | S |
| AU | Mair, C |
| AF | Mair, Carolyn |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | THE EFFECTS OF ONLINE METACOGNITIVE INSTRUCTION ON MANAGING STUDENT EXPECTATIONS |
| SO | INTED2012: INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| SE | INTED Proceedings |
| CT | 6th International Conference of Technology, Education and Development (INTED) |
| CY | MAR 05-07, 2012 |
| CL | Valencia, SPAIN |
| AB | Students arrive at university with high expectations and consequently become dissatisfied when actual outcomes (i.e., grade or classification) do not correspond with their expectations. This can lead to disappointment and increased attrition rates. Several complex issues affect such behaviour and an obvious starting point is to understand how to help students manage their expectations. In this study, students were encouraged to develop their metacognitive awareness through structured critical reflective practice and other metacognitive activities to enable them to make more realistic predictions. In part fulfilment of their coursework, participants undertook the activities, which were neither assessed nor monitored (to encourage disclosure). At the outset participants completed an inventory to measure self-reported metacognitive awareness and were asked to predict the submission time and grade for their next assessment. Metacognitive training materials were uploaded weekly for duration of the 6-week study period. In addition, each week, participants critically reflected using a structured reflection sheet situated on the University's VLE. At the end of the period, the inventories were again administered. Baseline scores from the inventories were compared with post study scores, content analysis was conducted on the reflections and students' predicted dates and grades were compared with actual dates and grades. Many participants dropped-out over the study period, however scores on the metacognitive awareness inventory increased significantly following the intervention, but no apparent increase in metacognition was apparent in the reflective spreadsheets. Negative, weak, non-significant relationships were found between metacognitive awareness prior to the intervention and accuracy of predicted outcomes for both submission time and grade. Further work needs to address how to engage and encourage all students, but especially those low in metacogniton, to develop as critical reflective practitioners which would enhance metacognitive skills. Ultimately, better metacognition should lead to improved self-judgement and the ability to make more realistic predictions. Ultimately, better metacognition should lead to improved self-judgement and the ability to make more realistic predictions. In turn this could lead to greater satisfaction and more realistic expectations. |
| SN | 2340-1079 |
| BN | 978-84-615-5563-5 |
| PY | 2012 |
| BP | 4732 |
| EP | 4740 |
| UT | WOS:000326396404101 |
| ER |
| PT | B |
| AU | Derr, K
Hubl, R Ahmed, MZ |
| AF | Derr, Katja
Huebl, Reinhold Ahmed, Mohammed Zaki |
| BE | Beldhuis, H |
| TI | University Preparation via Self-E-Assessment and Self-Study: First Findings and Implications From Evaluating an eLearning-Platform |
| SO | PROCEEDINGS OF THE 11TH EUROPEAN CONFERENCE ON E-LEARNING |
| CT | 11th European Conference on E-Learning (ECEL) |
| CY | OCT 26-27, 2012 |
| CL | Univ Groningen, Groningen, NETHERLANDS |
| SP | Blackboard |
| HO | Univ Groningen |
| AB | Over the last years numerous efforts have been made to interest German adolescents in picking up engineering studies. While these efforts are slowly beginning to show an effect (increasing number of first year students), drop-out rates in engineering are rising. Not all students are equally prepared for their courses of study and not all are aware of the relevance of basic skills in mathematics. Once university courses have started, it is very challenging to meet demands and at the same time close gaps in secondary school knowledge. Thus mathematics, though not being the main interest of future engineers, can become crucial for studying successfully. In order to raise awareness to the importance of mathematics at an early state, Baden-Wuerttemberg Cooperative State University Mannheim offers an online self-assessment for prospective engineering students. It can be taken several months before the actual courses of studies begin, so that existing gaps in knowledge can be addressed in the remaining time. After completing the test students are provided with electronic feedback and, if applicable, forwarded to learning modules they can work on. Both self-assessment and learning material are structured and categorized in the same way, totalling ten mathematical subject areas. During the first week at university a second assessment is conducted and students that still have gaps in some mathematical areas are advised to visit additional tutorials. Along with the second assessment goes a questionnaire concerning the individual use of and satisfaction with the learning material. The first data analysis revealed that participants not only differ in their range of knowledge, but also in their motivation and ability to learn self-directed. While nearly all students were highly motivated to self-assess, not all could keep up this motivation in the self-study process. Especially students with lower math grades at school, and therefore maybe less basic knowledge, often failed to improve while students with good school grades not only performed better in the first assessment but could improve much more between the first and second assessment. The article summarizes the findings of both e-assessments and use of e-learning material and discusses questions that arose from the evaluation. Some of the findings were used to adjust the e-assessments' design and to optimize the learning material, others revealed the need of additional research. As the overall group is very heterogeneous and therefore difficult to address in their individual needs a main focus in the future course of the project will be on finding out more about the students' interests and learning objectives and how they might be fostered. A Glossary of terms is also at the end of the paper. |
| BN | 978-1-908272-74-4 |
| PY | 2012 |
| BP | 117 |
| EP | 125 |
| UT | WOS:000321613000015 |
| ER |
| PT | B | ||||
| AU | Ruiz-Lopez, MD
Artacho, R |
||||
| AF | Ruiz-Lopez, M. D.
Artacho, R. |
||||
| BE | Chova, LG
Martinez, AL Torres, IC |
||||
| TI | NUTRITION AND AGEING: THE INFLUENCE OF THE TEACHING MODE UPON ACADEMIC PERFORMANCE IN A FREE-CHOICE SUBJECT | ||||
| SO | 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) | ||||
| CT | 5th International Conference of Education, Research and Innovation (ICERI) | ||||
| CY | NOV 19-21, 2012 | ||||
| CL | Madrid, SPAIN | ||||
| AB | The aim of this study is to assess the influence that the teaching-learning paradigm has upon the academic performance of students studying the subject Nutrition and Ageing. This subject is one of those offered on a free-choice basis to all the students at the University of Granada. When these subjects were first offered in 1999 they required student-teacher contact; in 2003-4 they became partially virtual, requiring only 50% direct contact. Since 2006-7 all these subjects have come to form part of the Campus Andaluz Virtual with 100% of the teaching-learning process being conducted on-line.
When taught as a conventional direct-contact subject Nutrition and Ageing could admit a maximum of 50 students, 75 students in its semi-virtual form and 100 as a completely virtual course. Both the theoretical and practical contents have stayed the same in its three different modes but assessment methods have changed along the way. With the conventional and semi-virtual paradigms there was a practical examination and mid-year and final exams based upon short questions, whilst with the completely virtual paradigm the students are subject to continuous assessment during which they are marked on activities, a multiple-choice test and participation in academic forums on each theme within the subject as a whole. A total of 933 students have opted to study this subject during the 13 years it has been on offer. Except for one year, 86% of the places on the course have been filled. During the conventional phase requiring student presence the drop-out rate was 39.9%, rising to 45.8% during the semi-virtual phase, but falling considerably to 17.1% in its present completely virtual mode. When the results of both the June and September examinations are taken into account the pass rate has been 100%. This may be attributed to the fact that, although there were failures in June, this being a free-choice subject, the students who failed dropped it rather than sitting the repeat exams in September. As far as the success rate is concerned, the average rate during the conventional teaching phase was 62.8%, falling somewhat to 54.9% when the teaching mode was semi-virtual, but rising substantially to 82.5% during the recent completely virtual paradigm. In the light of these results it may be fairly concluded that free-choice subjects are easier to follow when presented to the student in a virtual mode than in a direct-contact academic mode. |
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| RI |
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| OI |
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| BN | 978-84-616-0763-1 | ||||
| PY | 2012 | ||||
| BP | 44 | ||||
| EP | 46 | ||||
| UT | WOS:000318422200008 | ||||
| ER |
| PT | B |
| AU | Allen, M
Dorel, T |
| AF | Allen, M.
Dorel, T. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | COMMUNITY BASED EXPERIENTIAL LEARNING: PREPARING PRE-SERVICE TEACHERS FOR WORKING WITH AT-RISK READERS WHILE SUPPORTING CITY-WIDE LITERACY INITIATIVES |
| SO | 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) |
| CT | 5th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 19-21, 2012 |
| CL | Madrid, SPAIN |
| AB | Rationale: Experiential learning has traditionally been used for field experiences in the latter part of a teacher candidate's program. However, novice teachers tell us they needed more "experience with students" as well as "time for reflection" within preparation programs (Cuddapah & Burdin, 2012; p. 68). Utilizing community based volunteer reading tutor programs provides an excellent avenue through which entry-level teacher candidates may gain one-on-one experience with students as well as develop personal skills for future teacher-student interactions (Marzano, 2011). Presenters will share perceptions of faculty and entry-level graduate/undergraduate pre-service teacher candidates serving as reading tutors for struggling 2nd grade students in a community based initiative to improve grade level reading across city schools.
Usefulness to Practitioners: When comparing schools across the state, the Greater San Antonio area has some of the highest drop-out rates and lowest educational levels in adults over 25 than the five major cities in Texas. It is essential that both undergraduate and graduate pre-service teachers are well prepared to work with high levels of at-risk students with diverse characteristics (Marzano, 2012). Establishing rapport with a struggling reader is one of those key skills as well as 1: 1 assessment and intervention (Bornfreund, 2012). The collaborative efforts of university faculty, community organizations, and schools provided additional skill development opportunities for entry-level pre-service teachers. School and community practitioners as well as teacher preparation programs will learn about establishing effective multiagency collaboration with schools, universities, and community organizations to meet the varied needs of key stakeholders. Examples of positive interventions proven to be effective for struggling readers as well as experiential learning activities for critical skill development in undergraduate and graduate level pre-service teachers will be provided. Participants will be encouraged to gain a better understanding of the positive outcomes resulting from community based involvement and collaboration between community non-profit agencies serving struggling readers and teacher education programs. Participant Outcomes: Participants will: 1. Acquire information about community based experiential learning for entry-level pre-service teachers 2. Identify applications, benefits and limitations of required community based experiential learning within multiagency collaborative efforts (i.e., more than the school and university) 3. Discuss implications of multiagency collaborative efforts in teacher education programs Evidence of Effectiveness: Based on Kolb's Experiential Learning Model (1984), the community based experiential learning activity provides teacher candidates opportunities for concrete experiences with time for reflection. Faculty guide students through experience conceptualization and theory testing as students apply learned concepts to real-world settings working with at-risk students (Jacob & Chapman, 2005). Research supports that experiential learning can significantly impact teacher-student-interaction and the importance of how the teacher interacts with the student including, but not limited to, showing interest in student lives (Hickcox, 2002; Marzano, 2011). Perceptions of key stakeholders, faculty, and students on program impact will be shared. |
| BN | 978-84-616-0763-1 |
| PY | 2012 |
| BP | 2118 |
| EP | 2118 |
| UT | WOS:000318422202023 |
| ER |
| PT | B |
| AU | Allen, M
Harris, S |
| AF | Allen, M.
Harris, S. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | JAGUAR CAMP...MAKING A DIFFERENCE FOR AT-RISK STUDENTS IN A COMMUNITY SETTING THROUGH GRADUATE EXPERIENTIAL LEARNING PROGRAMS |
| SO | 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) |
| CT | 5th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 19-21, 2012 |
| CL | Madrid, SPAIN |
| AB | Developing and refining strategies for effectively working with English Language Learners are essential skills for general and special education teachers in diverse classrooms. Through a multiagency collaborative experiential learning program faculty and graduate students provided an academic enrichment camp for at-risk, underserved, low-income students on the West Side of San Antonio. Role modeling professional learning communities the 2012 Jaguar Camp showcased "Jaguar City" where students learned roles and responsibilities in their surrounding communities.
Rationale: With inclusion of ELL students in regular classrooms, teachers must actively develop effective skills for working with culturally/linguistically diverse populations (Seitkz, 2009; Sousa, 2012). Experiential learning at the graduate level has traditionally been used for practicum/internship programs. However, novice alternative certification teachers tell us they needed more "experience with students" as well as opportunities to "learn from experts" and "time for reflection" prior to entering their classroom as probationary teachers (Cuddapah & Burdin, 2012; p. 68). Through innovative partnerships with community programs for at-risk students, graduate students gained experience with ELL students to develop personal skills for future teacher-student interactions as well as co-teaching experience with colleagues. Usefulness to Practitioners: School and community practitioners as well as teacher preparation programs will learn about establishing effective partnerships between universities and community organizations providing real world experiences for graduate students while supporting skill development in ELL at-risk students. Examples of a 3 year experiential learning program for critical skill development in graduate level teachers as well as those seeking alternative certification will be provided. Focus on professional learning communities as well as teacher leadership and reflection emphasized. Participants will gain a better understanding of positive outcomes resulting from community based involvement and partnerships between universities and non-profit agencies serving at-risk students as well as graduate education preparation programs. Participant Outcomes: Participants will: 1. Acquire information about community based experiential learning for graduate students (including alternative certification) 2. Identify applications, benefits and limitations of community based experiential learning graduate programming 3. Discuss implications of multiagency efforts in graduate education programs. Relevance to Diverse Groups: When comparing schools across the state, the Greater San Antonio area has some of the highest drop-out rates and lowest educational levels in adults over 25 than the five major cities in Texas. It is essential that classroom teachers and those seeking alternative certification are well prepared to work with high levels of at-risk students with diverse characteristics (Marzano, 2012). Creating a rich learning environment providing multiple means of student engagement and differentiated curriculum is an essential skill for all teachers to develop, especially when working at-risk ELL populations (Tomlinson & Sousa, 2011). The collaborative efforts of university faculty and non-profit community organization provided additional skill development opportunities for master level per-service as well as novice and beginning teachers. |
| BN | 978-84-616-0763-1 |
| PY | 2012 |
| BP | 2126 |
| EP | 2126 |
| UT | WOS:000318422202026 |
| ER |
| PT | B |
| AU | Huerta, MMC |
| AF | Carrillo Huerta, Mario M. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | THE MEXICO CITY'S SCHOLARSHIP PROGRAM FOR UNIVERSAL UPPER-SECONDARY EDUCATION, PREBU (PREPASI), 2007-2012 |
| SO | 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) |
| CT | 5th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 19-21, 2012 |
| CL | Madrid, SPAIN |
| AB | In 2007 the Department of Education of the Government of Mexico City launched its Scholarship Programme for Universal Upper-secondary Education PREBU Prepa Si, a comprehensive and integral strategy to address student retention.
The main goal of the Prepa Si Programme is to ensure that all young people in the Mexico City willing to study at upper-secondary level can undertake their studies successfully and students will not leave school because of economic reasons. To give the opportunity to all young people of upper-secondary-school age to study To prevent young people studying at the upper secondary level from leaving their studies because of economic reasons. To improve the students' academic attainment. To contribute to the student's professional development. To improve students' standard of living. To contribute to the improvement of the city and the relationship between young people and their city through community activities. The main results of the evaluation of the Programme are described below: In September 2007 there were 128, 815 upper-secondary students enrolled in the Prepa Si Programme and by December this number rose to 132 061. In January 2008 the beneficiary population was 151, 927 and by July 2008 the beneficiary population reached 180, 362 beneficiaries. In the academic year 2006-2007, the Upper-secondary school drop out rate in Mexico City was 16% and one year after the implementation of the Prepa Si Programme, in the academic year 2007-2008, the drop out rate decreased to 6.08%. It is worth noting that for the population of the National Autonomous University of Mexico (UNAM), which accounts for 25% of the total beneficiary population, the drop out rate for the academic year 2007-2008 was zero. In regard to the academic performance, the grade point average of the Programme beneficiaries increased from 7.65 in December 2007 to 8.39 in June 2008. The percentage of students in the GPA rage 6.0-7.5 also decreased from 46% to 43%, while the population in the GPA range 7.6-9.0 increased from 44% to 46% and the percentage of the population in the GPA range 9.1-10 increased from 10% to 11%. As for the effect on wellbeing, the scholarship provided by the Prepa Si Programme has a very high impact on low income households. For the beneficiaries that are part of families where a minimum salary is earned (13%), the economic stimulus accounts for 32% and 44% of the total monthly family income. The stimulus allows covering the costs related to education and also contributes to the family income and helps reducing the pressure of working. Regarding the beneficiaries' opinion of the Programme, 70.9% of a sample population interviewed indicated that the scholarship is very important for them to continue their studies given that many of them have economical, school and family problems. The Scholarship then helps to mitigate this situation. The population interviewed rated the Programme with an 8.7 (on a 1 to 10 scale, 1o being the highest). |
| BN | 978-84-616-0763-1 |
| PY | 2012 |
| BP | 3263 |
| EP | 3271 |
| UT | WOS:000318422203051 |
| ER |
| PT | B |
| AU | Anber, N
Hemeche, H |
| AF | Anber, N.
Hemeche, H. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | LEARNING STRATEGIES USED BY SUCCESSFUL AND UNSUCCESSFUL VOCATIONAL TRAINEES IN ALGERIA |
| SO | 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) |
| CT | 5th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 19-21, 2012 |
| CL | Madrid, SPAIN |
| AB | This research aims to describe the learning strategies used by Algerian trainees and the impact of these strategies on their academic performance. The vocational training is proposed for young people who failed the baccalaureate, which is an Algerian national exam that gives access to the university. These people suffer from cognitive, meta-cognitive, linguistic problems and low motivation, which may explain the high drop-out rate and failure in the vocational training (Zahi, 2004). A total of one hundred twenty two (122) vocational trainees participated voluntary in the present study, by completing a questionnaire developed and adapted from other questionnaires and scales (Dowson & Mc Inerney, 2004; Pintrich, 1991; Samuelstuen & braten, 2007; Boulet et al, 1996; Ruph, 1999, Weinstein & al, 1988). It includes sixty eight (68) items, divided into four categories: cognitive strategies, meta-cognitive strategies, affective strategies and resource management strategies. Academic performance is here, the results of the training which is the average obtained by the trainees in the last semester (1st 2011).
The survey results showed that a group among the (122) trainees (unsuccessful vocational Trainees UVT) use certain cognitive strategies that do not allow the best information processing; they tend to use rote memory strategies which lead to surface learning. They use the support strategies weakly, especially emotional strategies. The strategic choices of these students affect the results of their training. Indeed, students who have had good results (successful vocational Trainees SVT) have demonstrated better control of learning strategies. This mastery is reflected by the number and type of strategies deployed and their use for the nature of the learning situation. These results lead us to suggest others units to be included in the training program to help trainees self regulated their learning. |
| BN | 978-84-616-0763-1 |
| PY | 2012 |
| BP | 3504 |
| EP | 3514 |
| UT | WOS:000318422203088 |
| ER |
| PT | B |
| AU | Cervantes, DI
Ceballos, SP Anguiano, ES Rivera, RIR Perez, MR |
| AF | Islas Cervantes, D.
Ponce Ceballos, S. Santillan Anguiano, E. Roa Rivera, R. I. Romo Perez, M. |
| BE | Chova, LG
Martinez, AL Torres, IC |
| TI | PSYCHO PEDAGOGICAL SUPPORT ON ACADEMIC PERFORMANCE FOR COLLEGE STUDENTS: THE CASE OF THE FACULTY OF PEDAGOGY AND EDUCATIONAL INNOVATION |
| SO | 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) |
| CT | 5th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 19-21, 2012 |
| CL | Madrid, SPAIN |
| AB | In Higher Education there is a quality factor to consider related to academic performance, since it is relevant indicator that accounts on the educational reality. The monitoring of academic student's background and the generation of performance data provides information for the decision making to help students' school trajectory. New educational paradigms demand institutions to provide a follow up on performance and products. Students are the primary users of school services, that is the main reason of institutional rational. Observational actions have shown that success in school life is no longer based solely on ability survive. This phenomenon is more complex since it is a sociological matter. Students' success is indeed determined by interactional behavior as well as the acquisition of knowledge plus skills, attitudes and values. Educational institutions need to understand how academic competencies are developed so they can take action responsibly, and so, implement psychological education strategies in order to identify the difficulties that might arise during school attendance.
This paper focuses on the implementation of a psycho pedagogical support intervention in college students, especially for those students who become repeaters and for those conditioned to undergo the last chance to remain in school. The Faculty of Education and Innovation (FPIE) of the Autonomous University of Baja California (UABC) conducted a set of scheduled interviews to assess drop outs' situations accounted along the different stages during their stay in school. The psycho pedagogical intervention reported focuses on identifying some of the situations that lead students to be at an academic disadvantage as well as the identification of some factor that lead students to drop out. The data reported gives an overview of the supports and commitments of students and school staff, which are responsible for students' school performance. The psycho-pedagogical intervention strategy was conducted in the following phases: 1. First, a written notice given to tutors and teachers who have students in risk to fail the course, or students entitled to undergo permanent assessment. 2. Interview those students undergoing permanent evaluation and that failed a subject. 3. Interview teachers and tutors about students with low performance and who failed. 4. Meet class leaders and collect information about timely monitoring. 5. Generating the report from monitoring obtained by failing. 6. Provision of educational guidance service by the Counselor. 7. The earlier stages are repeated in the second cut evaluation usually takes place in the eleventh week of the start of classes as the school calendar. 8. Generate the final report on monitoring and achievement obtained by the failing. Some of the results indicate that the situations that cause students to fail are of personal type. Secondly, the need of economic funds forces them to work and neglect their studies. On the other hand, teachers generally identify frequent absentees, and those who are frequently late for class as well as those who fail to deliver work on time. Students have expressed a favorable perception about the work that teachers are doing in this matter. To increase students' chance to remain students in school and to perform successfully, the Faculty has focused on the requirements afore mentioned by the students. |
| BN | 978-84-616-0763-1 |
| PY | 2012 |
| BP | 4962 |
| EP | 4970 |
| UT | WOS:000318422204136 |
| ER |
| PT | S |
| AU | Ivan, L
Pricopie, R Frunzaru, V Cismaru, D Corbu, N |
| AF | Ivan, Loredana
Pricopie, Remus Frunzaru, Valeriu Cismaru, Diana Corbu, Nicoleta |
| BE | Baskan, GA
Ozdamli, F Kanbul, S Ozcan, D |
| TI | The risk of dropping education for romanian high school students. Structural factors and educational policies |
| SO | 4TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES (WCES-2012) |
| SE | Procedia Social and Behavioral Sciences |
| CT | 4th World Conference on Educational Sciences (WCES) |
| CY | FEB 02-05, 2012 |
| CL | Univ Barcelona, Barcelona, SPAIN |
| SP | Acad World Educ & Res Ctr, Near E Univ, Bahcesehir Univ, Ankara Univ, Hacettepe Univ, Cyprus Educ Sci Assoc |
| HO | Univ Barcelona |
| AB | To what extent Romanian high school students consider education a key factor for success, and what are the factors that predict dropping out of school and chances of graduation? To answer those research questions we conducted a sociological survey on a representative sample (N=2654) of Romanian students 14 to 18 years of age. The findings show that beyond demographic variables such as family income, parents' education, rural/urban residence; the presence of materialistic values is a good predictor for dropping out of school (positive correlation) and intention to enroll in university (negative correlation). Finally we underlined the importance of gender factor that emerged from the analyses, which indicated a general trend toward the feminization of the higher education system. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu |
| SN | 1877-0428 |
| PY | 2012 |
| VL | 46 |
| BP | 2312 |
| EP | 2321 |
| DI | 10.1016/j.sbspro.2012.05.477 |
| UT | WOS:000314465902085 |
| ER |
| PT | J |
| AU | Baxter, J |
| AF | Baxter, Jacqueline |
| TI | Who am I and What Keeps Me Going? Profiling the Distance Learning Student in Higher Education |
| SO | INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING |
| AB | Student retention and progression has exercised the higher education (HE) sector for some time now, and there has been much research into the reasons why students drop out of higher education courses (Allen, 2006; Buglear, 2009). More recently the Higher Education Academy Grants Programme Briefing (HEFCE, 2010) outlined a number of areas that emergent project data revealed as being important to both the retention and progression of students, including areas outlined by a number of researchers as being essential to student success: expectations, support, feedback, and involvement. But there has been less research, particularly within the distance learning sector, into factors that encourage students to stay (O'Brien, 2002). This small scale qualitative project using feminist qualitative research methods and based in the Open University, UK builds upon an intensive institutional research project analyzing what type of interventions make a positive difference to student progression and success. The research revealed insights into factors linked to the expectations, identities, and support of students which proved influential in terms of their resilience and motivation to remain on course. |
| SN | 1492-3831 |
| PY | 2012 |
| VL | 13 |
| IS | 4 |
| BP | 107 |
| EP | 129 |
| DI | 10.19173/irrodl.v13i4.1283 |
| UT | WOS:000313660500007 |
| ER |
| PT | S |
| AU | Kumar, SA
Vijayalakshmi, MN |
| AF | Kumar, S. Anupama
Vijayalakshmi, M. N. |
| BE | Krishna, PV
Babu, MR Ariwa, E |
| TI | Inference of Naive Baye's Technique on Student Assessment Data |
| SO | GLOBAL TRENDS IN INFORMATION SYSTEMS AND SOFTWARE APPLICATIONS, PT 2 |
| SE | Communications in Computer and Information Science |
| CT | 4th ObCom International Conference on Recent Trends in Computing, Communication and Information Technology |
| CY | DEC 09-11, 2011 |
| CL | Vellore, INDIA |
| SP | Vellore Inst Technol Univ, Sch Comp Sci & Engn |
| AB | The main objective of any educational institute is to provide quality education to students and produce qualified students to the community. This can be achieved only when the institutions are capable of predicting the student's behavior, their attitude towards studies and also the outcome of their result in the forth coming examinations. This can be achieved through various data mining techniques like classification, clustering and rule based mining. Classification techniques like decision trees, Bayesian network and neural networks can be used to predict the student's outcome in the examination based on their attendance percentage, their marks in the internal examination, the historical data available in the form of their previously scored percentage etc. Bayesian classification technique is used to predict the student's outcome in the university examination based on the marks obtained by them in the internal examination. Bayes classification is used to predict the result of the student on an individual basis which has helped the tutor to identify the weak students in each subject. This result has helped the tutors to concentrate on those weak students and bring out better results. This prediction will also help the institution to reduce the drop out ratio and produce better results. |
| SN | 1865-0929 |
| BN | 978-3-642-29215-6 |
| PY | 2012 |
| VL | 270 |
| BP | 186 |
| EP | 191 |
| UT | WOS:000312877200021 |
| ER |
| PT | J |
| AU | Georg, W
Bargel, T |
| AF | Georg, Werner
Bargel, Tino |
| TI | Individual and Institutional Terms of Academic Accomplishments |
| SO | ZEITSCHRIFT FUR SOZIOLOGIE DER ERZIEHUNG UND SOZIALISATION |
| AB | Though the importance of the study-outcome is more and more emphasized in the debates about evaluation and study-quality, empirical analysis about their advancement during studying are lacking. On the basis of students' judgments about the benefits of knowledge and abilities (competences) during their special study, as gathered in the German Student Survey, a multi-level-analysis is carried out concerning the individual and institutional factors of the subjective study-outcome (conscience of qualification). The exploration applies to three models: (1) relating to the gains of knowledge in the field of study, (2) to the promotion of social abilities and (3) about the amount of the general study-yield with all components. In all cases, with only some small differences, the impact of the individual attributes is much higher than that of the institutional properties. The results show, that studying leads to much more outcome if it is practiced actively and engaged, autonomous and dedicated. The discussion of the findings addresses to the consequences for the quality management at universities, the design of study courses, and the active involvement of students. |
| SN | 1436-1957 |
| PY | 2012 |
| VL | 32 |
| IS | 4 |
| BP | 396 |
| EP | 413 |
| UT | WOS:000311709800005 |
| ER |
| PT | S | ||
| AU | Nasiri, M
Minaei, B Vafaei, F |
||
| AF | Nasiri, Mahdi
Minaei, Behrouz Vafaei, Fereydoon |
||
| GP | IEEE | ||
| TI | Predicting GPA and Academic Dismissal in LMS Using Educational Data Mining: A Case Mining | ||
| SO | 2012 THIRD INTERNATIONAL CONFERENCE ON E-LEARNING AND E-TEACHING (ICELET) | ||
| SE | IEEE International Conference on E-Learning and E-Teaching | ||
| CT | 3rd International Conference on E-Learning and E-Teaching (ICELET) | ||
| CY | FEB 14-15, 2012 | ||
| CL | eLearning Ctr, Univ Tehran, Tehran, IRAN | ||
| SP | IEEE Iran Sect | ||
| HO | eLearning Ctr, Univ Tehran | ||
| AB | In this paper, we describe an educational data mining (EDM) case study based on the data collected from learning management system (LMS) of e-learning center and electronic education system of Iran University of Science and Technology (IUST). Our main goal is to illustrate the applications of EDM in the domain of e-learning and online courses by implementing a model to predict academic dismissal and also GPA of graduated students. The monitoring and support of freshmen and first year students are considered very significant in many educational institutions. Consequently, if there are some ways to estimate probability of dismissal, drop out and other challenges within the process of the graduation, and also capable tools to predict GPA or even semester by semester grades, the university officials can design and improve more efficient strategies for education systems especially for e-learning ones which include less known and more complicated problems.
To achieve the mentioned goal, a common methodology of data mining has been utilized which is called CRISP. Our results show that there can be confident models for predicting educational attributes. Currently there is an increasing interest in data mining and educational systems, making educational data mining as a new growing research community. |
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| RI |
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| SN | 2163-6982 | ||
| BN | 978-1-4673-0958-5; 978-1-4673-0956-1 | ||
| PY | 2012 | ||
| BP | 53 | ||
| EP | 58 | ||
| UT | WOS:000310432500008 | ||
| ER |
| PT | J |
| AU | Mealli, F
Rampichini, C |
| AF | Mealli, Fabrizia
Rampichini, Carla |
| TI | Evaluating the effects of university grants by using regression discontinuity designs |
| SO | JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY |
| AB | . The paper evaluates the effects of Italian university grants on student dropout. Eligible applicants receive a grant if their family economic indicator is below a specified threshold, so the grant assignment rule appeals to a regression discontinuity design. After a brief introduction to regression discontinuity designs, the particular setting that is considered in the paper is formalized. Difference-in-difference type assumptions are introduced to identify and estimate the effect away from the threshold. Empirical results show that, at the threshold, the grant is an effective tool to prevent students from low income families from dropping out of higher education. However, there is some evidence that the effect of the grant becomes smaller and not significant for poorer students who are further from the threshold. |
| SN | 0964-1998 |
| PY | 2012 |
| VL | 175 |
| BP | 775 |
| EP | 798 |
| DI | 10.1111/j.1467-985X.2011.01022.x |
| PN | 3 |
| UT | WOS:000305576400006 |
| ER |
| PT | J | ||
| AU | Noyes, A
Sealey, P |
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| AF | Noyes, Andrew
Sealey, Paula |
||
| TI | Investigating participation in Advanced level mathematics: a study of student drop-out | ||
| SO | RESEARCH PAPERS IN EDUCATION | ||
| AB | There has, for some years, been a growing concern about participation in university-entrance level mathematics in England and across the developed world. Extensive statistical analyses present the decline but offer little to help us understand the causes. In this paper we explore a concern which cannot be explored through national data-sets, namely the retention of mathematics students on Advanced level (A-level) mathematics courses. Drawing on survey data from 15 secondary schools in the Midlands of England, we examine subject differences in decisions to study, withdraw from, and continue in a range of A-level subjects. Not only is the rate of attrition from mathematics higher than most other subjects, but there are substantial differences between schools. In order to explore this high rate of attrition further we consider one school (Queensbury Park) in which a large proportion of students decided not to continue with their study of mathematics from Year 12 to Year 13. Drawing on performance data and focus group interviews we explore some of the reasons for the students' decisions. | ||
| OI |
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| SN | 0267-1522 | ||
| EI | 1470-1146 | ||
| PY | 2012 | ||
| VL | 27 | ||
| IS | 1 | ||
| BP | 123 | ||
| EP | 138 | ||
| DI | 10.1080/02671520903288885 | ||
| UT | WOS:000302423600007 | ||
| ER |
| PT | J | ||
| AU | Brooman, S
Darwent, S |
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| AF | Brooman, Simon
Darwent, Sue |
||
| TI | 'Yes, as the articles suggest, I have considered dropping out': self-awareness literature and the first-year student | ||
| SO | STUDIES IN HIGHER EDUCATION | ||
| AB | This study examines whether encouraging students to read and apply literature discussing factors known to affect retention might be useful in helping their transition to university. Students were recommended to read academic articles in the area of 'self-awareness' and analyse their own situation in their first semester. A qualitative analysis of their assessments suggests that these students found it useful to relate their own experiences to published literature. The selection of articles, their placement in a degree programme, the encouragement to keep a reflective diary and the presence of an integral assessed piece of work were shown to be important. Gaining new personal insights, dealing with stress and taking positive action were common themes emerging from use of the literature. It is proposed that there may be benefits for existing first-year higher education acclimatisation strategies in using this student-centred approach to analysing personal development by reference to published literature. | ||
| OI |
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| SN | 0307-5079 | ||
| EI | 1470-174X | ||
| PY | 2012 | ||
| VL | 37 | ||
| IS | 1 | ||
| BP | 19 | ||
| EP | 31 | ||
| DI | 10.1080/03075079.2010.490580 | ||
| UT | WOS:000300064800003 | ||
| ER |
| PT | J |
| AU | Bluthmann, I
Lepa, S Thiel, F |
| AF | Bluethmann, Irmela
Lepa, Steffen Thiel, Felicitas |
| TI | Overtaxed, disappointed, wrong choice, or strategic decision? A typology of students failing to complete their bachelor courses of studies |
| SO | ZEITSCHRIFT FUR PADAGOGIK |
| AB | Based on personal reasons given by students for quitting their studies, the authors develop a typology of students in bachelor courses who were taken off the university register. The cluster analysis is based on interviews carried out at a large German university during the summer semester of 2007 among students from bachelor courses of studies (n=375) who were removed from the university register without a degree (dropouts and students changing university). The four clusters identified describe clearly diverse problems and are accordingly labeled as "overtaxed" (25%), "disappointed" (18%), "wrong choice" (36%), and "strategic change" (21%). The results are discussed in comparison with typologies of dropouts from former diploma-, masters-, or state exam courses of studies. The diversification of the four types into the different groups of disciplines is explained and, finally, possibilities of intervention are discussed in reference to the respective problems in order to reduce the quota of dropouts. |
| SN | 0044-3247 |
| PD | JAN-FEB |
| PY | 2012 |
| VL | 58 |
| IS | 1 |
| BP | 89 |
| EP | 108 |
| UT | WOS:000299446700007 |
| ER |
| PT | S |
| AU | Andreeva-Moschen, E |
| AF | Andreeva-Moschen, Emilia |
| GP | ASEE |
| TI | THE FIVE MAIN REASONS BEHIND STUDENT ENROLLMENT AND LATER DROP-OUT |
| SO | 2012 ASEE ANNUAL CONFERENCE |
| SE | ASEE Annual Conference & Exposition |
| CT | ASEE Annual Conference |
| CY | JUN 10-13, 2012 |
| CL | San Antonio, TX |
| SP | ASEE |
| AB | In the last few years the number of applicants for technical studies has dropped, as have the knowledge levels they bring with them. The main challenge for our department with two intense engineering degree programs is to deal with this situation while satisfying the ever increasing requirements of industry and society.
Due to the regulations at our university, which include a numerus clausus, we are keen to have as many enrollees as possible. However, a larger number of applicants does not guarantee quality, although the probability of increased quality does rise. In contrast to other universities, to become a student in the department of Automotive Engineering, enrollees must participate in an admission procedure consisting of three parts: formal application, written test and personal interview. For many young people this is the first time in their life in a competitive environment and some of them prefer to go to other universities without acceptance tests. The number of enrollees and the quality of knowledge they bring with them when they begin their studies, both correlate significantly to study success. In our work we investigated the main reasons for enrollment and later non-persistence by processing application and survey data. We inquired as to how young people inform themselves before choosing the study program and what factors they consider as they come to a decision. We proved a correlation between the admission procedure and the students' study success. One of the key questions was whether bad marks or other diverse factors were the main reasons for dropping-out from the degree program. The outcome of our work is a hypothesis regarding the main reasons for enrollment and non-persistence. We hope that these results will be useful for other academic institutions. |
| SN | 2153-5965 |
| PY | 2012 |
| UT | WOS:000380253705010 |
| ER |
| PT | S | ||
| AU | Bailey, R
Dugan, JB Coso, AE McFarland, ME |
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| AF | Bailey, Reid
Dugan, Joanne Bechta Coso, Alexandra Emelina McFarland, Matthew E. |
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| GP | ASEE | ||
| TI | ECE/SYS INTEGRATION: A STRATEGY FOR EVALUATING GRADUATES FROM A MULTI-YEAR CURRICULUM FOCUSED ON TECHNOLOGY SYSTEMS INTEGRATION | ||
| SO | 2012 ASEE ANNUAL CONFERENCE | ||
| SE | ASEE Annual Conference & Exposition | ||
| CT | ASEE Annual Conference | ||
| CY | JUN 10-13, 2012 | ||
| CL | San Antonio, TX | ||
| SP | ASEE | ||
| AB | In 2009, a group of seventeen students majoring in electrical, computer, or systems engineering became the first class of Leaders in Engineering Program (LEP) students at East Central State University(1). The LEP is an undergraduate curriculum focused on developing knowledge and skills that address both component-level design (electrical or computer engineering) and system-level integration.
The current situation for majors in electrical and computer engineering at East Central State University is that the curriculum is focused on developing strong technical skills to design and analyze electrical or computer engineering components. For systems majors, the curriculum is focused on developing rigorous skills for approaching a problem from a systems perspective and for modeling the performance of systems under conditions of uncertainty. The objective of the LEP is to develop systems engineering graduates with the ability to work on technology-oriented projects and electrical/computer engineering graduates with the ability to integrate their domain-specific designs into larger systems. The purpose of this paper is to describe the research plan for determining how well the LEP is able to accomplish its objectives for graduates. The initial group of seventeen students is in their senior year during the 2011-12 academic year and all are completing capstone design projects. Five of the seventeen students decided to drop out of the LEP at various times during the last two years. Statistical baseline data to be gathered includes the types of jobs each student pursues after graduation, the type and number of internships each student completes during their summers, and their overall academic success. Interviews with faculty advisors of LEP capstone projects will provide information on the performance of LEP students relative to their non-LEP peers on real world projects. Finally, a performance activity will be used to directly observe if and how LEP students approach systems integration problems differently from their peers. |
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| OI |
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| SN | 2153-5965 | ||
| PY | 2012 | ||
| UT | WOS:000380250106045 | ||
| ER |
| PT | S |
| AU | Reisberg, R
Raelin, JA Bailey, MB Whitman, DL Hamann, JC Pendleton, LK |
| AF | Reisberg, Rachelle
Raelin, Joseph A. Bailey, Margaret B. Whitman, David L. Hamann, Jerry Carl Pendleton, Leslie K. |
| GP | ASEE |
| TI | THE EFFECT OF COOPERATIVE EDUCATION ON THE SELF-EFFICACY OF STUDENTS IN UNDERGRADUATE ENGINEERING |
| SO | 2012 ASEE ANNUAL CONFERENCE |
| SE | ASEE Annual Conference & Exposition |
| CT | ASEE Annual Conference |
| CY | JUN 10-13, 2012 |
| CL | San Antonio, TX |
| SP | ASEE |
| AB | This study examines the effect of cooperative education, controlling for contextual support and demographic characteristics, on three dimensions of self-efficacy change: work, career, and academic. It is based on a pathways model that links contextual support and cooperative education and other forms of student work experience, such as internships, to self-efficacy as a basis for retention in college and in the engineering major. Of the three forms of self-efficacy, work self-efficacy was found to be the one efficacy form impacted by cooperative education. Since self-efficacy is shaped by performance accomplishments, students' success in their co-op jobs appears to enhance their confidence in performing a variety of behaviors that are particular to handling the requirements of the workplace. Change in work self-efficacy from students' second to third years was also affected by change in students' confidence in their career orientation. It was found that the quality of the co-op placement, in particular such dimensions as the chance to make a difference, to be part of a team, and to apply knowledge from one's major enhanced students' subsequent work self-efficacy. The latter placement dimension enhanced both career and work self-efficacy. Co-op students were also found to rely less on support provided by their colleges, friends, parents, and academic advisors. They were also found to value the instruction of their professors less once returning to class after their first co-op experience-perhaps a reflection of the latter's potential lack of current and real-world understanding. Co-op students' GPAs were also found to decrease less between the second and third years than those of non-co-op students. The finding regarding the impact of co-op on work self-efficacy is claimed here to open up the so-called "black box of co-op" to articulate the practices and behaviors of cooperative education that shape its contribution to the undergraduate experience.
The data pool for this study was constituted of all second year students in the colleges of engineering from four participating universities. Student respondents initially filled out a 20-minute survey, among which were assessments of the three forms of self-efficacy. They then filled out a comparable post-survey one year later (as third year students) during which those selecting co-op would have completed their first co-op placement. At the completion of the study, there will be an attempt to determine whether the participation in not only one but two coops can reverse a trend, especially among women undergraduates, to drop out of engineering because of their lack of confidence in continuing their concentration in engineering studies. |
| SN | 2153-5965 |
| PY | 2012 |
| UT | WOS:000380253704064 |
| ER |
| PT | B |
| AU | Bukralia, R
Deokar, AV Sarnikar, S Hawkes, M |
| AF | Bukralia, Rajeev
Deokar, Amit V. Sarnikar, Surendra Hawkes, Mark |
| BA | Burley, H |
| BF | Burley, H |
| TI | Using Machine Learning Techniques in Student Dropout Prediction |
| SO | CASES ON INSTITUTIONAL RESEARCH SYSTEMS |
| AB | This chapter outlines a case of identifying students at-risk of dropping out of online courses by using institutional research data. The case delineates this step-by-step process that includes identification of appropriate constructs and variables, data collection, data pre-processing, data analysis, and model evaluation to develop a predictive model for student dropout in online courses at a small, public, Midwest university in the United States. Included is a comparative data analysis of various machine learning techniques, such as Artificial Neural Networks (ANN), Decision Trees, and Support Vector Machines (SVM), with statistical Logistic Regression (LR) analysis. The chapter provides steps for data analysis and predictive modeling using the open source, downloadable data mining software, WEKA. The chapter concludes with a discussion on the challenges and suggestions for building a predictive model in the context of institutional research. |
| BN | 978-1-60960-858-3; 978-1-60960-857-6 |
| PY | 2012 |
| BP | 117 |
| EP | 131 |
| DI | 10.4018/978-1-60960-857-6.ch007 |
| D2 | 10.4018/978-1-60960-857-6 |
| UT | WOS:000363569500009 |
| ER |
| PT | J |
| AU | Gerber, B
Marek, EA |
| AF | Gerber, Brian
Marek, Edmund A. |
| TI | A Model Intervention Program for Secondary School Education |
| SO | EDUCATION RESEARCH INTERNATIONAL |
| AB | Valdosta State University and the Valdosta City Schools (Valdosta, GA) partnered in 2008 to form the Valdosta Early College Academy (VECA). VECA epitomizes the early college concept of (a) admitting underperforming students with multiple risk factors for dropping out of school (e.g., low socioeconomic status, minority, and first-generation high school or college) and (b) providing college level dual enrollment courses. VECA is very different than nearly every other early college school in the nation. Most (85%) of the 200 early colleges currently operating in the United States begin with students in the 9th grade. Nearly all of the remaining early colleges begin with 7th grade; only a few are 6-12-grade schools. VECA targets two primary priorities, (a) innovations that complement the implementation of higher standards and high-quality assessments and (b) innovations that support college access and success. The primary purpose of this paper is to chronicle the genesis and development of VECA. This program is very successful, replete with research opportunities, and represents a model early college program. We plan to continue to grow VECA to ultimately include grades six through twelve and to research that growth and development. |
| SN | 2090-4002 |
| EI | 2090-4010 |
| PY | 2012 |
| AR | 189630 |
| DI | 10.1155/2012/189630 |
| UT | WOS:000214784200008 |
| ER |
| PT | S |
| AU | Cotano, LU
Leal, PO |
| AF | Uixera Cotano, Laura
Ortega Leal, Pilar |
| BE | Chova, LG
Torres, IC Martinez, AL |
| TI | COOPERATING TO FIGHT EARLY SCHOOL LEAVING. AN INNOVATIVE WORKING METHODOLOGY AND ICT PLATFORM TO SHARE BEST PRACTICES |
| SO | EDULEARN12: 4TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 4th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 02-04, 2012 |
| CL | Barcelona, SPAIN |
| AB | The European project IT-CLEX (www.itclex.eu) "European clusters to promote the exchange of knowledge and best practices in fighting early school leaving through IT" (number 511885-LLP-1-2010-1-ES-KA4-KA4MP), financed with 300.000(sic) by the European Commission, provides a new model to face the early school leaving issue, coordinating agents from the educational and non-educational backgrounds.
The project offers mainly 3 tools for free to facilitate the exchange of best practices aimed at achieving education success: an ICT platform (www.itclex.eu/itc), a collaborative methodology, and the exchange of best practices. These tools can be used from childhood education until University education, and they are addressed to professionals in the education and non-educational field. The IT-CLEX tools facilitate the co-ordination, union and optimisation of efforts at municipal or local levels, when mediating with students, families, the education centre and other municipal services that might be of help in drop-out situations. Overall, IT-CLEX pretends to provide a solution-focused methodology to work with drop-out students, its detection and prevention by co-ordinating as many resources as possible at a local level. |
| SN | 2340-1117 |
| BN | 978-84-695-3491-5 |
| PY | 2012 |
| BP | 3829 |
| EP | 3837 |
| UT | WOS:000326239303133 |
| ER |
| PT | S |
| AU | De Bruyn, K |
| AF | De Bruyn, K. |
| BE | Chova, LG
Torres, IC Martinez, AL |
| TI | THE SURVIVAL OF THE FITTEST? INFLUENCING EDUCATIONAL POLICY TO ENHANCE ACADEMIC SUCCESS OF ETHNIC MINORITY STUDENTS |
| SO | EDULEARN12: 4TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 4th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 02-04, 2012 |
| CL | Barcelona, SPAIN |
| AB | This paper presents the results of a 2011 qualitative study concerning ethnic minority students' experiences within an academic learning environment. Furthermore, it relates how research can be used to influence diversity policy and offer opportunities to change institutional educational culture.
Even though the number of first-year students at Ghent University has increased steadily over the past few years, student diversity has remained limited. Ethnic minority students are underrepresented and their chances of gaining academic success are significantly lower than those of the average student. This results in an important educational policy question: how can Ghent University enhance the study success of ethnic minority students? Previous research has shown that academic success is not only determined by individual factors but also by learning environment characteristics. These findings served as a starting point for a qualitative research project that was set up at Ghent University to examine how its learning environment is experienced by ethnic minority students. Additionally, this research was meant to identify features of the learning environment that are perceived as stimulating or impeding academic proficiency. Both successful students and drop out students were questioned through in-depth interviews and focus groups. Our research shows that crucial success factors are mainly set outside the learning environment (e. g. parent support and preparatory training in secondary education). Additionally, even though external factors appear to contribute to academic success, both ethnic minority students and majority students stress the need for a stimulating and motivating learning environment. This study has identified a number of concrete policy suggestions to achieve this. By formulating research-based policy suggestions, this study has contributed to the debate on educational quality at Ghent University. |
| SN | 2340-1117 |
| BN | 978-84-695-3491-5 |
| PY | 2012 |
| BP | 4366 |
| EP | 4374 |
| UT | WOS:000326239304063 |
| ER |
| PT | S |
| AU | Ratlhogo, S |
| AF | Ratlhogo, Salamina |
| BE | Chova, LG
Torres, IC Martinez, AL |
| TI | CHALLENGES FACED BY FASHION DESIGN STUDENTS THAT AFFECT THE SUCCESS RATE OF THE DEPARTMENT |
| SO | EDULEARN12: 4TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 4th International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 02-04, 2012 |
| CL | Barcelona, SPAIN |
| AB | A high percentage of students drop out of the course Fashion Design and Technology at the Ga-Rankuwa Campus of the Tshwane University of Technology before completion. This contributes to the low graduation or success rate of the Department. Student retention is regarded as one of the most important criteria of effectiveness and efficiency of an institution of higher learning and any department can therefore not afford a low graduation rate. Higher Education graduates also contribute more to the economic growth and productivity of the country. Success in higher education provides students with greater opportunities in their lives. Employers, the economy and society as a whole also benefit when students complete their studies.
The literature study indicated that some of the challenges that students face are academic boredom, poor career choices, and uncertainty about what course to study, poor academic language as well as a lack of previously acquired knowledge. An inability to cope with the transition from high school to tertiary level may also lead to students dropping out of the course because of the huge difference between course content and what they were taught in high school. The findings of the empirical studies have shown the importance of firstly, marketing the course intensely and properly from within the department and not to depend on the marketing department of the institution. It has also shown that at an early stage of one's learning process the importance of career guidance cannot be stressed enough. Offering career guidance at an elementary stage came out as one of the most critical aspects in the learning process as it prepares students and learners and guides them to make informed career choices. The results further highlight that putting in place various selection criteria which is fair to all the stakeholders as of outmost importance in assisting students to gain entrance to the course. Students' potential cognitive abilities should be assessed rather than their current abilities. In addition, providing new students with induction programmes which will in turn ease the transition from high school to tertiary level and enhance academic integration, and lastly, assisting students to secure study loans that cover all their needs during the study and to provide them with loan counseling. |
| SN | 2340-1117 |
| BN | 978-84-695-3491-5 |
| PY | 2012 |
| BP | 7143 |
| EP | 7147 |
| UT | WOS:000326239307024 |
| ER |
| PT | J | ||
| AU | Messham-Muir, K | ||
| AF | Messham-Muir, Kit | ||
| TI | From Tinkering to Meddling: Notes on engaging first year art theory students | ||
| SO | JOURNAL OF UNIVERSITY TEACHING AND LEARNING PRACTICE | ||
| AB | This paper considers the two-year-long process of redesigning Art Theory: Modernism, the initial core art theory course at The University of Newcastle in Australia, with the aim of increasing the academic engagement of first year fine art students. First year students are particularly vulnerable to dropping out if they feel disengaged from the University. This paper does not present any grand solutions for teaching today's first year students. It does, however, consider ways of designing authentic assessment items that acknowledge the new conditions of pedagogy today. This paper offers ideas for engaging first year students, by creating multidimensional resources that include online material that supports yet provokes students; by challenging them with assessments that demand students produce knowledge and not simply retrieve information and; by reconsidering how faculty present information in lectures. The redesigning of the Art Theory: Modernism course was informed by current and ongoing research in teaching and learning and guided by student feedback administered by the Planning, Quality and Reporting unit at the University of Newcastle. | ||
| OI |
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| SN | 1449-9789 | ||
| PY | 2012 | ||
| VL | 9 | ||
| IS | 2 | ||
| AR | 3 | ||
| UT | WOS:000213536300003 | ||
| ER |
| PT | J |
| AU | Kantola, M
Kettunen, J |
| AF | Kantola, Mauri
Kettunen, Juha |
| TI | Integration of education with research and development and the export of higher education |
| SO | ON THE HORIZON |
| AB | Purpose - The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research, development and innovation (RDI) in order to support the export of higher education.
Design/methodology/approach - The export of education can be included in the framework by taking the innovation pedagogy as a starting point - an approach developed for the universities of applied sciences with the emphasis of efficient leaning in projects and the institution's external impact. Strategic management defines strategic objectives, which take into account the European education policy and the regional and international demand for higher education. The empirical part of the paper is based on the study of the Turku University of Applied Sciences (TUAS) focusing on the networked applied research and development activities and the combination of the education and the RDI activities using learning in the projects approaches. Findings - The building of the strategic partnerships seems to be one of the main instruments of the export process and to use the support of the external broker organization outside of the universities. The advantages of the student learning in the RDI projects are: the drop-out rates can be decreased, the length of study can be shortened, the transfer of knowledge can be increased, the supervision of students can be increased, the experience of students from projects increases the employment opportunities and the integrated model of innovation pedagogy can be exported to other countries. Originality/value - The framework presented in the paper could be developed towards mechanisms of sharing the knowledge concerning different global learning ecosystems. |
| SN | 1074-8121 |
| EI | 2054-1708 |
| PY | 2012 |
| VL | 20 |
| IS | 1 |
| SI | SI |
| BP | 7 |
| EP | + |
| DI | 10.1108/10748121211202026 |
| UT | WOS:000211755400002 |
| ER |
| PT | S |
| AU | Paivi, P |
| AF | Paivi, Porras |
| BE | Tso, TY |
| TI | ENTHUSIASM TOWARDS MATHEMATICAL STUDIES IN ENGINEERING |
| SO | PROCEEDINGS OF THE 36TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 3: OPPORTUNITIES TO LEARN IN MATHEMATICS EDUCATION |
| SE | PME Conference Proceedings |
| CT | 36th Annual Conference of the International-Group-for-Psychology-of-Mathematics-Education (PME 36) |
| CY | JUL 18-22, 2012 |
| CL | Wesley Girls High Sch, Taipei, TAIWAN |
| SP | Natl Sci Council, Minist Econ Affairs, Bur Foreign Trade, Natl Taiwan Normal Univ, Off Res & Dev, Taipei City Govt, Dept Informat & Tourism, Taipei City Govt, Dept Educ, Springer Publishing Co, Sense Publishers, Kuang Tien Int Co Ltd, Nan I Book Enterprise Co Ltd, Chiu Chang Math Educ Fdn |
| HO | Wesley Girls High Sch |
| AB | There are more and more students in engineering struggling in their mathematical studies. The main idea of the study was to recognize those freshmen in engineering who are at risk in their mathematical studies, i.e. they drop out courses or do not pass them (critical students). If these students were recognized at the beginning of their studies, teachers could support their learning from the day one and, hopefully, they would graduate in time. This particular study was focused on students' motivation and self-regulation as they are essential for learning in the universities. Students were asked to fill in two questionnaires with statements about studying mathematical courses. Some critical students could be identified based on their motivation and self-regulation but extra information may also be needed. |
| SN | 0771-100X |
| PY | 2012 |
| UT | WOS:000343407100040 |
| ER |
| PT | J |
| AU | Sanchez, MDM |
| AF | Mori Sanchez, Maria del Pilar |
| TI | UNIVERSITY ATTRITION IN STUDENTS FROM A PRIVATE UNIVERSITY IN IQUITOS |
| SO | REVISTA DIGITAL DE INVESTIGACION EN DOCENCIA UNIVERSITARIA-RIDU |
| AB | University attrition is a complex problem which may include different variables. This article seeks to describe the reasons behind university attrition in a private university in the city of Iquitos. The sample included 88 young people who dropped out the studies at University where the present study was carried out, whose ages range between 18-25 years, from which 42% are women and 58% males. The data from focus group was analyzed, as well as the interviews and the systematization of the existing information. The results show that the institutional characteristics would be the first factor that triggers attrition, followed by the vocational interests, academics, and finally the economic factor. |
| SN | 2223-2516 |
| PD | JAN-DEC |
| PY | 2012 |
| VL | 6 |
| IS | 1 |
| BP | 60 |
| EP | 83 |
| UT | WOS:000216091600004 |
| ER |
| PT | J |
| AU | Diaz, HL
Sagra, JAG |
| AF | Lamos Diaz, Henry
Giraldo Sagra, Jose Antonio |
| TI | A CONCEPTUAL MODEL FOR THE ANALYSIS OF STUDENT ACADEMIC PERFORMANCE IN CALCULUS I CLASS AT THE UNAB |
| SO | REVISTA EDUCACION EN INGENIERIA |
| AB | Mathematics courses at various universities have failure rates that cause dropout engineering programs. The Universidad Autonoma de Bucaramanga (UNAB) is no stranger to the problem discussed and in order to find possible solutions or improve teaching and learning processes, this work obtains a set of predictors that help explain student academic performance in Calculus I class, using multivariate analysis techniques such as discriminant analysis and panel data models. The teacher-student relationship, learning strategies, course and student-family environment, are studied as possible factors in academic performance, measured by the final mark obtained in two moments of time for students who attend the course. The results serve as inputs to the UNAB and other higher education institutions to implement strategies to improve existing indicators about students drop out of the engineering programs. |
| SN | 1900-8260 |
| PD | DEC |
| PY | 2011 |
| VL | 6 |
| IS | 12 |
| BP | 115 |
| EP | 125 |
| UT | WOS:000420602300011 |
| ER |
| PT | J |
| AU | Trieu, SL
Shenoy, DP Bratton, S Marshak, HH |
| AF | Trieu, Sang Leng
Shenoy, Divya P. Bratton, Sally Marshak, Helen Hopp |
| TI | Provision of Emergency Contraception at Student Health Centers in California Community Colleges |
| SO | WOMENS HEALTH ISSUES |
| AB | Background: Approximately half of all pregnancies in the United States are unintended, with the highest rates reported among college-age women. The availability of emergency contraception (EC) pills can be an important component of efforts to reduce unintended pregnancy. Student health centers at community colleges can uniquely support student retention and academic achievement among college students by making EC available to reduce the rate of unintended pregnancy and prevent college drop-out. This article highlights findings from an assessment of EC provision in student health centers within the California community college system (n = 73).
Methods: A web-based survey was used to explore the provision of EC, challenges and barriers of EC administration, promotion of EC availability, and attitudes toward EC. Findings: Descriptive statistics conducted revealed that more than 6 out of 10 (62%) student health centers provided EC, 77% of which dispense EC on site during clinic visits. The most common EC promotion methods were providing brochures at the health center (80%) and through information provided at family planning or primary care visits (73%). Challenges to EC administration included a perceived lack of awareness of EC among students (71%), followed by the notion that some students may overutilize EC (40%). Attitudes toward EC provision were more favorable among health center staff whose campuses offered EC than those who did not (p < .05). Conclusion: This article provides recommendations for community college health centers to improve access and delivery of EC by addressing issues such as cost and offering more novel EC promotion methods. Copyright (C) 2011 by the Jacobs Institute of Women's Health. Published by Elsevier Inc. |
| SN | 1049-3867 |
| PD | NOV-DEC |
| PY | 2011 |
| VL | 21 |
| IS | 6 |
| BP | 431 |
| EP | 437 |
| DI | 10.1016/j.whi.2011.04.011 |
| UT | WOS:000297035900004 |
| PM | 21703870 |
| ER |
| PT | J |
| AU | Day, A
Dworsky, A Fogarty, K Damashek, A |
| AF | Day, Angelique
Dworsky, Amy Fogarty, Kieran Damashek, Amy |
| TI | An examination of post-secondary retention and graduation among foster care youth enrolled in a four-year university |
| SO | CHILDREN AND YOUTH SERVICES REVIEW |
| AB | This study uses administrative data from Michigan State University to examine whether students who are former foster youth are more likely to drop out of college than low-income, first generation students who had not been in foster care. Former foster youth were significantly more likely to drop out before the end of their first year (21% vs. 13%) and prior to degree completion (34% vs. 18%) than their non-foster care peers. This difference remained significant even after controlling for gender and race. (C) 2011 Elsevier Ltd. All rights reserved. |
| SN | 0190-7409 |
| PD | NOV |
| PY | 2011 |
| VL | 33 |
| IS | 11 |
| BP | 2335 |
| EP | 2341 |
| DI | 10.1016/j.childyouth.2011.08.004 |
| UT | WOS:000296365500032 |
| ER |
| PT | J | ||
| AU | O'Neill, L
Hartvigsen, J Wallstedt, B Korsholm, L Eika, B |
||
| AF | O'Neill, Lotte
Hartvigsen, Jan Wallstedt, Birgitta Korsholm, Lars Eika, Berit |
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| TI | Medical school dropout - testing at admission versus selection by highest grades as predictors | ||
| SO | MEDICAL EDUCATION | ||
| AB | CONTEXT Very few studies have reported on the effect of admission tests on medical school dropout. The main aim of this study was to evaluate the predictive validity of non-grade-based admission testing versus grade-based admission relative to subsequent dropout.
METHODS This prospective cohort study followed six cohorts of medical students admitted to the medical school at the University of Southern Denmark during 2002-2007 (n = 1544). Half of the students were admitted based on their prior achievement of highest grades (Strategy 1) and the other half took a composite non-grade-based admission test (Strategy 2). Educational as well as social predictor variables (doctor-parent, origin, parenthood, parents living together, parent on benefit, university-educated parents) were also examined. The outcome of interest was students' dropout status at 2 years after admission. Multivariate logistic regression analysis was used to model dropout. RESULTS Strategy 2 (admission test) students had a lower relative risk for dropping out of medical school within 2 years of admission (odds ratio 0.56, 95% confidence interval 0.39-0.80). Only the admission strategy, the type of qualifying examination and the priority given to the programme on the national application forms contributed significantly to the dropout model. Social variables did not predict dropout and neither did Strategy 2 admission test scores. CONCLUSIONS Selection by admission testing appeared to have an independent, protective effect on dropout in this setting. |
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| OI |
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| SN | 0308-0110 | ||
| PD | NOV | ||
| PY | 2011 | ||
| VL | 45 | ||
| IS | 11 | ||
| BP | 1111 | ||
| EP | 1120 | ||
| DI | 10.1111/j.1365-2923.2011.04057.x | ||
| UT | WOS:000296437100008 | ||
| PM | 21988626 | ||
| ER |
| PT | J |
| AU | Oppedisano, V |
| AF | Oppedisano, Veruska |
| TI | The (adverse) effects of expanding higher education: Evidence from Italy |
| SO | ECONOMICS OF EDUCATION REVIEW |
| AB | Over the period 1995-1998 Italy experienced an expansion of its higher education supply with the aim of reducing regional differences in educational attainment. This paper evaluates the effects of this policy on enrolment, drop out and academic performance. The paper combines differences across provinces in the number of campuses constructed with differences across cohorts of secondary school leavers. Findings suggest that enrollment rose, particularly among middle ability individuals from less favorable backgrounds, as well as the probability of being retained in the university system. The decline in passed exams, especially experienced in Southern regions, casts doubts on the policy effectiveness in reducing regional disparities. (C) 2011 Elsevier Ltd. All rights reserved. |
| SN | 0272-7757 |
| PD | OCT |
| PY | 2011 |
| VL | 30 |
| IS | 5 |
| BP | 997 |
| EP | 1008 |
| DI | 10.1016/j.econedurev.2011.04.010 |
| UT | WOS:000295148700019 |
| ER |
| PT | J | ||
| AU | Whannell, R
Allen, W |
||
| AF | Whannell, Robert
Allen, William |
||
| TI | High school dropouts returning to study: The influence of the teacher and family during secondary school | ||
| SO | AUSTRALIAN JOURNAL OF TEACHER EDUCATION | ||
| AB | This study investigated the influence of the teacher and family relationships during secondary school for 18 to 22 year old students who had dropped out of secondary school and were attempting to gain access to tertiary study through a tertiary bridging program at a regional university. 144 students from two student cohorts completed a questionnaire intended to facilitate an understanding of how social context influenced secondary school attrition. It was identified that students who had not completed secondary school reported significantly lower levels of emotional engagement with school and poorer relationships with teachers. The study concluded that the residential situation and the quality of student-teacher relationships influenced the quality of the academic outcomes achieved in secondary school, with the student-teacher relationship being the dominant factor. It was also concluded that, while secondary school completion was significantly lower for students who did not reside with both parents, the family situation was not predictive of school completion. Rather, it is hypothesised that the wider contextual problems associated with family dysfunction which manifest in a poor school experience were the cause of the failure to complete secondary school. The implications for secondary school and tertiary bridging educators are discussed. | ||
| OI |
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| SN | 1835-517X | ||
| PD | SEP | ||
| PY | 2011 | ||
| VL | 36 | ||
| IS | 9 | ||
| BP | 39 | ||
| EP | 52 | ||
| AR | 3 | ||
| DI | 10.14221/ajte.2011v36n9.3 | ||
| UT | WOS:000215187100003 | ||
| ER |
| PT | J | ||
| AU | Cano, MD | ||
| AF | Cano, Maria-Dolores | ||
| TI | Students' Involvement in Continuous Assessment Methodologies: A Case Study for a Distributed Information Systems Course | ||
| SO | IEEE TRANSACTIONS ON EDUCATION | ||
| AB | The creation of the new European Higher Education Area (EHEA), with the corresponding changes in the structure and content of university degrees, offers a great opportunity to review learning methodologies. This paper investigates the effect on students of moving from a traditional learning process, based on lectures and laboratory work, to an approach closer to continuous evaluation. To this end, various types of weekly assessments were included in a Distributed Information Systems course; these assessments and the teacher's feedback were both intended to increase students' participation in the learning process. Data for seven academic years have been compiled, representing a total of more than 750 students. Analysis of the results established that most students preferred to participate in the course following the new methodology. Although both the pass rate and the final students' grades improved, the percentage of students dropping out of the course increased slightly. The impact of carrying out the proposed assessments was the same, regardless of gender and whether the student had taken this course before. In addition, compulsory attendance at office hours did not impact the degree of student participation in the new methodology. Finally, it was found that the greater (more continuous) effort demanded by the new methodology had an effect on the teacher's evaluation, whose scores were slightly lower with the new methodology, even though the students' performed better. | ||
| RI |
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| OI |
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| SN | 0018-9359 | ||
| PD | AUG | ||
| PY | 2011 | ||
| VL | 54 | ||
| IS | 3 | ||
| BP | 442 | ||
| EP | 451 | ||
| DI | 10.1109/TE.2010.2073708 | ||
| UT | WOS:000293751300011 | ||
| ER |
| PT | J |
| AU | Kirshner, B
Pozzoboni, KM |
| AF | Kirshner, Ben
Pozzoboni, Kristen M. |
| TI | Student Interpretations of a School Closure: Implications for Student Voice in Equity-Based School Reform |
| SO | TEACHERS COLLEGE RECORD |
| AB | Background/Context: School closure is becoming an increasingly common policy response to underperforming urban schools. Districts typically justify closure decisions by pointing to schools' low performance on measures required by No Child Left Behind. Closures disproportionately fall on schools with high percentages of poor and working-class students of color. Few studies have examined how students interpret or respond to school closures.
Purpose: Our purpose was to document narratives articulated by students about the closure of their high school. Doing so is important because students, particularly students of color from low-income families, are often left out of policy decisions that affect their lives. Population/Participants: Research participants were recruited from the population of youth who had attended the closed school and who remained in the district during the subsequent year. Twenty-three percent of students at the school were African American, 75% were Latino, and 2% were White. Over 90% of students were eligible for free and reduced lunch. A total of 106 students responded to surveys and peer interviews, and 12 youth who had dropped out of school participated in focus groups. Research Design: This was a youth participatory action research (YPAR) study, designed collaboratively by former Jefferson students, university researchers, and adult community members. Data sources included open-ended surveys, peer interviews, focus groups, and field notes describing public events and YPAR meetings. Findings: Our data show that most respondents did not agree with the decision to close their school. Student disagreement surfaced two counternarratives. First, students critiqued the way the decision was made-they felt excluded from the decision-making process that led to closure. Second, they critiqued the rationale for the decision, which suggested that students needed to be rescued from a failing school. Students articulated features of Jefferson that they valued, such as trusting relationships with adults, connection to place, and sense of belonging, which they felt were discounted by the decision. Conclusions/Recommendations: Evidence from this study lends support to developmental and political justifications for robust youth participation in equity-based school reform. By developmental justification, we mean evidence that young people were ready to participate, which counters discourses about youth as immature or unprepared. By political justification, we mean evidence that youth articulated interests that were discounted in the decision-making process and that challenged normative assumptions about school quality. In our conclusion, we point to examples of expanded roles that students could play in decision-making processes. |
| SN | 0161-4681 |
| PD | AUG |
| PY | 2011 |
| VL | 113 |
| IS | 8 |
| BP | 1633 |
| EP | 1667 |
| UT | WOS:000297994800002 |
| ER |
| PT | J | ||||
| AU | Phillips, P
Loch, B |
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| AF | Phillips, Peter
Loch, Birgit |
||||
| TI | Building Lectures and Building Bridges with Socio-economically Disadvantaged Students | ||||
| SO | EDUCATIONAL TECHNOLOGY & SOCIETY | ||||
| AB | This paper is an empirical analysis of the first stage of an ongoing effort to introduce technology to enhance student learning in introductory corporate finance within a multi-campus and multi-mode regional Australian University. The engagement and performance of low socio-economic status (SES) students is of particular interest because approximately one-quarter of the university's enrolled students are classified low SES. A Tablet PC is used to facilitate a cooperative 'building' of each week's lecture in class and the recording of this process for delivery online. The analysis of the academic achievement of two cohorts of students in two different semesters-with the technology and without-forms the basis of the formal evaluation of the efficacy of the approach to date. The results indicate that there is a significant difference in retention (drop-out statistics) and academic achievement (examination performance, final grade and course progression statistics) between the 'Tablet PC' and 'control' semesters. The largest improvement was exhibited by the low SES students. | ||||
| OI |
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| SN | 1436-4522 | ||||
| PD | JUL | ||||
| PY | 2011 | ||||
| VL | 14 | ||||
| IS | 3 | ||||
| SI | SI | ||||
| BP | 240 | ||||
| EP | 251 | ||||
| UT | WOS:000294410900020 | ||||
| ER |
| PT | J | ||
| AU | Sakshaug, JW
Kreuter, F |
||
| AF | Sakshaug, Joseph W.
Kreuter, Frauke |
||
| TI | Using Paradata and Other Auxiliary Data to Examine Mode Switch Nonresponse in a "Recruit-and-Switch" Telephone Survey | ||
| SO | JOURNAL OF OFFICIAL STATISTICS | ||
| AB | Minimizing unit nonresponse and maximizing reporting accuracy about sensitive items are common goals among survey practitioners. In order to maximize reporting accuracy without compromising on response rates a common strategy is to recruit respondents over the phone and switch them to a self-administered mode (e.g., IVR, web) for answering the sensitive items. A drawback to the "recruit-and-switch" design is that a substantial portion of the sample (typically 20 percent or more) drop out during the mode switch. Recent evidence suggests that this form of nonresponse can introduce bias and offset gains in accuracy achieved by self-administration. We analyze respondents' likelihood of complying with the mode switch request in a survey of university alumni. Results indicate that paradata derived from the screening interview are related to mode switch participation. Also, we find evidence that adding reluctant sample members into the mode switch respondent pool yields improved estimates with lower nonresponse bias. | ||
| OI |
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| SN | 0282-423X | ||
| PD | JUN | ||
| PY | 2011 | ||
| VL | 27 | ||
| IS | 2 | ||
| SI | SI | ||
| BP | 339 | ||
| EP | 357 | ||
| UT | WOS:000292708100010 | ||
| ER |
| PT | J |
| AU | Tsai, MH
Ray, DC |
| AF | Tsai, Mei-Hsiang
Ray, Dee C. |
| TI | Children in therapy: Learning from evaluation of university-based community counseling clinical services |
| SO | CHILDREN AND YOUTH SERVICES REVIEW |
| AB | This study examined real-life clinical services to the largest number of child participants in decades of mental health research. Archival data from 364 children aged 3 to 10 years old served through a university-based community counseling clinic were examined. Researchers present descriptive data on children whose parents seek clinical services as well as outcome data on treatment effects. After treatment, results demonstrated statistical, practical, and clinical significance on reducing Internalizing and Externalizing Problems for children. The termination dropout rate in this study was 63.6%. Results are discussed concerning implications for clinical practice and further research. (C) 2011 Elsevier Ltd. All rights reserved. |
| SN | 0190-7409 |
| PD | JUN |
| PY | 2011 |
| VL | 33 |
| IS | 6 |
| BP | 901 |
| EP | 909 |
| DI | 10.1016/j.childyouth.2010.12.011 |
| UT | WOS:000290932000015 |
| ER |
| PT | J |
| AU | Williams, DF |
| AF | Williams, Donjanea |
| TI | THE IMPACT OF CAREER WORKSHOPS ON FRESHMAN COLLEGE STUDENTS AT-RISK FOR DROPOUT: AN ACTION RESEARCH STUDY |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | College students on probation are generally considered at-risk for dropping out, as indicated by a wide range of literature. This article focuses on an action research study that explored the impact of a career workshop series on freshman students in a probation course at a medium-sized university located in the southeastern United States. The study examined whether the workshops enhance these students' motivation to remain in school, as well as their career decision-making abilities and level of career knowledgetwo factors that combined are referred to as career focus in this discussion. Results indicated the workshops were effective in increasing the students' career decision-making abilities, career knowledge, and determination to be in school, but didn't impact their desire to perform well as a student. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | MAY |
| PY | 2011 |
| VL | 13 |
| IS | 1 |
| BP | 37 |
| EP | 62 |
| DI | 10.2190/CS.13.1.c |
| UT | WOS:000212317500003 |
| ER |
| PT | J | ||
| AU | O'Neill, LD
Wallstedt, B Eika, B Hartvigsen, J |
||
| AF | O'Neill, Lotte Dyhrberg
Wallstedt, Birgitta Eika, Berit Hartvigsen, Jan |
||
| TI | Factors associated with dropout in medical education: a literature review | ||
| SO | MEDICAL EDUCATION | ||
| AB | Context
Medical school dropout may have negative consequences for society, patients, the profession, schools and dropouts. To our knowledge, the literature dealing with dropout from medical school has never been systematically and critically appraised. Objectives This review aimed to systematically and critically review studies dealing with factors found to be associated with dropping out of medical school. Methods A systematic critical literature review of the international peer-reviewed research literature on medical education was performed. A primary search was conducted and subsequently supplemented with ancestry and descendancy searches. The population of interest was medical students and the outcome was dropout. Abstract/title screening and quality assessment were performed by two independent researchers. Studies were assessed on six domains of quality: study participation; study attrition; predictor measurement; measurement of and accounting for confounders; outcome measurement, and analysis. Only studies that accounted for confounding were included in the final analysis. Results Of 625 studies found, 48 were quality-assessed and 13 of these were eventually included based on their fulfilment of our quality-related criteria. A range of entry qualifications seemed to be associated with greater chances of a student dropping out (odds ratio [OR] = 1.65-4.00). Struggling academically in medical school may be strongly associated with dropout. By contrast, no specific pattern of demographic variables was particularly important in relation to dropout. The effects of socio-economic, psychological and educational variables on dropout were not well investigated. Conclusions More research into causal models and theory testing, which considers the effects of education, organisation and institution, is necessary if we are to learn more about how we can actively prevent medical student withdrawal. |
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| OI |
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| SN | 0308-0110 | ||
| PD | MAY | ||
| PY | 2011 | ||
| VL | 45 | ||
| IS | 5 | ||
| BP | 440 | ||
| EP | 454 | ||
| DI | 10.1111/j.1365-2923.2010.03898.x | ||
| UT | WOS:000289464900004 | ||
| PM | 21426375 | ||
| ER |
| PT | J |
| AU | Heublein, U
Wolter, A |
| AF | Heublein, Ulrich
Wolter, Andrae |
| TI | Drop-Out from Higher Education in Germany - Definition, drop-out rate, causes, measures |
| SO | ZEITSCHRIFT FUR PADAGOGIK |
| AB | The present article discusses the issue of drop-out from higher education, a topic which continues to be of importance in higher education policy. In the first part, the author provides a detailed analysis of the problem of defining and measuring drop-out from higher education. Drop-out from higher education constitutes a phenomenon which is often confused with other forms of fluctuation in the university sector. The author then goes on to give a survey of the development and structure of drop-out from higher education in Germany, based on recent research results provided by the HIS (Higher Education Information System). So far, the recently implemented study courses have not fulfilled the expectation that they would contribute to a reduction of the drop-out rate. Causes, conditions, and motives for terminating a course of studies form the focus of the next paragraph. It is shown that drop-out from higher education constitutes a complex event, in which individual, institutional, and social factors influencing the course of studies overlap. An outline of theoretical approaches to an explanation of the phenomenon, coming above all from the fields of psychology and sociology, combined with a short analysis of possible preventive strategies conclude the contribution. |
| SN | 0044-3247 |
| PD | MAR-APR |
| PY | 2011 |
| VL | 57 |
| IS | 2 |
| BP | 214 |
| EP | 236 |
| UT | WOS:000288617800006 |
| ER |
| PT | J | ||
| AU | Argentin, G
Triventi, M |
||
| AF | Argentin, Gianluca
Triventi, Moris |
||
| TI | Social inequality in higher education and labour market in a period of institutional reforms: Italy, 1992-2007 | ||
| SO | HIGHER EDUCATION | ||
| AB | The focus of this paper is on the relationships between social origin, participation in tertiary education (enrolment, drop-out, enrolment at second level and post-tertiary education) and occupational instability among university graduates in a recent period of university and labour market reforms (the differentiation of higher education due to the "Bologna process" and the flexibilization of employment contracts). In the first part of the paper we review these institutional reforms, discussing how they have changed the structure of opportunities and constraints for students and graduates. In the second part we analyse data from several cross-section waves of the Upper Secondary Graduates Survey and the University Graduates Survey which cover both pre- and post-reform cohorts. Results from logistic regression models show a slight decline in the association between parents' education and enrolment in tertiary education, whereas there is a reduction and a new increase of inequality in drop-outs. We also find remarkable effects of parents' education on enrolment in post-graduate courses, but smaller on the risks of having unstable jobs and both are mainly stable over time. Only a slight reduction of the role of social origin in university participation and in the transition to the labour market took place, but it seems not to be too closely connected to the specific reforms which occurred in the 1990s. | ||
| RI |
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| OI |
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| SN | 0018-1560 | ||
| PD | MAR | ||
| PY | 2011 | ||
| VL | 61 | ||
| IS | 3 | ||
| BP | 309 | ||
| EP | 323 | ||
| DI | 10.1007/s10734-010-9379-6 | ||
| UT | WOS:000287755700007 | ||
| ER |
| PT | S | ||||
| AU | Martin-Gutierrez, J
Navarro, RE Gonzalez, MA |
||||
| AF | Martin-Gutierrez, Jorge
Navarro, Rosa E. Acosta Gonzalez, Montserrat |
||||
| GP | IEEE | ||||
| TI | Mixed Reality for Development of Spatial Skills of First-Year Engineering Students | ||||
| SO | 2011 FRONTIERS IN EDUCATION CONFERENCE (FIE) | ||||
| SE | Frontiers in Education Conference | ||||
| CT | 41st Annual Frontiers in Education Conference (FIE) | ||||
| CY | OCT 12-15, 2011 | ||||
| CL | Rapid City, SD | ||||
| SP | IEEE Educ Soc, IEEE Comp Soc, Amer Soc Engn Educ (ASEE), Educl Res Methods (ERM), Inst Elect & Elect Engineers (IEEE), S Dakota Sch Mines & Technol | ||||
| AB | This paper follows up on the validation and usability study done on augmented reality, which is based on an application for the development of spatial skills in engineering students. In this phase, the training has been implemented in new Engineering degrees adapted to the new European Higher Education framework at a Spanish University. In this paper, the results obtained by students when improving spatial ability while carrying out their training, are shown and related to academic performance and drop-out rates, which are from current academic courses as well as previous ones. Additionally, a pilot study is introduced where a group of students use Head Mounted Displays (HMDs) for visualizing the real scene with augmented objects, so spatial ability improvement results and time spent, are compared to others belonging to the group using the PC monitor instead. Results confirm the training's validity and technical data which are collected to improve the interface's application as well as the augmented book. This has allowed the training to be made available to education centers which are waiting for the academic implementation through a commercial edition. | ||||
| RI |
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| OI |
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| SN | 0190-5848 | ||||
| BN | 978-1-61284-469-5 | ||||
| PY | 2011 | ||||
| UT | WOS:000300879800012 | ||||
| ER |
| PT | J |
| AU | Van Bragt, CAC
Bakx, AWEA Bergen, TCM Croon, MA |
| AF | Van Bragt, Cyrille A. C.
Bakx, Anouke W. E. A. Bergen, Theo C. M. Croon, Marcel A. |
| TI | Looking for students' personal characteristics predicting study outcome |
| SO | HIGHER EDUCATION |
| AB | The central goal of this study is to clarify to what degree former education and students' personal characteristics (the 'Big Five personality characteristics', personal orientations on learning and students' study approach) may predict study outcome (required credits and study continuance). Analysis of the data gathered through questionnaires of 1,471 Universities of Applied Sciences students make clear that former Education did not come forth as a powerful predictor for Credits or Study Continuance. Significant predictors are Conscientiousness and Ambivalence and Lack of Regulation. The higher the scores on Conscientiousness the more credits students are bound to obtain and the more likely they will continue their education. On the other hand students with high scores on Ambivalence and Lack of Regulation will most likely obtain fewer Credits or drop out more easily. The question arises what these results mean for the present knowledge economy which demands an increase of inhabitants with an advanced level of education. Finally, implications and recommendations for future research are suggested. |
| SN | 0018-1560 |
| PD | JAN |
| PY | 2011 |
| VL | 61 |
| IS | 1 |
| BP | 59 |
| EP | 75 |
| DI | 10.1007/s10734-010-9325-7 |
| UT | WOS:000285205100004 |
| ER |
| PT | J |
| AU | Willcoxson, L
Cotter, J Joy, S |
| AF | Willcoxson, Lesley
Cotter, Julie Joy, Sally |
| TI | Beyond the first-year experience: the impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities |
| SO | STUDIES IN HIGHER EDUCATION |
| AB | In the face of difficult economic circumstances, increased competition and student diversity, attrition and retention have become issues of great significance to higher education institutions seeking to survive. A large body of work has explored the relationship between attrition and the first-year experience, but there has been little focus on students' experience of university in subsequent years despite the fact that later year attrition counts for approximately half of all attrition. This empirical research study examines students' experience of university in six diverse universities, across the three years of business degree studies. It finds that the factors correlated with intention to withdraw from university studies are differentiated by year of study, and further differentiated by the university attended. The implications of these findings are discussed and a framework for institutional action is subsequently used to outline the dimensions of a relevant retention program. |
| SN | 0307-5079 |
| PY | 2011 |
| VL | 36 |
| IS | 3 |
| BP | 331 |
| EP | 352 |
| AR | PII 933276729 |
| DI | 10.1080/03075070903581533 |
| UT | WOS:000290050800006 |
| ER |
| PT | J | ||||||
| AU | Pertegal-Felices, ML
Jimeno-Morenilla, A Sanchez-Romero, JL |
||||||
| AF | Pertegal-Felices, M. L.
Jimeno-Morenilla, A. Sanchez-Romero, J. L. |
||||||
| TI | Use of Discussion Boards as a Student-Centered Methodology for Large Groups in Higher Education | ||||||
| SO | INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION | ||||||
| AB | A major problem encountered in higher education today is the high university dropout or failure rate of students coming from secondary education. Most of them drop out in the first year of their studies, primarily because at this initial stage they are affected by the high impact of university teaching after the experience of the high school educational system. This work analyzes the causes of this impact on one of the subjects that has high failure rates in Computer Engineering studies. The idea presented moves beyond the simple implementation of a discussion board to the development of a methodology for including discussion boards in a course. The method uses discussion boards as a complementary tool for learning and evaluation. It is especially useful for large groups. The methodology was put into practice during the 2007/2008 and 2008/2009 academic years, obtaining good results without loss of quality of the contents addressed in the subject. | ||||||
| RI |
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| OI |
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| SN | 0949-149X | ||||||
| PY | 2011 | ||||||
| VL | 27 | ||||||
| IS | 1 | ||||||
| SI | SI | ||||||
| BP | 178 | ||||||
| EP | 186 | ||||||
| UT | WOS:000288399600020 | ||||||
| ER |
| PT | B |
| AU | Rodriguez, MC
Sanchez, OC Cueto, CMV |
| AF | Cano Rodriguez, Mercedes
Carreras Sanchez, Olimpia Vazquez Cueto, Carmen Ma |
| BE | Torres, IC
Chova, LG Martinez, AL |
| TI | ANALYSIS OF ACADEMIC PERFORMANCE AND DROP OUT RATE IN THE COURSE OF PATHOPHYSIOLOGY IN PHARMACY STUDIES |
| SO | 2011 4TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI) |
| CT | 4th International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 14-16, 2011 |
| CL | Madrid, SPAIN |
| AB | The objective of this project was to analyze the results as a consequence of the implementation of two news teaching methods in teaching Pathophysiology, core subject taught in third year of the Bachelor of Pharmacy at the University of Seville, and compare the results as for the academic performance and dropout rate among the both methodologies. The project is conducted on a total of 593 students divided into 4 groups. Innovative teaching activities that were compared are on the one hand an activity that involves the development of agenda items, and other activity that involves the resolution of clinical cases. The result of comparative analysis between the two teaching methods shows that the incorporation of clinical cases of Pathophysiology teaching benefits the students, not only in their involvement and knowledge of the matter, but also in improving test scores. Furthermore, students have expressed satisfaction with certain aspects of new methodologies implemented appreciated the experience. |
| BN | 978-84-615-3324-4 |
| PY | 2011 |
| BP | 2462 |
| EP | 2467 |
| UT | WOS:000317080002064 |
| ER |
| PT | J |
| AU | Nampota, D |
| AF | Nampota, Dorothy |
| TI | Exploring the Potential and Challenges of Integrating Environmental Issues in Formal Education in Malawi |
| SO | AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION |
| AB | Integration of environmental issues in education is one approach to achieving sustainable development in Malawi and perhaps other countries. This paper analyses the integration initiatives in formal education including primary, secondary and university levels. The analysis is conducted with a view of identifying the successes and challenges. The 'intended' and the 'experienced' curriculum formed the unit of analysis. While the 'intended' curriculum was represented by the written syllabi, the general conditions of the school environment and evidence of teaching approaches used by teachers as found by previous studies, were used as a proxy for the 'experienced' curriculum. In general, the analysis has shown that initiatives of integrating environmental issues in the 'intended' curriculum have been achieved with considerable success although student drop out and the designation of core and elective subjects pose some challenges in this respect. The 'experienced' curriculum tends to face more challenges arising largely from the resource constraints of the schools. It is recommended that resource provision in the schools should be improved significantly if integration of environmental issues is to yield the desired results. In addition, teachers should be trained to use culturally responsive pedagogy in order to tap from the IKS of the learners. |
| SN | 1811-7295 |
| EI | 2469-7656 |
| PY | 2011 |
| VL | 15 |
| IS | 3 |
| BP | 137 |
| EP | 152 |
| DI | 10.1080/10288457.2011.10740723 |
| UT | WOS:000211811000010 |
| ER |
| PT | J |
| AU | Sloane-Seale, A |
| AF | Sloane-Seale, Atlanta |
| TI | RETENTION AND PERSISTENCE IN UNIVERSITY CONTINUING EDUCATION PROGRAMS AT THE UNIVERSITY OF MANITOBA-A CASE STUDY |
| SO | CANADIAN JOURNAL FOR THE STUDY OF ADULT EDUCATION |
| AB | This case study of university continuing education (UCE) students at the University of Manitoba (UM) explored the retention and persistence of adult learners in non-credit certificate programs. Data from telephone interviews of those who had not taken a course in the past two years were used. The purposes of the study were to understand why adult learners participate in and drop out from UCE non-credit certificates; understand their goals, intentions, barriers to participation, and retention; and identify effective recruitment and retention strategies. The findings suggest that understanding the nature of these adult learners is critical for retention and persistence; that they have dependent children and are highly motivated and goal-oriented; and that they work full time and "stop out" from their programs because of work-life balance issues, including situational, dispositional, institutional, and systemic barriers. Further, understanding the nature of their classroom experience is critical for retention and persistence, institutional sustainability, and program improvements. |
| SN | 0835-4944 |
| EI | 1925-993X |
| PY | 2011 |
| VL | 84 |
| IS | 1 |
| BP | 15 |
| EP | 39 |
| UT | WOS:000219866700003 |
| ER |
| PT | J |
| AU | Gury, N |
| AF | Gury, Nicolas |
| TI | Dropping out of higher education in France: a micro-economic approach using survival analysis |
| SO | EDUCATION ECONOMICS |
| AB | Through the use of event-history techniques, we will show that a duration framework is adapted to the analysis of higher education attrition. Our dropout model allows for estimates to vary over time. While some factors exhibit constant effects, like high school characteristics, other effects do vary from the first year to the fourth. Men and women do not generally exhibit the same dropout behaviour. Socio-economic background, and especially the parents' level of education, would appear to be influential only at the beginning of the university period. Results suggest that only well-targeted actions considering both the 'early leavers' and 'late leavers' could serve to increase the internal efficiency of French universities. |
| SN | 0964-5292 |
| EI | 1469-5782 |
| PY | 2011 |
| VL | 19 |
| IS | 1 |
| BP | 51 |
| EP | 64 |
| DI | 10.1080/09645290902796357 |
| UT | WOS:000211510700003 |
| ER |
| PT | S |
| AU | Estrada, R
Zaldivar, A Nava, L Peraza, JF Zaragoza, JN Diaz, EM Aguilar, C |
| AF | Estrada, Rogelio
Zaldivar, Anibal Nava, Lorena Peraza, Juan F. Zaragoza, Jose N. Diaz, Elena M. Aguilar, Celina |
| BE | Chova, LG
Belenguer, DM Martinez, AL |
| TI | IDENTIFICATION OF VARIABLES ASSOCIATED WITH ACADEMIC SUCCESS OF HIGHER EDUCATION STUDENTS APPLYING DATA MINING |
| SO | EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 3rd International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 04-06, 2011 |
| CL | Barcelona, SPAIN |
| AB | In this research we propose to use data collected from academics paths studies based on mathematical analysis and supported by software, to find viable information that offers the possibility of an effective selection of candidates to study in the college to avoid in this way desertion and increasing terminal efficiency rate. These rates at National wide (in Mexico) are very low. According to the Mexican Ministry of Public Education (SEP, Secretaria de Educacion Publica) at the 2008 - 2009 scholastic cycle in higher education only the 52.7% of students finished their studies and the 32.3% obtained their degree. This means that over 47% of students dropped out at some point in their studies.
To obtain a better selection of students entering the different options offered by higher education in Mexico is one of the purposes of this study. Finding factors that influence the academic success of students and graduates through their academic life in college is the main object of our investigation. In this research we apply one of the data mining techniques called decision trees, specifically the J48 algorithm using WEKA (Waikato Environment for Knowledge Analysis) software for the implementation of this algorithm in order to examine the statistics of academic paths that were extracted from a graduated group of higher education. Starting with a sample extracted from graduated students in computer science from the Computer Science Faculty of Mazatlan (University of Sinaloa), with the help of their overall performance and analyzing qualitative and quantitative factors such as their age, gender, high school average, parents' education, family income, marital status, former high school, among others; and discarding those that, according to mathematical analysis, do not affect student performance. Obtaining a decision tree model using WEKA, which correctly classified 74.57% of instances analyzed for the training set, while for the test set obtained an effectiveness of 72.22%. Among the most important variables to explain the academic success include: the gender of the student, high school average and high school location. We hope this research serve as a guide for selecting students to study in computer science and rational tool to predicting academic performance. |
| SN | 2340-1117 |
| BN | 978-84-615-0441-1 |
| PY | 2011 |
| BP | 4958 |
| EP | 4963 |
| UT | WOS:000326292904145 |
| ER |
| PT | S |
| AU | Zaki, K |
| AF | Zaki, K. |
| BE | Chova, LG
Belenguer, DM Martinez, AL |
| TI | TEACHING IS RELATIVE. LEARNING HOW TO TEACH EVEN MORE SO. - THE INNOTE PROJECT AND IT'S VIEW ON NEWLY QUALIFIED TEACHERS' FREEDOM, SUPPORT AND SUPERVISION IN EUROPE'S INDUCTION CULTURES |
| SO | EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 3rd International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 04-06, 2011 |
| CL | Barcelona, SPAIN |
| AB | In the 2005 OECD survey "Teachers Matter", almost all European countries reported a shortage of teachers, shortfalls in teaching standards and skills, few mentoring arrangements and little support, especially for young teachers at the beginning of their working careers. The European Parliament and European Commission thus encourage the promotion of formal and informal support for the ongoing professional development of teachers, as stated in the Parliament's resolution "Improving the Quality of Teacher Education". In this context, particular attention needs to be paid to NQTs (Newly Qualified Teachers) in order to combat their doubts, reduce their dropout rates and, thus, strengthen the basis of our educational cultures.
Although the expectations NQTs have and the problems they encounter are universal or at least very similar across national borders, young teachers between Helsinki and Barcelona are by no means trained and supported in a similar way, not during their university studies and even less at the start of their working careers (here referred to as induction). In the context of the EU-LLPComenius Project InNoTE (Induction for Novice Teachers in Europe), universities and schools from seven European Countries (Netherlands, Finland, Hungary, Czech Republic, Slovakia, Germany and Scotland) thus cooperate to exchange ideas and good practice examples of national systems, informal mentoring arrangements and supportive programmes for newly qualified teachers. Looking at the heterogenous values and ways of induction in Europe, we conceive very diverse approaches, ranging from fairly liberal laissez faire practices to highly regulated induction systems. Whereas Finland and the Netherlands place very close to the beginning, the German (Bavarian) system can be seen at the far end of the scale. In Bavaria, for example, there is a rather systematic - some would argue a far too systematic, long and strict - approach to induction. Structures and procedures are legally codified (BayLBG/Law of teacher Education in Bavaria and in the ZALG/Legal regulations for the education and training of NQTs in Bavaria), establishing an induction period of 24 months with several assessment procedures and examinations to be passed before newly qualified teachers can work as independent professionals. While numerous countries in Europe are currently planning an expansion of induction programs, Bavarian officials are considering reforms of the present system to combat the lack of motivation and high drop-out rates among NQTs. Thus, a comparison of the Bavarian, Finish and Dutch systems promises to be interesting, not only to consider the advantages and disadvantages of both, more regulated versus more liberal approaches, but also and especially to see if and how an exchange of ideas and practices can be fruitful and beneficial to all sides involved. - Taking into account structural aspects, public perceptions and measurable consequences of the different systems, our guiding question is: how many rules would we need and how much laissez-faire could we enjoy in an ideal induction system that supports without pressure and guides without orders? |
| SN | 2340-1117 |
| BN | 978-84-615-0441-1 |
| PY | 2011 |
| BP | 7029 |
| EP | 7029 |
| UT | WOS:000326292907008 |
| ER |
| PT | B | ||
| AU | Wahl, H
Holweg, G Mense, A Kaufmann, C |
||
| AF | Wahl, Harald
Holweg, Gerd Mense, Alexander Kaufmann, Christian |
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| BE | Callaos, N
Lesso, W Oropeza, A Tremante, A Welsch, F |
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| TI | Meeting the Problem of Heterogeneous IT Knowledge of Students in the Interdisciplinary Course Program Intelligent Transport Systems | ||
| SO | ICSIT 2011: THE 2ND INTERNATIONAL CONFERENCE ON SOCIETY AND INFORMATION TECHNOLOGIES | ||
| CT | 2nd International Conference on Society and Information Technologies (ICSIT 2011) | ||
| CY | MAR 27-30, 2011 | ||
| CL | Orlando, FL | ||
| SP | Int Inst Informat & Syst | ||
| AB | At the University of Applied Sciences Technikum Wien, Intelligent Transport System is a highly interdisciplinary Bachelor's degree program. Its curriculum covers several mainly technical oriented disciplines. Especially the IT courses account for the high drop-out rate of the course program. Students come with different IT knowledge depending on the one hand on their previous school education and on the other hand depending on their personal interest in IT topics. Normally, for students, IT is not the number one reason for choosing this program. Nevertheless, IT is extremely important as it interacts with all other disciplines.
Especially the heterogeneity of the IT knowledge made it necessary to rethink the way of teaching. The paper describes the new teaching approach of the IT courses in the course program Intelligent Transport Systems. The new approach faces the students' difficulties and tries to overcome the varying pre-knowledge of students. Furthermore, it tries to increase students' motivation by paying particular attention to the students' assumed interests. |
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| OI |
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| BN | 978-1-936338-18-4 | ||
| PY | 2011 | ||
| BP | 262 | ||
| EP | 266 | ||
| UT | WOS:000393240200051 | ||
| ER |
| PT | B |
| AU | Rodriguez, A
Bustamante, W |
| AF | Rodriguez G, Arturo
Bustamante M, Wanda |
| BE | Chova, LG
Torres, IC Martinez, AL |
| TI | UNIVERSITY OF EXCELLENCE TO RESOLVE THE DROPOUT COMPARATIVE ANALYSIS UNDER THE KOLB LEARNING STYLES |
| SO | INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| CT | 5th International Technology, Education and Development Conference (INTED) |
| CY | MAR 07-09, 2011 |
| CL | Valencia, SPAIN |
| AB | Academic excellence is heavily revised, due to the accreditation process of universities currently. However, the conceptualisation where we have major problems, the fragmentation of the curriculum, that teachers do not worry about their subjects, without regard to the ultimate goal. On the other hand, universities focus on academic excellence, teaching quality, however, issues of academic administration and university management are part of academic excellence, from that perspective, the drop has been an unsolved problem, let alone modeled. There have been attempts to refine the drop, however not much has been achieved because multiple causes and has the dependence of the institution. It is not possible to discuss academic excellence, with institutions that have a high dropout rate, so that this article makes a comparative analysis of attrition and learning styles, to see its relevance in the domain of desertion. In this way, see its importance and noted that there are internal working mechanisms that allow the repetition of the phenomenon year after year, and we should be able to reverse it, to help reach academic excellence. The work shows the results of the comparative analysis of students dropping out and those who are active, for the period 2008-2009, the School of Nursing at the Universidad del Pacifico, the information displayed comes from the records obtained from the System Academic Management System (EMS) at the University of the Pacific. According to Kolb test the school has a strong bias assimilator and divergent, and his desertion is basically divergent learning styles combined do not reach 0.8% of the population under study. Another result, important is the characteristic of students with learning style converged on being the smallest presence in the race, show no drop, this feature is associated with vocational component for students, but students are assimilating and divergent high dropout rate. The results were validated for 140 tests with 95% confidence consecutively changing the different categories of the variables studied. Comparing the domain of regular students (DER) and the Dominion of Students Dropout (DER) for the period 2008-2009. |
| BN | 978-84-614-7423-3 |
| PY | 2011 |
| BP | 2585 |
| EP | 2594 |
| UT | WOS:000326447702088 |
| ER |
| PT | B |
| AU | Rodriguez, A
Toro, X Toledo, M Bravo, H |
| AF | Rodriguez G., Arturo
Toro, Ximena Toledo, Margarita Bravo, Humberto |
| BE | Chova, LG
Torres, IC Martinez, AL |
| TI | IN SEARCH OF A MODEL OF THE DROPOUT COMPARATIVE ANALYSIS OF THE DROP IN THE SCHOOL OF EARLY CHILDHOOD EDUCATION AND SOCIAL WORK OF THE UNIVERSIDAD DEL PACIFICO |
| SO | INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| CT | 5th International Technology, Education and Development Conference (INTED) |
| CY | MAR 07-09, 2011 |
| CL | Valencia, SPAIN |
| AB | The present study is within the project "Modeling of academic performance in school dropout Early Education and Social Work, 2005-2009," University of the Pacific, which aims to find a model dropout both schools. We analyzed a total of 224 cases of dropout students in the state of the schools in the period mentioned above. We used variables such as marital status, age, academic performance, income score, average grade school education, among others, for a total of 120 statistical tests, using all possible combinations of components of each variable. The results point to note that during the study period, the distribution of these variables is repeated every year, which makes us think about this repetitive behavior in both schools, and challenges us to determine whether the cases are at the institution or variables in the study pool. Furthermore, attrition is highly skewed by single marital status, and youth from 23 to 30 years. Another conclusion is that the PSU or scholastic aptitude test (taken at national level), is less relevant than NEM or high school note, the article determines the weights of importance of these variables in the universe desert for find the target model. |
| BN | 978-84-614-7423-3 |
| PY | 2011 |
| BP | 2881 |
| EP | 2891 |
| UT | WOS:000326447702127 |
| ER |
| PT | B |
| AU | Tupe, N |
| AF | Tupe, Navnath |
| BE | Chova, LG
Torres, IC Martinez, AL |
| TI | EDUCATION FOR ALL IN INDIA: MAJOR ISSUES AND SOLUTION |
| SO | INTED2011: 5TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE |
| CT | 5th International Technology, Education and Development Conference (INTED) |
| CY | MAR 07-09, 2011 |
| CL | Valencia, SPAIN |
| AB | Education is an important agency of social control and social transformation. Therefore opportunity of education must be given to everyone. In this regard, the world declared on 1948, "Everyone has a right to education". Majority of countries around the world they have taken the lesion from this universal declaration of Human Rights; and enacted laws making schooling compulsory for at least up to the elementary level. India is also included them. There is special provision of compulsory education in the Indian constitution under the article 45 and 21A.According to the constitutional provision of education, Central and state government has made serious efforts to expand the education in the country. Even though what does happen with Indian Talent today? The dropout rates of all categories of students at primary level were 25.67 and 48.80 at elementary level and 61.62 rates of drop-out were at secondary education in the year 2005 to 2006. It means that only 40 percent talent of India goes across the Matriculation. Colleges and universities well-come to only 13 percent of Indian youth and 90 percent are deprived from higher education at large. This is only a tip of the iceberg, of which only a very small parts shins. Why a huge part of the iceberg remains submerged and dark. There is need of transform in education system for effective results of education for sustainable development. There are some challenges such as teaching methods in school turn into teaching models, One way instruction designs turn into anchored instruction, lazy environment of learning turns into enthusiastic learning environment, Passive learner turns into active learner, teacher turns into facilitator, competitive exam turns into collaborative learning, summative evaluation system turns into formative evaluation and overall education system to be made for lifelong learning. Student can capable to construct the Knowledge, skills and attitude for solving their day-to-day problems without help of others in this learning situation. Students can be become self-reliant by education. Constructivist approach is considered an active, social process in which individuals actively construct knowledge. This theory proposes learning though analysis, critically reviewing, sharing, discussing, their own others ideas and interaction. This approach is often used alongside with task-based approach or problem based learning approach in classroom practices. Students are the co-builders of knowledge and have to respond to challenges and review their own and others work/ideas critically. The major role of teachers is to design classroom activities in which students can participate in knowledge co-construction and exploration. This paper reviewed the present status of education for all in India and suggested some remedies. |
| BN | 978-84-614-7423-3 |
| PY | 2011 |
| BP | 3319 |
| EP | 3325 |
| UT | WOS:000326447703053 |
| ER |
| PT | J |
| AU | Pucher, R
Tesar, M Mandl, T Holweg, G Schmollebeck, F |
| AF | Pucher, R.
Tesar, M. Mandl, T. Holweg, G. Schmoellebeck, F. |
| TI | Improving Didactics in Computer Science - The Example of the GEMIS and the QUADRO Projects |
| SO | INTERNATIONAL JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES |
| AB | Computer Science tends to be one of the studies with relatively high rates of early drop outs. This is also a problem at the University of Applied Sciences Technikum Wien. GEMIS (GEnder Mainstreaming in Informatics related Studies) and QUADRO (Methods to improve the QUAlity of teaching and lower DROpout rates of students) are two projects to improve didactics in Computer Science and consecutively to lower this high rate. Four courses, two of them on the bachelor level, two on the master level participate in the projects.
The main goals of the projects are 1) to identify the difficulties for students. 2) To introduce new methods of teaching to address different learning types. 3) To enhance the usability of the offered e-and m-learning tools. The GEMIS project was initiated to investigate the reasons for the higher drop-out rate of female students in informatics related study programs and to develop and implement measures to counteract. QUADRO helps to resolve that issue by providing much additional organizational information (e.g. term agenda, deadlines for tasks in different courses) in Web 2.0 environments, like Google Calendar or Facebook, thus moving beyond integrated learning management systems (LMS) and engaging students in an active use of the web as a resource for their self-governed and collaborative learning activities. |
| SN | 2074-1316 |
| PY | 2011 |
| VL | 5 |
| IS | 1 |
| BP | 88 |
| EP | 95 |
| UT | WOS:000422114200010 |
| ER |
| PT | J |
| AU | Murdoch, J
Kamanzi, PC Doray, P |
| AF | Murdoch, Jake
Kamanzi, Pierre Canisius Doray, Pierre |
| TI | The influence of PISA scores, schooling and social factors on pathways to and within higher education in Canada |
| SO | IRISH EDUCATIONAL STUDIES |
| AB | In this article, we use data from the Canadian Youth in Transition Survey (YITS). This survey has followed longitudinally the Canadian Programme for International Student Assessment (PISA) students originally surveyed in 2000. The aim of this article is to look to what extent social factors (e. g. gender, parental education and socio-economic status), previous schooling (secondary school grades, etc.), and particularly PISA scores, play a role in shaping pathways to and within higher education. We look at the influence of these factors on access to higher education (university or college), and persistence in terms of graduation or dropping out within higher education. We conclude that PISA literacy scores, schooling and social factors appear to have a much greater impact on access rather than on persistence within higher education. We discuss the implications of these findings for future research and educational policies in favour of participation and persistence. |
| SN | 0332-3315 |
| PY | 2011 |
| VL | 30 |
| IS | 2 |
| SI | SI |
| BP | 215 |
| EP | 235 |
| DI | 10.1080/03323315.2011.569142 |
| UT | WOS:000299267100006 |
| ER |
| PT | J | ||
| AU | Belloc, F
Maruotti, A Petrella, L |
||
| AF | Belloc, F.
Maruotti, A. Petrella, L. |
||
| TI | How individual characteristics affect university students drop-out: a semiparametric mixed-effects model for an Italian case study | ||
| SO | JOURNAL OF APPLIED STATISTICS | ||
| AB | University drop-out is a topic of increasing concern in Italy as well as in other countries. In empirical analysis, university drop-out is generally measured by means of a binary variable indicating the drop-out versus retention. In this paper, we argue that the withdrawal decision is one of the possible outcomes of a set of four alternatives: retention in the same faculty, drop out, change of faculty within the same university, and change of institution. We examine individual-level data collected by the administrative offices of "Sapienza" University of Rome, which cover 117 072 students enrolling full-time for a 3-year degree in the academic years from 2001/2002 to 2006/2007. Relying on a non-parametric maximum likelihood approach in a finite mixture context, we introduce a multinomial latent effects model with endogeneity that accounts for both heterogeneity and omitted covariates. Our estimation results show that the decisions to change faculty or university have their own peculiarities, thus we suggest that caution should be used in interpreting results obtained without modeling all the relevant alternatives that students face. | ||
| OI |
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| SN | 0266-4763 | ||
| PY | 2011 | ||
| VL | 38 | ||
| IS | 10 | ||
| BP | 2225 | ||
| EP | 2239 | ||
| DI | 10.1080/02664763.2010.545373 | ||
| UT | WOS:000298922500011 | ||
| ER |
| PT | J |
| AU | Herman, C |
| AF | Herman, Chaya |
| TI | Elusive equity in doctoral education in South Africa |
| SO | JOURNAL OF EDUCATION AND WORK |
| AB | This paper explores the drive to expand the quantity and quality of PhD's in South Africa and the impact this has had on under-represented groups, in particular black graduates. Based on both qualitative and quantitative data, the paper argues that while there has been a significant increase in the number of black students in doctoral education, these students are still under-represented compared with their participation in the population and that the increase of black graduates is to a large extent attributed to the intake of doctoral students from other parts of Africa. The relatively low participation of South African black students is attributed to a dysfunctional school system, high drop-out rates, insufficient funding, feelings of alienation and isolation at historically white universities, family commitments and the lure of the labour market. Since the disadvantage to black students affects the majority of the population in South Africa, the paper suggests that the PhD could become a key driver for economic development only if there is a concerted effort to address barriers to black South African students' access to and retention in doctoral programmes. |
| SN | 1363-9080 |
| EI | 1469-9435 |
| PY | 2011 |
| VL | 24 |
| IS | 1-2 |
| SI | SI |
| BP | 163 |
| EP | 184 |
| DI | 10.1080/13639080.2010.534773 |
| UT | WOS:000212966000010 |
| ER |
| PT | J |
| AU | Lorenzo, L
Diaz, AR Toyos, V Benitez, S Santos, L |
| AF | Lorenzo, Lucia
Ruiz Diaz, Alicia Toyos, Veronica Benitez, Silvia Santos, Limber |
| TI | Drop out in High School final years and labor situation: the case of three institutions near Montevideo |
| SO | PAGINAS DE EDUCACION |
| AB | The aim of this paper is to analyze the views and hopes from students and principals involved in the final courses of high school in three schools near Montevideo (Solis de Mataojo, Tala, and Rincon de la Bolsa) about drop-out high rates; it attempts to distinguish the specific features that this phenomena acquires in these areas. We have entered into a field of study connected with the problems of these young people who drop out final courses of high school and early enter in different jobs (related to agricultural and livestock production and industry) following, in many cases, their family labor level and being drifted, maybe forever, from a possible post-secondary or university education. |
| SN | 1688-5287 |
| EI | 1688-7468 |
| PY | 2011 |
| VL | 4 |
| IS | 1 |
| BP | 79 |
| EP | 101 |
| UT | WOS:000420636100005 |
| ER |
| PT | S |
| AU | Rach, S
Heinze, A |
| AF | Rach, Stefanie
Heinze, Aiso |
| BE | Ubuz, B |
| TI | STUDYING MATHEMATICS AT THE UNIVERSITY: THE INFLUENCE OF LEARNING STRATEGIES |
| SO | PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 4: DEVELOPING MATHEMATICAL THINKING |
| SE | PME Conference Proceedings |
| CT | 35th Annual Conference of the International-Group-for-the-Psychology-of-Mathematics-Education (PME) |
| CY | JUL 10-15, 2011 |
| CL | Middle E Tech Univ, Ankara, TURKEY |
| SP | Int Grp Psychol Math Educ |
| HO | Middle E Tech Univ |
| AB | Many students studying mathematics at university experience great difficulties in their first year. In Germany, universities have to deal with drop-out rates of 40-50% of first-year students with a major in mathematics. Possible reasons are differences between school and university concerning the character of mathematics taught and the learning culture. In a study with N = 118 students with a major in mathematics, we investigate individual determinants of students' competency development in their first semester. First results indicate that the type of learning strategies mainly used by students has an impact on mathematics achievement, interest and self-concept. Except for the case of high achieving students, these types of learning strategies are not related to individual variables at the beginning of the study. |
| SN | 0771-100X |
| BN | 978-975-429-262-6 |
| PY | 2011 |
| BP | 9 |
| EP | 16 |
| UT | WOS:000343399800002 |
| ER |
| PT | B |
| AU | van den Bogaard, MED |
| AF | van den Bogaard, M. E. D. |
| BE | Hernandez, W |
| TI | A qualitive inquiry into first year engineering student success |
| SO | RESEARCH IN ENGINEERING EDUCATION SYMPOSIUM |
| CT | Research in Engineering Education Symposium |
| CY | OCT 04-07, 2011 |
| CL | Univ Politecnica Madrid, Madrid, SPAIN |
| SP | UPM, Vicerrectorado Ordenac Acad & Planificac Estrategica, UPM, EUIT Telecomunicac, UPM, EU Informatica, UPM, ETS Ingenieros Aeronauticos, UPM, EUIT Aeronautica, Madrid Convent Bur, Journal Engn Educ, Politecnica Ingeniamos Futuro, Taylor & Francis Grp |
| HO | Univ Politecnica Madrid |
| AB | Student success, drop out and progress are hot issues in most schools of engineering. The problem of high drop out has been looked at many times, with researchers using similar dependent variables like progress, grade point average or persistence. In this study we explore whether students perceive success in terms that are similar to how it is commonly operationalized. We also explored to what facets of student life students attribute their success or lack thereof. We interviewed groups of engineering students multiple times during their first year in university. Major findings include that students define success in a less stringent way than researchers do and students attribute their success largely to commitment to continue to spend time, to their motivation and their focus on goals that help the students focus their attention. |
| BN | 978-84-695-2615-6 |
| PY | 2011 |
| BP | 70 |
| EP | 77 |
| UT | WOS:000393815900004 |
| ER |
| PT | J | ||||
| AU | Hutcheson, GD
Pampaka, M Williams, J |
||||
| AF | Hutcheson, Graeme
Pampaka, Maria Williams, Julian |
||||
| TI | Enrolment, achievement and retention on 'traditional' and 'Use of Mathematics' pre-university courses | ||||
| SO | RESEARCH IN MATHEMATICS EDUCATION | ||||
| AB | This paper investigates enrolment, attainment and drop-out rates for two different English pre-university advanced mathematics, AS-level, courses, a 'traditional' and an innovative 'Use of Mathematics' pre-university course. Very different student profiles were found for those enrolled on each course, and a model of attainment at the pre-university level showed a relatively complex relationship with prior achievement at the end of compulsory schooling. Although those pupils who had relatively high prior achievement tended also to achieve relatively highly on the pre-university courses, this relationship was not evident for lower scores. Those pupils with 'mid-range' prior attainment tended to make the smallest gains. Taking prior attainment into account, the difference in attainment outcomes between the two courses is small. However, these courses do differ with respect to the number of students retained, with the 'Use of Mathematics' course retaining a significantly higher proportion of the students. Contextual factors are discussed, suggesting implications for policy and practice in mathematics education. | ||||
| OI |
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| SN | 1479-4802 | ||||
| EI | 1754-0178 | ||||
| PY | 2011 | ||||
| VL | 13 | ||||
| IS | 2 | ||||
| SI | SI | ||||
| BP | 147 | ||||
| EP | 168 | ||||
| DI | 10.1080/14794802.2011.585827 | ||||
| UT | WOS:000211748400005 | ||||
| ER |
| PT | J | ||
| AU | Garcia-Ros, R
Perez-Gonzalez, F |
||
| AF | Garcia-Ros, Rafael
Perez-Gonzalez, Francisco |
||
| TI | Predictive and Incremental Validity of Self-regulation Skills on Academic Success in the University | ||
| SO | REVISTA DE PSICODIDACTICA | ||
| AB | This paper analyzes the predictive and incremental validity of the self-regulation skills on academic success in the university by following 218 students for four school years. Predictive capacity was shown for the three criteria considered (achievement in the first and third years and remaining in the program), and incremental validity with respect to educational and demographic variables prior to university admission. Important differences were also found among the explanatory models obtained for each criterion, both with regard to explanatory capacity and the predictors incorporated. The results are discussed in relation to findings from prior research and their usefulness in deriving intervention guidelines within the degree program. | ||
| OI |
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| SN | 1136-1034 | ||
| PY | 2011 | ||
| VL | 16 | ||
| IS | 2 | ||
| BP | 231 | ||
| EP | 250 | ||
| UT | WOS:000295075900002 | ||
| ER |
| PT | J |
| AU | Breier, M |
| AF | Breier, Mignonne |
| TI | From 'financial considerations' to 'poverty': towards a reconceptualisation of the role of finances in higher education student drop out |
| SO | HIGHER EDUCATION |
| AB | While the role of financial considerations in higher education student dropout is being recognized increasingly, the dominant international literature fails to reflect the extent of socio-economic deprivation among students in countries where many people live below the poverty datum line. This article draws on a study of student retention and graduate destination at seven HE institutions in South Africa, focusing on the University of the Western Cape which caters for a large proportion of impoverished students. The study found many students left before completing a qualification because they were too poor to stay. A model of student departure is presented which draws on the very influential work of Vincent Tinto but also allows for greater emphasis than he did on students' ability to pay (real or perceptual) and demarcates the times in the academic calendar when finances present their greatest challenge to retention. The model also invites consideration of the national and international factors which impact on the social/economic/political milieu in which students' persist-or-depart decisions are made. |
| SN | 0018-1560 |
| PD | DEC |
| PY | 2010 |
| VL | 60 |
| IS | 6 |
| BP | 657 |
| EP | 670 |
| DI | 10.1007/s10734-010-9343-5 |
| UT | WOS:000282973100007 |
| ER |
| PT | J |
| AU | Levitt, DG |
| AF | Levitt, David G. |
| TI | Careers of an elite cohort of U.S. basic life science postdoctoral fellows and the influence of their mentor's citation record |
| SO | BMC MEDICAL EDUCATION |
| AB | Background: There is general agreement that the number of U. S. science PhDs being trained far exceeds the number of future academic positions. One suggested approach to this problem is to significantly reduce the number of PhD positions. A counter argument is that students are aware of the limited academic positions but have chosen a PhD track because it opens other, non-academic, opportunities. The latter view requires that students have objective information about what careers options will be available for them.
Methods: The scientific careers of the 1992-94 cohort of NIH National Institute of General Medical Sciences (NIGMS) Kirchstein-NRSA F32 postdoctoral fellows (PD) was determined by following their publications (PubMed), grants (NIH and NSF), and faculty and industry positions through 2009. These basic life science PDs receive support through individual grant applications and represent the most successful class of NIH PDs as judged by academic careers and grants. The sex dependence of the career and grant success and the influence of the PD mentor's citation record were also determined Results: Of the 439 1992-94 NIGMS F32 fellows, the careers of 417 could be determined. Although females had significantly higher rates of dropping out of science (22% females, 9% males) there was no significant difference in the fraction of females that ended up as associate or full professors at research universities (22.8% females, 29.1% for males). More males then females ended up in industry (34% males, 22% females). Although there was no significant correlation between male grant success and their mentor's publication record (h index, citations, publications), there was a significant correlation for females. Females whose mentor's h index was in the top quartile were nearly 3 times as likely to receive a major grant as those whose mentors were in the bottom quartile (38.7% versus 13.3%). Conclusions: Sixteen years after starting their PD, only 9% of males had dropped out of science. More females (28%) have dropped out of science, primarily because fewer went into industry positions. The mentor's publication record does not affect the future grant success of males but it has a dramatic effect on female grant success. |
| SN | 1472-6920 |
| PD | NOV 15 |
| PY | 2010 |
| VL | 10 |
| AR | 80 |
| DI | 10.1186/1472-6920-10-80 |
| UT | WOS:000285004100001 |
| PM | 21078180 |
| ER |
| PT | J |
| AU | Alawadhi, S
Konsowa, M |
| AF | Alawadhi, Shafiqah
Konsowa, Mokhtar |
| TI | Markov Chain Analysis and Student Academic Progress: An Empirical Comparative Study |
| SO | JOURNAL OF MODERN APPLIED STATISTICAL METHODS |
| AB | An application of Markov Chain Analysis of student flow at Kuwait University is presented based on a random sample of 1,100 students from the academic years 1996-1997 to 2004-2005. Results were obtained for each college and in total which allows for a comparative study. The students' mean lifetimes in different levels of study in the colleges as well as the percentage of dropping out of the system are estimated. |
| SN | 1538-9472 |
| PD | NOV |
| PY | 2010 |
| VL | 9 |
| IS | 2 |
| BP | 584 |
| EP | 595 |
| UT | WOS:000415508700025 |
| ER |
| PT | J | ||
| AU | Foster, G | ||
| AF | Foster, Gigi | ||
| TI | Teacher effects on student attrition and performance in mass-market tertiary education | ||
| SO | HIGHER EDUCATION | ||
| AB | Tertiary education is now accessible even to those who appear unlikely ex ante to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely on two things to protect the quality of the degrees they award: selection mechanisms operating during students' tenure, and effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students). Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective in facilitating both the disproportionate out-selection of students with poor initial preparation, and the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers' formal university affiliation. | ||
| RI |
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| OI |
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| SN | 0018-1560 | ||
| PD | SEP | ||
| PY | 2010 | ||
| VL | 60 | ||
| IS | 3 | ||
| BP | 301 | ||
| EP | 319 | ||
| DI | 10.1007/s10734-009-9301-2 | ||
| UT | WOS:000280647200004 | ||
| ER |
| PT | J |
| AU | Belloc, F
Maruotti, A Petrella, L |
| AF | Belloc, Filippo
Maruotti, Antonello Petrella, Lea |
| TI | University drop-out: an Italian experience |
| SO | HIGHER EDUCATION |
| AB | University students' drop-out is a crucial issue for the universities' efficiency evaluation and funding. In this paper, we analyze the drop-out rate of the Economics and Business faculty of Sapienza University of Rome. We use administrative data on 9,725 undergraduates students enrolled in three-years bachelor programs from 2001 to 2007 and perform a Generalized Linear Mixed Model. Our aim is to improve the general understanding of the students' withdrawing focusing on personal characteristics of students rather than on institutional aspects of the university. The empirical analysis unveils the statistically significant effect of students' characteristics, like citizenship and income, while the main findings relate a high drop-out probability to a high secondary school final mark and a low individual students' performance. |
| SN | 0018-1560 |
| PD | AUG |
| PY | 2010 |
| VL | 60 |
| IS | 2 |
| BP | 127 |
| EP | 138 |
| DI | 10.1007/s10734-009-9290-1 |
| UT | WOS:000279656800001 |
| ER |
| PT | J |
| AU | Aalen, OO
Gunnes, N |
| AF | Aalen, Odd O.
Gunnes, Nina |
| TI | A dynamic approach for reconstructing missing longitudinal data using the linear increments model |
| SO | BIOSTATISTICS |
| AB | Missing observations are commonplace in longitudinal data. We discuss how to model and analyze such data in a dynamic framework, that is, taking into consideration the time structure of the process and the influence of the past on the present and future responses. An autoregressive model is used as a special case of the linear increments model defined by Farewell (2006. Linear models for censored data, [PhD Thesis]. Lancaster University) and Diggle and others (2007. Analysis of longitudinal data with drop-out: objectives, assumptions and a proposal. Journal of the Royal Statistical Society, Series C (Applied Statistics, 56, 499-550). We wish to reconstruct responses for missing data and discuss the required assumptions needed for both monotone and nonmonotone missingness. The computational procedures suggested are very simple and easily applicable. They can also be used to estimate causal effects in the presence of time-dependent confounding. There are also connections to methods from survival analysis: The Aalen-Johansen estimator for the transition matrix of a Markov chain turns out to be a special case. Analysis of quality of life data from a cancer clinical trial is analyzed and presented. Some simulations are given in the supplementary material available at Biostatistics online. |
| SN | 1465-4644 |
| EI | 1468-4357 |
| PD | JUL |
| PY | 2010 |
| VL | 11 |
| IS | 3 |
| BP | 453 |
| EP | 472 |
| DI | 10.1093/biostatistics/kxq014 |
| UT | WOS:000278689300015 |
| PM | 20388914 |
| ER |
| PT | J |
| AU | Rolnik, AM
Engeln-Maddox, R Miller, S |
| AF | Rolnik, Ashley Marie
Engeln-Maddox, Renee Miller, Steven A. |
| TI | Here's Looking at You: Self-Objectification, Body Image Disturbance, and Sorority Rush |
| SO | SEX ROLES |
| AB | This study investigated the impact of sorority rush on self-objectification and body image disturbance. First-year undergraduate women either participating (n = 68) or not participating (n = 59) in sorority rush at a U.S. Midwestern university completed online surveys at four time points. It was predicted that rush participation would lead to increases in self-objectification, which in turn would lead to increases in body shame and eating disordered behavior and attitudes. Results supported predictions based on objectification theory at a single time point, but not longitudinally. Rush participants evidenced higher levels of self-objectification and eating disordered behavior at all time points. Body mass index predicted dropping out of the rush process and was negatively correlated with satisfaction with the rush process. |
| SN | 0360-0025 |
| PD | JUL |
| PY | 2010 |
| VL | 63 |
| IS | 1-2 |
| BP | 6 |
| EP | 17 |
| DI | 10.1007/s11199-010-9745-y |
| UT | WOS:000280642400002 |
| ER |
| PT | J | ||
| AU | Palmas, W
Shea, S Starren, J Teresi, JA Ganz, ML Burton, TM Pashos, CL Blustein, J Field, L Mortin, PC Izquierdo, RE Silver, S Elmicke, JP Lantigua, RA Weinstock, RS |
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| AF | Palmas, Walter
Shea, Steven Starren, Justin Teresi, Jeanne A. Ganz, Michael L. Burton, Tanya M. Pashos, Chris L. Blustein, Jan Field, Lesley Mortin, Philip C. Izquierdo, Roberto E. Silver, Stephanie Elmicke, Joseph P. Lantigua, Rafael A. Weinstock, Ruth S. |
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| CA | IDEATel Consortium | ||
| TI | Medicare payments, healthcare service use, and telemedicine implementation costs in a randomized trial comparing telemedicine case management with usual care in medically underserved participants with diabetes mellitus (IDEATel) | ||
| SO | JOURNAL OF THE AMERICAN MEDICAL INFORMATICS ASSOCIATION | ||
| AB | Objective To determine whether a diabetes case management telemedicine intervertion reduced healthcare expenditures, as measured by Medicare claims, and to assess the costs of developing and implementing the telemedicine intervention.
Design We studied 1665 participants in the Informatics for Diabetes Education and Telemedicine (IDEATel), a randomized controlled trial comparing telemedicine case management of diabetes to usual care. Participants were aged 55 years or older, and resided in federally designated medically underserved areas of New York State. Measurements We analyzed Medicare claims payments for each participant for up to 60 study months from date of randomization, until their death, or until December 31, 2006 (whichever happened first). We also analyzed study expenditures for the telemedicine intervention over six budget years (February 28, 2000-February 27, 2006). Results Mean annual Medicare payments (SE) were similar in the usual care and telemedicine groups, $9040 ($386) and $9669 ($443) per participant, respectively (p>0.05). Sensitivity analyses, including stratification by censored status, adjustment by enrollment site, and semi-parametric weighting by probability of dropping-out, rendered similar results. Over six budget years 28 821 participant/months of telemedicine intervention were delivered, at an estimated cost of $622 per participant/month. Conclusion Telemedicine case management was not associated with a reduction in Medicare claims in this medically underserved population. The cost of implementing the telemedicine intervention was high, largely representing special purpose hardware and software costs required at the time. Lower implementation costs will need to be achieved using lower cost technology in order for telemedicine case management to be more widely used. |
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| OI |
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| SN | 1067-5027 | ||
| PD | MAR | ||
| PY | 2010 | ||
| VL | 17 | ||
| IS | 2 | ||
| BP | 196 | ||
| EP | 202 | ||
| DI | 10.1136/jamia.2009.002592 | ||
| UT | WOS:000275488100013 | ||
| PM | 20190064 | ||
| ER |
| PT | J | ||
| AU | Reibnegger, G
Caluba, HC Ithaler, D Manhal, S Neges, HM Smolle, J |
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| AF | Reibnegger, Gilbert
Caluba, Hans-Christian Ithaler, Daniel Manhal, Simone Neges, Heide Maria Smolle, Josef |
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| TI | Progress of medical students after open admission or admission based on knowledge tests | ||
| SO | MEDICAL EDUCATION | ||
| AB | CONTEXT Although admission to university in Austria is generally open for applicants who have successfully completed secondary school, in some areas of study, including human medicine and dentistry, the selection of students by additional criteria has become legally possible as a result of a decision by the European Court in 2005. We studied the impact of this important change on the temporal pattern of medical students' progress through the study programme.
METHODS All 2532 regular students admitted to the diploma programme in human medicine at the Medical University of Graz during the academic years 2002/03-2007/08 were included in the analysis. Non-parametric and semi-parametric survival analysis techniques were employed to compare the time required to complete the first two study semesters (first part of the curriculum) before and after the implementation of admission tests. Temporal patterns of dropout before this goal was achieved were also investigated. Sex, age and nationality of students were assessed as potential confounding variables. RESULTS The cumulative probability of study success was dramatically better in selected students versus those who were admitted openly (P < 0.0001). Whereas only 20.1-26.4% of openly admitted students completed the first two study semesters within the scheduled time of 1 year, this percentage rose to 75.6-91.9% for those selected by admission tests. Similarly, the cumulative probability for dropping out of study was also significantly lower in selected students (P < 0.0001). By univariate as well as multivariate techniques, student nationality, age and sex were also identified as partly significant, albeit weak, predictors. DISCUSSIONS The analysis convincingly demonstrates that, by contrast with open admission, performance-based selection of medical students significantly raises the probability of successful study progress. Additionally, the proportion of dropouts is significantly reduced. Thus, admission tests save considerable costs, in terms of both student time and public resources. |
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| RI |
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| OI |
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| SN | 0308-0110 | ||
| PD | FEB | ||
| PY | 2010 | ||
| VL | 44 | ||
| IS | 2 | ||
| BP | 205 | ||
| EP | 214 | ||
| DI | 10.1111/j.1365-2923.2009.03576.x | ||
| UT | WOS:000273668500013 | ||
| PM | 20059671 | ||
| ER |
| PT | S |
| AU | Scott, EP
Bates, R Campbell, RC Wilson, D |
| AF | Scott, Elaine P.
Bates, Rebecca Campbell, Ryan C. Wilson, Denise |
| GP | IEEE |
| TI | Contextualizing Professional Development in the Engineering Classroom |
| SO | 2010 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE) |
| SE | Frontiers in Education Conference |
| CT | 40th Annual Frontiers in Education Conference |
| CY | OCT 27-30, 2010 |
| CL | Arlington, VA |
| SP | IEEE |
| AB | A lack of professional development opportunities has been reported as a significant reason for choosing to drop out of the engineering major at the undergraduate level. To address this issue, nine professional development course modules were developed and placed into the context of a number of different engineering courses. Several aspects of professional development were addressed, including engineering education in the context of overall educational goals, professional communication, career building strategies, and learning and personality styles as they relate to engineering. The modules were first implemented in a professional development intervention course, and then exported to several gateway engineering courses at three universities. Assessment of the professional development intervention course indicated substantial, statistically significant increases in the students' meta-cognitive awareness of the professional world. In two of the four first-time offerings of the gateway courses, aggregate results showed that integrating the professional development modules into these courses provided significant improvements in student awareness (meta-cognition) of the professional world. |
| SN | 0190-5848 |
| BN | 978-1-4244-6259-9 |
| PY | 2010 |
| UT | WOS:000287083200274 |
| ER |
| PT | B |
| AU | Rodriguez, A
Galmez, J Escobar, C Avila, C |
| AF | Rodriguez G, Arturo
Galmez, Jose Escobar, Carlos Avila, Carol |
| BE | Chova, LG
Belenguer, DM Torres, IC |
| TI | ACADEMIC PERFORMANCE AND LEARNING STYLE BY KOLB OF STUDENTS IN DROP OUT |
| SO | 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) |
| CT | 3rd International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 15-17, 2010 |
| CL | Madrid, SPAIN |
| AB | The present study shows the results of a research carried out by the Schools of Nursing, Agronomy and Veterinary of the Universidad del Pacifico Chile, in its head office in Melipilla. A number of 320 students in the first year was used as a sample in a period comprising years 2008 and 2009. The variables measured in this research are the academic performance, the learning styles, according to Kolb, and the drop-out rate. This study is included within a project which was approved by the fund for the development of teaching, which in turn was approved by the Academic Council of Universidad del Pacifico. A selection index was specifically created for this study, which measures percentage distance between successful and unsuccessful students. All this was helpful to distinguish the subjects being in historical risk of failing. On the other hand, information was obtained from the results of the learning styles carried out each year following the first test, and the drop-out rates taken from the Administration and Management System (SGA). After analyzing all the information, it was determined that the cross-curricular subjects of Chemestry and Biology will become subjects under study due to their low historical performance. It was also determined that in the case of the school of Nursing, the learning styles were further oriented to Accommodator students (20%), Assimilating students (26%), Diverging students (26%). Convergent students (12%) and combinations of styles (16%). In the case of the School of Agronomy, the orientation was Accommodator students (32%), Assimilating students (13%), Diverging students (31%). Convergent students (11%) and combinations of styles (13%). In the case of the School of Veterinary, the orientation was Accommodator students (15%), Assimilating students (29%), Diverging students (42%). Convergent students (2%) and combinations of styles (12%). The drop-out rates were near the 21% in 2009 and 18% in 2008 for schools in studio. The results of the research evidenced that the activities performed in the classrooms have no direct relationship with this group of beginning students. Because the information presented is state of the art studio in search of methodologies to harmonize with the educational model of our university and to help reduce dropout rates. |
| BN | 978-84-614-2439-9 |
| PY | 2010 |
| BP | 48 |
| EP | 56 |
| UT | WOS:000318797400010 |
| ER |
| PT | B |
| AU | Wesseling, N |
| AF | Wesseling, Nathalie |
| BE | Chova, LG
Belenguer, DM Torres, IC |
| TI | MEDIA LITERACY AND SUCCESS OF STUDENTS IN HIGHER EDUCATION |
| SO | 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) |
| CT | 3rd International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 15-17, 2010 |
| CL | Madrid, SPAIN |
| AB | This paper will explicate the main objectives of my PhD research project. The goal of this research project is to find out to what extent media literacy has a beneficial effect on the success of first year students in higher education. To be more specific: first year students at the department of Media, Information and Communication (MIC) of the University of Applied Sciences Amsterdam (UASA), (approximately 960 students). My hypothesis is that media literacy should help to prevent students from dropping out of school at an early stage or tardiness. To investigate this, it is necessary to break the research down into several parts which can be examined and measured separately. The first step is to define the definition of media literacy and identify which aspects of media literacy play a key role in a student's first year at the UASA. The second step is to develop means of measuring these media literacy skills. This will be the core of my research. In these first two steps I base myself on various research in media literacy and in information problem solving (IPS). The third step involves the actual measurement of those skills in order to establish an overview of how the skills are distributed within the student population in general, as well as in respect to each student individually. This will be done by using a questionnaire which the students will fill out themselves. Furthermore they'll get IPS instructions during research classes. For these classes they have to use a process worksheet which, on the one hand will function as an aid for their learning experience, and on the other hand will give us information on their media literacy/IPS skills. The fourth step is to provide insight into the distribution of these skills and in relation to the students' background variables. Besides age and sex, this includes the socioeconomic situation, residence & living situation, previous education, ethnicity, grade point average in secondary school and parents' education. Along with the measurement of the skills and the background variables, we will also determine which other variables could also influence a students' progress in the first year. These too, will be measured, based on theories from previous work on the subject. Once all this has been established, the media literacy data will be compared with the success rate of students during their first year at the UASA. This paper will include my theoretical model and will set out in detail the theoretical background for each of these steps mentioned and indicate how these issues will be dealt with in the upcoming research. |
| BN | 978-84-614-2439-9 |
| PY | 2010 |
| BP | 997 |
| EP | 1004 |
| UT | WOS:000318797400129 |
| ER |
| PT | B | ||
| AU | Merrill, B
Gonzalez-Monteagudo, J |
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| AF | Merrill, Barbara
Gonzalez-Monteagudo, Jose |
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| BE | Chova, LG
Belenguer, DM Torres, IC |
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| TI | EXPERIENCING UNDERGRADUATE LEARNING AS A NON-TRADITIONAL ADULT STUDENT: A BIOGRAPHICAL APPROACH | ||
| SO | 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) | ||
| CT | 3rd International Conference of Education, Research and Innovation (ICERI) | ||
| CY | NOV 15-17, 2010 | ||
| CL | Madrid, SPAIN | ||
| AB | Higher education institutions have opened up their doors (albeit some institutions and some countries more than others) as a result of changing state/university relationships, economic and social changes and globalisation. Externally universities are now engaging with other sites of knowledge producers while internally new student groups are entering.As Barnett points out: 'Institutional boundaries become less tight as interrelationships with the wider society grow' (2003: 27). This change process has enabled non-traditional adult students to re-engage with learning and enter the world of academia. Such students bring with them to the learning process their life experiences and their biographical and cultural baggage or, to draw on Bourdieu, a particular habitus or a set of dispositions which incline agents to react in certain ways. During their university career adult students develop and (re) construct a learning identity. However, the integration of adult students into a university culture is not always straightforward.
This paper draws on the experiences and lives of some non-traditional adult students interviewed for an EU funded Lifelong Learning Programme project entitled Access and Retention: Experiences of Non-traditional Learners in Higher Education. This project involves eight partners from across seven European countries (Germany, Ireland, England, Scotland, Spain, Sweden and Poland). The focus of our research, using biographical approaches, is to understand why adult students, despite often experiencing struggles, keep on going on with their undergraduate studies while others from a similar socio-economic background may drop-out. A non-traditional adult student includes one or more of the following categories: first generation students, working class, single parents (often women), ethnic minorities and students with disabilities. During their university career adult students learn to develop and (re/) construct a learning identity in a learning environment, culture and structure which is largely geared towards meeting the needs of younger, 'traditional' undergraduates. This paper will explore the learning experiences through the voices and biographies of Spanish and English non-traditional adult students. In doing so we will look at the role and interaction of agency and structure in shaping their learning experiences and developing (or not) a learner identity which helps them to succeed at undergraduate level. The learning experiences of the adult students are contextualised within the different higher education institutional cultures through interviews with senior management, lecturers and support staff. Undertaking comparative European research is interesting yet challenging. This paper will also discuss the methodological issues of undertaking biographical interviews and the different cultural traditions in undertaking such research as well as the richness of such data. |
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| RI |
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| OI |
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| BN | 978-84-614-2439-9 | ||
| PY | 2010 | ||
| BP | 5046 | ||
| EP | 5054 | ||
| UT | WOS:000318797404120 | ||
| ER |
| PT | B | ||
| AU | Wahl, H
Kaufmann, C Mense, A |
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| AF | Wahl, H.
Kaufmann, C. Mense, A. |
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| BE | Chova, LG
Belenguer, DM Torres, IC |
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| TI | MANAGING THE CHALLENGE OF TEACHING IT IN AN INTERDISCIPLINARY ENVIRONMENT - AN APPROACH IN THE DEGREE PROGRAM INTELLIGENT TRANSPORT SYSTEMS | ||
| SO | 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) | ||
| CT | 3rd International Conference of Education, Research and Innovation (ICERI) | ||
| CY | NOV 15-17, 2010 | ||
| CL | Madrid, SPAIN | ||
| AB | The University of Applied Sciences (UAS) Technikum Wien offers several, mainly technical oriented course programs. Some of the course programs concentrate on a single field like Electrical Engineering or Computer Science, whereas others are characterized by highly interdisciplinary topics. The curriculum of the bachelor degree program Intelligent Transport Systems, for instance, consists of a variety of different disciplines. Beside transportation science, automation (including sensor technology and control engineering), telecommunication engineering, mathematics, and information technology (IT) are the most important topics. During the last few years it turned out that students are sometimes really overextended by this multidisciplinarity, which leads to high drop-out rates. Especially the IT courses, i. e. computer programming and database systems, cause problems. Students complain that the understanding of IT topics highly differs from other topics in the curriculum, so for them it is extremely difficult to learn and to understand.
The proposed paper illustrates the didactic approaches to meet the requirements of teaching IT in a highly interdisciplinary environment by the example of the course program "Intelligent Transport Systems". The students of this degree program rarely see the IT courses as their main focus, so the motivation to learn these IT topics is often minimized to the basic needs. However, computer programming can only be learned in a self organized way. It is nearly impossible to learn this subject just by listening, so traditional ways of teaching will not succeed. In most cases the factor of success can be a method combining increase of motivation and force to continuous learning. The paper shows ideas to overcome the difficulties in the IT courses and it explains in detail the new teaching concept. |
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| OI |
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| BN | 978-84-614-2439-9 | ||
| PY | 2010 | ||
| BP | 5075 | ||
| EP | 5078 | ||
| UT | WOS:000411714300035 | ||
| ER |
| PT | B |
| AU | Stirling, T
Kobel, C Nauman, A |
| AF | Stirling, Terry
Kobel, Cynthia Nauman, April |
| BE | Chova, LG
Belenguer, DM Torres, IC |
| TI | STATEVILLE SPEAKS VOLUMES: A SPRINGBOARD TO INNOVATION |
| SO | 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) |
| CT | 3rd International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 15-17, 2010 |
| CL | Madrid, SPAIN |
| AB | Stateville Speaks is a newsletter published through collaboration between Northeastern Illinois University (NEIU), Chicago, IL and the Kenneth and Harle Montgomery Foundation.
The purpose of Stateville Speaks is to raise awareness among the Illinois prison population about their own community, that of prison inmates. Articles have included "Going straight to the top: an interview with the new Director of the Illinois Department of Corrections," "Cruel and unusual soy punishment: the force-feeding of inmates," "The impact of crime on victims: an interview with the head of 'Parents of Murdered Children'," and "Mothers speak out about Tamms: What is Illinois' supermax prison doing to their sons' mental health?" The newsletter is researched and written by both prisoners and NEIU students for distribution to prison inmates, although it is far more widely disseminated. This newsletter has proved to be a springboard for emerging innovations in higher education, including those that are aimed at preventing high school students from dropping out of school and entering the school-to-prison pipeline. |
| BN | 978-84-614-2439-9 |
| PY | 2010 |
| BP | 6396 |
| EP | 6402 |
| UT | WOS:000318797406027 |
| ER |
| PT | B |
| AU | Perrote, I |
| AF | Perrote, Irene |
| BE | Chova, LG
Belenguer, DM Torres, IC |
| TI | TEACHING STRATEGIES IN LARGE PRINCIPLE OF ECONOMICS CLASSES |
| SO | 3RD INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2010) |
| CT | 3rd International Conference of Education, Research and Innovation (ICERI) |
| CY | NOV 15-17, 2010 |
| CL | Madrid, SPAIN |
| AB | Nowadays Principles of Economics is taught in many Spanish universities to overcrowded classes of 80 or more students. The primary objective of this paper is to analyze what teaching strategies can increase students' interest in this subject in large groups and reduce their drop out and failure rates. This is achieved through active learning, use of new technologies, team work using the Problem-Based Learning methodology, incentivizing students' attendance at tutorials and finally continuous assessment of their performance. Most of these teaching strategies have been successfully implemented in different classes of the University of Castilla La-Mancha and Rey Juan Carlos University over the last four years. Moreover, these strategies are consistent with the change in teaching methodology in the European Higher Education Area (EHEA) where teaching has become learner-centred and professors seek to develop skills and the independent learning ability of the student. |
| BN | 978-84-614-2439-9 |
| PY | 2010 |
| UT | WOS:000318797402068 |
| ER |
| PT | B | ||
| AU | Wahl, H
Kaufmann, C Mense, A |
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| AF | Wahl, H.
Kaufmann, C. Mense, A. |
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| BE | Chova, LG
Belenguer, DM Torres, IC |
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| TI | CONVERTING A TECHNICAL ORIENTED COURSE TO PROBLEM BASED LEARNING - A FIRST CONCEPTUAL COURSE DESIGN | ||
| SO | 4TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED 2010) | ||
| CT | 4th International Technology, Education and Development Conference (INTED) | ||
| CY | MAR 08-10, 2010 | ||
| CL | Valencia, SPAIN | ||
| AB | At the University of Applied Sciences (UAS) Technikum Wien, the course "Database Systems and Database Design" has turned out to be one of the most difficult courses in the Bachelor degree program of Computer Science. Together with the course "Advanced Computer Programming", the database course is the number one drop-out reason for Computer Science students. The authors have gained lots of experiences in teaching data bases for several years. Some methods mainly in the field of traditional teaching were evaluated but did not succeed significantly. So far, the course is split into conventional lectures and exercises. Neither small changes applying self organized learning combined with computer supporting learning nor varying test and review methods did result in better knowledge of students.
The authors have already gained experiences with Problem Based Learning (PBL), so they saw an opportunity to improve students' data base knowledge by implementing PBL. In combination with the Software Engineering course a problem is defined to be solved within a period of two semesters following the rules of PBL. PBL should help to force the students to more intensively deal with the core database topics and yielding in better learning results. The proposed paper shows the current situation and identifies its drawbacks and difficulties. It describes the ideas and chances behind the switch to PBL. The new concept is explained in detail and an evaluation method is given to measure the success of the new course design. |
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| BN | 978-84-613-5538-9 | ||
| PY | 2010 | ||
| BP | 3409 | ||
| EP | 3413 | ||
| UT | WOS:000318805503046 | ||
| ER |
| PT | J |
| AU | Dyrbye, LN
Thomas, MR Power, DV Durning, S Moutier, C Massie, FS Harper, W Eacker, A Szydlo, DW Sloan, JA Shanafelt, TD |
| AF | Dyrbye, Liselotte N.
Thomas, Matthew R. Power, David V. Durning, Steven Moutier, Christine Massie, F. Stanford, Jr. Harper, William Eacker, Anne Szydlo, Daniel W. Sloan, Jeff A. Shanafelt, Tait D. |
| TI | Burnout and Serious Thoughts of Dropping Out of Medical School: A Multi-Institutional Study |
| SO | ACADEMIC MEDICINE |
| AB | Purpose
Little is known about students who seriously consider dropping out of medical school. The authors assessed the severity of thoughts of dropping out and explored the relationship of such thoughts with burnout and other indicators of distress. Method The authors surveyed medical students attending five medical schools in 2006 and 2007 (prospective cohort) and included two additional medical schools in 2007 (cross-sectional cohort). The survey included questions about thoughts of dropping out, life events in the previous 12 months, and validated instruments evaluating burnout, depression symptoms, and quality of life (QOL). Results Data were provided by 858 (65%) students in the prospective cohort and 2,248 (52%) in the cross-sectional cohort. Of 2,222 respondents, 243 (11%) indicated having serious thoughts of dropping out within the last year. Burnout (P < .0001), QOL (P < .003 each domain), and depressive symptoms (P < .0001) at baseline predicted serious thoughts of dropping out during the following year. Each one-point increase in emotional exhaustion and depersonalization score and one-point decrease in personal accomplishment score at baseline was associated with a 7% increase in the odds of serious thoughts of dropping out during the following year. On subsequent confirmatory multivariable analysis, low scores for personal accomplishment, lower mental and physical QOL, and having children were independent predictors of students having serious thoughts of dropping out during the following year. Conclusions Approximately 11% of students have serious thoughts of dropping out of medical school each year. Burnout seems to be associated with increased likelihood of serious thoughts of dropping out. |
| SN | 1040-2446 |
| PD | JAN |
| PY | 2010 |
| VL | 85 |
| IS | 1 |
| BP | 94 |
| EP | 102 |
| DI | 10.1097/ACM.0b013e3181c46aad |
| UT | WOS:000276131300024 |
| PM | 20042833 |
| ER |
| PT | J | ||||
| AU | Williams, DP
Woodward, JR Symons, SL Davies, DL |
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| AF | Williams, Dylan P.
Woodward, Jonathan R. Symons, Sarah L. Davies, David L. |
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| TI | A Tiny Adventure: the introduction of problem based learning in an undergraduate chemistry course | ||||
| SO | CHEMISTRY EDUCATION RESEARCH AND PRACTICE | ||||
| AB | Year 1 of the chemistry degree at the University of Leicester has been significantly changed by the integration of a problem based learning (PBL) component into the introductory inorganic/physical chemistry module, "Chemical Principles". Small groups of 5-6 students were given a series of problems with real world scenarios and were then given the responsibility of planning, researching and constructing solutions to the problem on a group wiki hosted on the Universty's Virtual Learning Environment (VLE). The introduction of PBL to the course was evaluated both quantitatively and qualitatively. Class test and exam results were analysed and compared with those achieved in previous years (i.e. before the introduction of PBL). It was found that student performance was at least as good as it had been before the introduction of PBL. Retention figures after PBL had risen sharply ( not one PBL student dropped out of the course during the first term). Student and staff feedback was also collected for qualitative analysis of the impact of the change. Combining these findings showed that students appeared to show an improvement in, and recognition of the acquisition of, transferable skills and that group work on immediate arrival at university ( representing an opportunity to use social skills within an academic exercise) led to high student retention within the PBL cohort. | ||||
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| SN | 1109-4028 | ||||
| PY | 2010 | ||||
| VL | 11 | ||||
| IS | 1 | ||||
| BP | 33 | ||||
| EP | 42 | ||||
| DI | 10.1039/C001045F | ||||
| UT | WOS:000273708400004 | ||||
| ER |
| PT | B | ||
| AU | Zorrilla, M
Garcia, D Alvarez, E |
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| AF | Zorrilla, Marta
Garcia, Diego Alvarez, Elena |
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| BE | Cordeiro, J
Shishkov, B Verbraeck, A Helfert, M |
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| TI | AN APPROACH TO MEASURE STUDENT ACTIVITY IN LEARNING MANAGEMENT SYSTEMS | ||
| SO | CSEDU 2010: PROCEEDINGS OF THE 2ND INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, VOL 2 | ||
| CT | 2nd International Conference on Computer Supported Education | ||
| CY | APR 07-10, 2010 | ||
| CL | Valencia, SPAIN | ||
| SP | Inst Syst & Technol Informat Control & Commun, IEEE Educ Soc, Spanish Chapter, Inst Elect & Elect Engn, Interdisciplinary Inst Collabor & Res Enterprise Syst & Technol | ||
| AB | Nowadays most universities and educational centres use LCMSs to support the learning and teaching process. In the new framework of the European Higher Education Space, in which the student learns to learn and where the assessment must consider the whole activity carried out by the learner, it is necessary to have some indicator which measures the attendance and participation of each student in virtual courses. This work proposes several student activity indicators which are flexible, extendible and independent from the LMCS. They are based on a parameter which gathers the instructor's criteria in order to measure the activity of his course (time spent, hits or a combination of both). These indicators are obtained for each learner in each resource (content pages, forums, etc.) with relation to the activity carried out by his or her classmates. These indicators will be shown periodically both to the learners and to the instructors so that each student can observe the effort/dedication levels he or she has made compared with the rest of the group and the instructor can assess the grade of activity and participation of each student in the course and furthermore, detect students at risk of drop-out, gaining insights about the learning style of each student and also check if the effort level carried out by students is adequate or higher than the instructor estimated for the course. | ||
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| BN | 978-989-674-024-5 | ||
| PY | 2010 | ||
| BP | 21 | ||
| EP | 28 | ||
| UT | WOS:000392459700006 | ||
| ER |
| PT | S |
| AU | Mooghali, A
Saeedikiya, M Koochakzadeh, RS |
| AF | Mooghali, Alireza
Saeedikiya, Mehrzad Koochakzadeh, Roghayeh Sadat |
| BE | Chova, LG
Belenguer, DM Torres, IC |
| TI | FACTORS THAT IMPACT STUDENT RETENTION FOR NEW E-LEARNING PROVIDERS; THE CASE OF PAYAM-E-NOOR UNIVERSITY |
| SO | EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 2nd International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 05-07, 2010 |
| CL | Barcelona, SPAIN |
| AB | E-Learning environments are rapidly expanding as a venue for the development of the education. The implementation of e-learning in traditional universities for the first time creates some challenges and opportunities for them. One of the most important challenging areas after the implementation and delivery of e-learning in traditional universities is the issue of student retention and avoidance from dropout. Thus recognizing factors influencing students' retention in e-learning courses is a very important necessity in addressing the successful implementation problems. In the case of this study, we conducted open end interviews in a sample of 98 dropouted students to receive a comprehensive and detailed list of factors influencing student retention and dropout in Payam-e-Noor University (PNU) as a university that newly joined to the society of e-learning in Iran. Results shows that overall, three interactive categories of factors contribute in raising dropout rate in such universities. These categories are: student-related factors, university related factors, and society related factors. |
| SN | 2340-1117 |
| BN | 978-84-613-9386-2 |
| PY | 2010 |
| BP | 1780 |
| EP | 1783 |
| UT | WOS:000318781701115 |
| ER |
| PT | S |
| AU | Bouabdellah, L
Kharbash, H |
| AF | Bouabdellah, Lahcene
Kharbash, Huda |
| BE | Chova, LG
Belenguer, DM Torres, IC |
| TI | THE USE OF INSTRUCTIONAL TECHNOLOGY IN HIGHER EDUCATION: AN EMPIRICAL STUDY AT THE UNIVERSITIES OF EAST ALGERIA |
| SO | EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 2nd International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 05-07, 2010 |
| CL | Barcelona, SPAIN |
| AB | The use of instructional technology in higher education is vital. It helps both lecturers and students to communicate efficiently. It assists the lecturer to convey effectively information to students, and the student to assimilate that information. According to Ellington (1995), instructional technology can be divided into two types:
1. Software technology such as TV and computer programmes, and curricula. 2. Hardware technology such as apparatus, computers, telecommunications, and high-speed networks. 21st century higher education is highly characterized by modern instructional technology that has vastly increased the individuals' capacity to know, to do things, to communicate and to collaborate with each other. It allows them to transmit information quickly and widely, linking distant places and diverse areas of endeavor in productive new ways. Universities are now well equipped with a lot of apparatus, tools and software. In addition, students are being instructed in smart classes. As a result, students' satisfaction has increased, attendance has improved, learning abilities were enhanced, learning transfer rates have greatly increased and drop out rates have decreased. If it is the case in developed countries, is it the same case in developing countries? Unfortunately, many reports (Moja, 2000& Beahem, et al. 2006) show that higher education in developing countries in the still suffers from many problems including the lack of instructional technology. This paper aims to see to what extent universities in developing countries do use instructional technology considering East Algerian universities as a case. |
| SN | 2340-1117 |
| BN | 978-84-613-9386-2 |
| PY | 2010 |
| BP | 1813 |
| EP | 1820 |
| UT | WOS:000318781701121 |
| ER |
| PT | S |
| AU | Montanes, E
Quevedo, JR |
| AF | Montanes, E.
Quevedo, J. R. |
| BE | Chova, LG
Belenguer, DM Torres, IC |
| TI | LEARNING THROUGH ACTIVITIES: A CASE STUDY |
| SO | EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES |
| SE | EDULEARN Proceedings |
| CT | 2nd International Conference on Education and New Learning Technologies (EDULEARN) |
| CY | JUL 05-07, 2010 |
| CL | Barcelona, SPAIN |
| AB | The Higher Education is undergoing a complete revolution in both teaching and learning processes. Within the uncertainties this new paradigm involves, the university community makes efforts to unify Europe's academic offer trying to adapt the subjects to the guidelines stated in the historical Bologna Declaration. Moving this attempt to certain subject we teach, this work focuses on a careful and adequate design of activities and its tracking of assessment performed. The design is elaborated according to the competences of the subject, including those related to the competences of the qualifications and those named transversal competences. For instance, originality and creativity are encouraged asking students to elaborate proposals under certain constraints imposed by the lecturers. The activities are sequentially related in the sense that all of them configure a small project. This relation causes the necessity of including a feedback in each activity in order not to accumulate mistakes in the project. Analyzing materials and solving toy examples in groups are other practices carried out to provoke the interaction both among students and between them and the lecturers. All these initiatives are expected to avoid the absenteeism and to reduce the drop-out rate that universities have been suffering during the last years. At least, an improvement on the marks of the students was achieved. |
| SN | 2340-1117 |
| BN | 978-84-613-9386-2 |
| PY | 2010 |
| UT | WOS:000318781704016 |
| ER |
| PT | J | ||
| AU | Jian, HL
Sandnes, FE Huang, YP Huang, YM Hagen, S |
||
| AF | Jian, Hua-Li
Sandnes, Frode Eika Huang, Yo-Ping Huang, Yueh-Min Hagen, Simen |
||
| TI | Studies or Leisure? A Cross-cultural Comparison of Taiwanese and Norwegian Engineering Students' Preferences for University Life | ||
| SO | INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION | ||
| AB | An insight into students' preferences and expectations of life at university is useful when trying to understand drop-out percentages and design study programs, especially in the global competition for students. This study focuses on Taiwanese and Norwegian students' preferences for life and activities at university. Hofstede's model was used to predict culture-related differences. A pair-wise decision questionnaire was used to conduct measurements. A universal trend is that teamwork was considered most important, and teachers were considered to be less important. The most noticeable culture differences were that Taiwanese students preferred non-curricular values and Norwegian students preferred curricular values. The study discipline had little impact on students' preferences. | ||
| OI |
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| SN | 0949-149X | ||
| PY | 2010 | ||
| VL | 26 | ||
| IS | 1 | ||
| BP | 227 | ||
| EP | 235 | ||
| UT | WOS:000275498700023 | ||
| ER |
| PT | J | ||||
| AU | Hailikari, TK
Nevgi, A |
||||
| AF | Hailikari, Telle Katriina
Nevgi, Anne |
||||
| TI | How to Diagnose At-risk Students in Chemistry: The case of prior knowledge assessment | ||||
| SO | INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | ||||
| AB | This study explores the relationship between different types of prior knowledge and student achievement in an introductory chemistry course. Student achievement was regarded as the pace of completing the course as well as the final grade. A model of prior knowledge is proposed; this distinguishes between different types of prior knowledge and suggests how different types of prior knowledge should be assessed. The participants were 193 chemistry students from the University of Helsinki. Their prior knowledge was assessed with a questionnaire based on the prior knowledge model. The results indicate that the quality of prior knowledge is clearly reflected in the pace of completing the course and in the tendency to drop out of the course. Students who had deeper-level prior knowledge were more likely to complete the course in the pre-scheduled time and to get higher final grades, whereas students who performed lower in the prior knowledge test were more likely to either drop out or did not complete the course in pre-scheduled time. The study implies that making a distinction between different types of prior knowledge is a potential way to identify students who are in need of more support. | ||||
| OI |
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| SN | 0950-0693 | ||||
| PY | 2010 | ||||
| VL | 32 | ||||
| IS | 15 | ||||
| BP | 2079 | ||||
| EP | 2095 | ||||
| AR | PII 917531535 | ||||
| DI | 10.1080/09500690903369654 | ||||
| UT | WOS:000282026100006 | ||||
| ER |
| PT | J |
| AU | Espinosa, AJ
Perez, AM |
| AF | Jimenez Espinosa, Alfonso
Perez, Ana Mercedes |
| TI | Emotions in the Mathematics Knowledge's Desertion |
| SO | PRAXIS & SABER |
| AB | The natural wearing out of students has become one of the most worrying problems for universities, but underlies another, dropping out of mathematical knowledge, which is one of the causes of the first. The mathematics learning occurs mainly in class and there is where the concept interstructuring, the network of relationships, emotions, attitudes and beliefs among the known and the new, acquire a meaning and where the student learns. This research investigates the relationship between emotions and mathematics' learning in students at the Geological Engineering Program of the UPTC.
Through the case study and the "Theoretically informed" approach is shown the intricate relationship between emotionality and the construction of mathematical structures. We conclude that emotions, especially negative ones arise because of the inability to achieve a cognitive balance, leading the student to change his action domain, preventing the construction of mathematical knowledge. It is emphasized that these negative emotions have different origin, especially those generated by beliefs about mathematics and the unfortunate attitude of teachers. |
| SN | 2216-0159 |
| EI | 2462-8603 |
| PY | 2010 |
| VL | 1 |
| IS | 1 |
| BP | 191 |
| EP | 216 |
| UT | WOS:000215684200010 |
| ER |
| PT | J |
| AU | Monteagudo, JG |
| AF | Gonzalez Monteagudo, Jose |
| TI | Biography, Identity and Learner Careers of Non-traditional Students in Higher Education. A case study of a mature woman |
| SO | PROFESORADO-REVISTA DE CURRICULUM Y FORMACION DE PROFESORADO |
| AB | This article discusses from a European and national level the topic of Non-traditional students in Higher Education (first generation in the family arrived to the university, students with working class background, mature students, workers, women with children, disabled people, and people from migrant origins). The article focuses on the RANLHE project (2008-2010), in which has been participating the author. This project looks at the learning careers of Non-traditional students within complex social, cultural and institutional frameworks. It is presented a case study based on biographical interviews. The analysis of this case makes possible to consider from new perspectives learning, identity and the biographical itinerary of Non-traditional students in Higher Education. |
| SN | 1138-414X |
| EI | 1989-6395 |
| PY | 2010 |
| VL | 14 |
| IS | 3 |
| BP | 131 |
| EP | 147 |
| UT | WOS:000216772100010 |
| ER |
| PT | B |
| AU | Krueger-Basener, M |
| AF | Krueger-Basener, Maria |
| BE | Rusu, C |
| TI | COMPUTER SCIENCE STUDIES WITHIN BACHELOR CONDITIONS - DROP-OUT RATE AND ITS AVOIDANCE |
| SO | QUALITY MANAGEMENT IN HIGHER EDUCATION, VOL 2 |
| CT | 6th International Seminar on the Quality Management in Higher Education |
| CY | JUL 08-09, 2010 |
| CL | Tulcea, ROMANIA |
| SP | Minist Educ Res Youth & Sports, Dimitrie Cantemir Univ, Sif Moldova, SC Leineweber Ro SRL, SC Doipitici SRL |
| AB | Computer science studies are characterized by a high drop-out rate - at least in Germany. Even universities of applied sciences seem not to be able to cope with that problem although here the study courses contain a strong orientation on practical application. Bachelor conditions with their permanent performance assessment obviously will intensify the problem. On the other hand very little reliable data is available at the moment. In this paper a newly started project will be introduced which can show some data on the situation and is able to develop and test new didactical ways to teach computer science at universities of applied sciences successfully. |
| BN | 978-973-662-568-8 |
| PY | 2010 |
| BP | 95 |
| EP | 98 |
| UT | WOS:000288291700024 |
| ER |
| PT | J | ||
| AU | Bernardi, F
Requena, M |
||
| AF | Bernardi, Fabrizio
Requena, Miguel |
||
| TI | Inequality in educational transitions: the case of post-compulsory education in Spain | ||
| SO | REVISTA DE EDUCACION | ||
| AB | This paper seeks to identify mechanisms that may underpin part of the observed association between class of origin and educational attainment in the Spanish case. In line with a well established strategy in the field of social stratification sociology, we analyze educational attainment as the outcome of a sequence of transitions at each of which a student can drop-out or move on to the next educational level. According to this approach, the paper aims at making three contributions to the study of inequality of educational opportunities by means of an analysis of class inequality in the transition to post-compulsory education in Spain. First, it deals with the impact of social class on academic performance in terms of educational failure in compulsory secondary education. Second, it monitors the case of an educational 'failure' during compulsory education and assesses social class effect on retaking rates after failing. And, third, the paper analyzes class differences in the choice of the academic track (bachillerato) versus the vocational training track (FP) among students who have completed compulsory education on time. In doing this, it addresses the diversion thesis according to which working class students might be diverted from the academic track, with negative consequences for later access to the university, because vocational training offers an attractive short-term option for them. The empirical analysis is based on data collected from the first quarter of Spanish Labour Force Surveys for the years 2005, 2006, 2007 and 2008. Our results find some support in the Spanish case for the three hypotheses put forward in the paper: not only significant class differences can be found among students of different social origins in the probability of completing compulsory secondary education on time, but clear class effects can also be seen in retaking rates after failure and in opting for vocational training track after completing secondary compulsory education. | ||
| RI |
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| SN | 0034-8082 | ||
| PY | 2010 | ||
| SI | SI | ||
| BP | 93 | ||
| EP | 118 | ||
| UT | WOS:000285906300004 | ||
| ER |
| PT | J |
| AU | Martinez, LM
Enguita, MF Gomez, JR |
| AF | Mena Martinez, Luis
Fernandez Enguita, Mariano Riviere Gomez, Jaime |
| TI | Disengaged from education: Processes, experiences, motivations and strategies of early school dropout and school failure |
| SO | REVISTA DE EDUCACION |
| AB | This paper presents the results of a resarch on early school dropout and school failure performed by the Department of Sociology at the University of Salamanca. The basic idea, already shown in another research, is that early school dropout is the outcome of a gradual process of disengagement from the school of those who end up dropping out before obtaining a post-secondary degree. The various aspects of the failure processes should be seen, from this point of view, as symptoms of this gradual and previous disengagement of the pupil from the institution. The aim of this article is to present the steps and elements of this process as they arise from the information at hand. With this goal in mind, we have compiled a database of school records (academic, disciplinary and orientation records) of students aged between 16 and over 25 who had already quit the educational system in the academic year 2007-08 and we have interviewed students who dropped out recently. From this information we have generated a number of profiles on the pupil academic behaviour. We are also in disposition to formulate a critique of diversification measures, and we verify the scarce weight of disciplinary problems in the dropout process. From the point of view of students, five aspects appear as key elements of the dropout: (1) the relative attraction of the transition to labour life, (2) the gradual loss of motivation with the vital offer from the school; (3) changes among centers; (4) the effect of incompetent teachers and (5) the understanding of dropout as a personal success as a tactical win. All these aspects appear in the student discourse as key elements in the school dropout process. |
| SN | 0034-8082 |
| PY | 2010 |
| SI | SI |
| BP | 119 |
| EP | 145 |
| UT | WOS:000285906300005 |
| ER |
| PT | J |
| AU | Castro, RP |
| AF | Poy Castro, Raquel |
| TI | The effects of credentialism and social expectations on dropping out of school |
| SO | REVISTA DE EDUCACION |
| AB | Little attention was devoted to the relative impact exerted by confidence of families in education towards socioeconomic success when credentialing patterns are contrary to their expectations and the consequent effect of students dropping out of school early. Inequalities in access, permanence and graduation rates in the educative system persist in Spain because of an unbalanced labour market. Despite the development of the so called Society of Knowledge, the number of people who are available for work in relation to the number of jobs available exceeds in terms of real qualification and required skills. The composition of the workforce in terms of qualifications, social stratification, skills and occupation has been changing in a postindustrial society like the Spanish, but students and their families could find some evidence for credential inflation and an attractive opportunity of early employment for their members, who are dropping out of school.
Traditionally people expect a successful academic career to be a guarantee of employment, but this is often far from reality. In scholar life, secondary students and undergraduates discover that things are not linear and don't follow a single sequence. 40% of Spanish students under 15 repeat a year and 30% are finally dropping out of the compulsory school without their secondary level title, and the academic performance in mathematics, sciences and reading is very poor in accordance with the Pisa Report. In addition, students and their families are routinely exposed to a labour market where sixteen and seventeen year olds can work easily in low qualified positions and are eligible for construction industries or services related work. Recent studies provide evidence that the expectations for a successful graduation rate will be very difficult to achieve in the short term. In the article also we review retrospective and prospective studies reporting analytic criteria for measuring expectations and the impact of credentialism perception. Implications for further research and conditions to improve school completion rates are discussed. |
| SN | 0034-8082 |
| PY | 2010 |
| SI | SI |
| BP | 147 |
| EP | 169 |
| UT | WOS:000285906300006 |
| ER |
| PT | B |
| AU | Feldmann, B |
| AF | Feldmann, Birgit |
| BE | Beklen, A
Ejarque, J Gentzsch, W Kanstren, T Koschel, A Lee, YW Li, L Zemlicka, M |
| TI | Studying in Web 2.0-Virtual University as Virtual Community |
| SO | SERVICE COMPUTATION 2010: THE SECOND INTERNATIONAL CONFERENCES ON ADVANCED SERVICE COMPUTING |
| CT | 2nd International Conferences on Advanced Service Computing (SERVICE COMPUTATION) |
| CY | NOV 21-26, 2010 |
| CL | Lisbon, PORTUGAL |
| AB | Our experience and research on technology-supported learning and teaching have clearly confirmed the general understanding that students working collaboratively are more successful than students working alone. Therefore, it should be a logical consequence to integrate communication and collaboration as a key factor into a distance study environment. However, this is not a trivial task from various points of view. For instance, for public universities in Germany studies have to be free of charge - which then raises the question, how to finance highly interactive small classes? Another problem is the professional restrictions of working distance students: their time budget is very limited. The consequence is that students typically have very limited contact to their peers and their tutors until the final examinations. The drop-out rates have been extremely high. A lot of students study more than six years to reach a first degree. E-learning improved the situation substantially (even though poorly used by the teachers in many environments), but by far not enough. This paper shows how Web 2.0 opens up new possibilities to approach these challenges, and how it can be used to improve the situation substantially. |
| BN | 978-1-61208-105-2 |
| PY | 2010 |
| BP | 140 |
| EP | 145 |
| UT | WOS:000394219000022 |
| ER |
| PT | J |
| AU | Meeuwisse, M
Severiens, SE Born, MP |
| AF | Meeuwisse, Marieke
Severiens, Sabine E. Born, Marise Ph. |
| TI | Reasons for withdrawal from higher vocational education. A comparison of ethnic minority and majority non-completers |
| SO | STUDIES IN HIGHER EDUCATION |
| AB | The present study explored possible differences in reasons for withdrawing from higher vocational education between ethnic minority and majority non-completers in the Netherlands. Tinto's model on the departure process was used as a theoretical framework. A total of 1017 non-completers filled in a questionnaire regarding their reasons for withdrawal. An exploratory factor analysis resulted in six factors representing these reasons. Multivariate analyses of variance showed no main effect for ethnic background of non-completers, but interaction effects with type of withdrawal (drop-out versus switching course or institution), and moment of withdrawing (early or late). Ethnic minority drop-outs withdrew more often than majority drop-outs because of a perceived poor quality of education. A lack of ability was more important in the decision to withdraw for majority dropouts compared to ethnic minority drop-outs. Ethnic minority switchers withdrew more often than majority switchers because they were disappointed with the educational content. This factor also appeared to be more important to minority non-completers who had left higher vocational education after more than one year in comparison with the late majority non-completers. |
| SN | 0307-5079 |
| PY | 2010 |
| VL | 35 |
| IS | 1 |
| BP | 93 |
| EP | 111 |
| DI | 10.1080/03075070902906780 |
| UT | WOS:000274153300007 |
| ER |
| PT | S | ||
| AU | Kantek, F | ||
| AF | Kantek, Filiz | ||
| BE | Keser, H
Ozcinar, Z Kanbul, S |
||
| TI | Why do student nurses leave? | ||
| SO | WORLD CONFERENCE ON LEARNING, TEACHING AND ADMINISTRATION PAPERS | ||
| SE | Procedia Social and Behavioral Sciences | ||
| CT | 1st World Conference on Learning, Teaching and Administration (WCLTA) | ||
| CY | OCT 29-31, 2010 | ||
| CL | Amer Univ, Cairo, EGYPT | ||
| HO | Amer Univ | ||
| AB | This study examines the cases of student nurses leaving school. It was conducted in a descriptive and retrospective design in the nursing department of a university in Turkey. The data were obtained by examining the automation system, decisions of the board of directors and student files. It was found that 7.6% of the registered students left the school. The findings of the study presented that students, especially the ones with lower academic achievement, left school generally in the first year of their education. It can be advised that the subject should be examined elaborately in future studies. (C) 2010 Published by Elsevier Ltd. | ||
| RI |
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| OI |
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| SN | 1877-0428 | ||
| PY | 2010 | ||
| VL | 9 | ||
| DI | 10.1016/j.sbspro.2010.12.425 | ||
| UT | WOS:000298553200319 | ||
| ER |
| PT | J |
| AU | Lassibille, G
Gomez, MLN |
| AF | Lassibille, Gerard
Navarro Gomez, Ma Lucia |
| TI | Tracking students' progress through the Spanish university school sector |
| SO | HIGHER EDUCATION |
| AB | From individual longitudinal data for a full cohort of first-entering students who embarked on short programs in Spain and were observed over a 7-year period ending in 2003, we analyze the probability that an individual will drop out, transfer, or graduate from a university school program. The statistical analysis is carried out in a competing-risks framework. We find that the system's internal efficiency is low, with dropout and completion rates averaging 50 and 36%, respectively. However, we find considerable variability in the probabilities of withdrawal, transfer, and graduation among students. In this regard, our results show that preenrollment academic ability, age at enrollment, family characteristics, and secondary educational experience are major influences on student progress. |
| SN | 0018-1560 |
| EI | 1573-174X |
| PD | DEC |
| PY | 2009 |
| VL | 58 |
| IS | 6 |
| BP | 821 |
| EP | 839 |
| DI | 10.1007/s10734-009-9227-8 |
| UT | WOS:000272241300006 |
| ER |
| PT | J | ||||
| AU | Araque, F
Roldan, C Salguero, A |
||||
| AF | Araque, Francisco
Roldan, Concepcion Salguero, Alberto |
||||
| TI | Factors influencing university drop out rates | ||||
| SO | COMPUTERS & EDUCATION | ||||
| AB | This paper develops personalized models for different university degrees to obtain the risk of each student abandoning his degree and analyzes the profile for undergraduates that abandon the degree. In this study three faculties located in Granada, South of Spain, were involved. In Software Engineering three university degrees with 10,844 students, in humanities nineteen university degrees with 39,241 students and in Economic Sciences five university degrees with 25,745 students were considered. Data, corresponding to the period 1992 onwards, are used to obtain a model of logistic regression for each faculty which represents them satisfactorily. These models and the framework data show that certain variables appear repeatedly in the explanation of the drop out in all of the faculties. These variables are, among others, start age, the father's and mother's studies, academic performance, success, average mark in the degree and the access form and in some cases also, the number of rounds needed to pass. Students with weak educational strategies and without persistence to achieve their aims in life have low academic performance and low success rates and this implies a high risk of abandoning the degree. The results suggest that each university centre could consider similar models to elaborate a particular action plan to help lower the drop out rate reducing costs and efforts. As concluded in this paper, the profile of the students who tend to abandon their studies is dependent on the subject studied. For this reason, a general methodology based on a Data Warehouse architecture is proposed. This architecture does most of the work automatically and is general enough to be used at any university centre because it only takes into account the usual data the students provide when registered in a course and their grades throughout the years. (C) 2009 Elsevier Ltd. All rights reserved. | ||||
| RI |
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| OI |
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| SN | 0360-1315 | ||||
| EI | 1873-782X | ||||
| PD | NOV | ||||
| PY | 2009 | ||||
| VL | 53 | ||||
| IS | 3 | ||||
| BP | 563 | ||||
| EP | 574 | ||||
| DI | 10.1016/j.compedu.2009.03.013 | ||||
| UT | WOS:000269069200003 | ||||
| ER |
| PT | J |
| AU | Stock, WA
Finegan, TA Siegfried, JJ |
| AF | Stock, Wendy A.
Finegan, T. Aldrich Siegfried, John J. |
| TI | Can you earn a Ph.D. in economics in five years? |
| SO | ECONOMICS OF EDUCATION REVIEW |
| AB | We investigate graduate school outcomes for students who entered economics Ph.D. programs in fall 2002. Students in Top-15 ranked programs and those with higher verbal and quantitative GRE scores are less likely to have dropped out, but no more likely to have graduated. Those with undergraduate degrees from Top-60 U.S. liberal arts colleges and from foreign universities have lower attrition and higher completion probabilities. There are important differences in the characteristics associated with retention and completion probabilities between U.S. citizens and non-citizens and between men and women. (C) 2009 Elsevier Ltd. All rights reserved. |
| SN | 0272-7757 |
| PD | OCT |
| PY | 2009 |
| VL | 28 |
| IS | 5 |
| BP | 523 |
| EP | 537 |
| DI | 10.1016/j.econedurev.2009.04.001 |
| UT | WOS:000270109900001 |
| ER |
| PT | J |
| AU | Park, JH
Choi, HJ |
| AF | Park, Ji-Hye
Choi, Hee Jun |
| TI | Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning |
| SO | EDUCATIONAL TECHNOLOGY & SOCIETY |
| AB | The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning's many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners' decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for. |
| SN | 1436-4522 |
| PD | OCT |
| PY | 2009 |
| VL | 12 |
| IS | 4 |
| BP | 207 |
| EP | 217 |
| UT | WOS:000271028400017 |
| ER |
| PT | J |
| AU | Vazquez, SM
de Anglat, HD |
| AF | Maris Vazquez, Stella
Difabio de Anglat, Hilda |
| TI | Academic achievement and formal thought in engineering students |
| SO | ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY |
| AB | Introduction. Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings observed in the classrooms. Thus, the main objective of this paper was exploring the relation between formal operational thought level and academic performance in the 1st year of the engineering course.
Method. The study was carried out on a sample of 709 first year engineering students from two cohorts of students attending one of four engineering courses during 2006 and 2007 at an Argentine university. Assessment was taken using Tobin and Capie's (1981) Test of Logical Thinking (TOLT). Data about demographic characteristics and achievement test scores was also collected. Results. Significant relations were observed between formal thought level and student marks in entrance exams, in the partial algebra, calculus, physics and chemistry exams and in the final chemistry exam. Conclusion. This research may be useful as a guide for diagnosis and intervention design, since they point to probabilistic and correlational reasoning as the most difficult skills to develop. As the results tend to converge with those of research carried out in other countries, it seems also that the TOLT may be useful in transcultural exploration. |
| SN | 1699-5880 |
| EI | 1696-2095 |
| PD | SEP 2 |
| PY | 2009 |
| VL | 7 |
| IS | 2 |
| BP | 653 |
| EP | 672 |
| UT | WOS:000412837900003 |
| ER |
| PT | J |
| AU | Bhaird, CM
Morgan, T O'Shea, A |
| AF | Bhaird, Ciaran
Morgan, Tadhg O'Shea, Ann |
| TI | The impact of the mathematics support centre on the grades of first year students at the National University of Ireland Maynooth |
| SO | TEACHING MATHEMATICS AND ITS APPLICATIONS |
| AB | In this article, we consider the mathematics grades of first year students at the National University of Ireland Maynooth and the influence that the Mathematics Support Centre (MSC) has on these grades. We will consider the evidence to suggest that the MSC has a positive effect on the grades of the students who attend the centre. It seems to be particularly beneficial to students with weak mathematical backgrounds. As these students are most at risk of failing or dropping out of University, the positive impact of the MSC on their grades is very encouraging. |
| SN | 0268-3679 |
| EI | 1471-6976 |
| PD | SEP |
| PY | 2009 |
| VL | 28 |
| IS | 3 |
| BP | 117 |
| EP | 122 |
| DI | 10.1093/teamat/hrp014 |
| UT | WOS:000210692500003 |
| ER |
| PT | J |
| AU | Hunskaar, S
Breivik, J Siebke, M Tommeras, K Figenschau, K Hansen, JB |
| AF | Hunskaar, Steinar
Breivik, Jarle Siebke, Maje Tommeras, Karin Figenschau, Kristian Hansen, John-Bjarne |
| TI | Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors |
| SO | BMC MEDICAL EDUCATION |
| AB | Background: The Medical Student Research Programme is a national education and grant scheme for medical students who wish to carry out research in parallel with their studies. The purpose of the programme is to increase recruitment of people with a standard medical degree to medical research. The Research Programme was established in 2002 and underwent a thorough evaluation during the spring of 2007. The evaluation should investigate if the programme had fulfilled its objectives of increased recruitment to medical research, in addition to the students' and supervisors' satisfaction of the programme, and unwanted differences between the universities.
Methods: Data was collected from students, supervisors and administrative staff via web-based questionnaires. Information about admission, implementation, results achieved and satisfaction was analysed and compared between the four Norwegian medical schools. In addition, the position of the scheme in relation to the national Quality Reform of Higher Education was analysed. Results: At the end of 2006, the Medical Student Research Programme had recruited 265 medical students to research. These consisted of 214 active students, 35 who had completed their studies and only 17 who had dropped out. Both students and supervisors were generally very satisfied with the scheme, including the curriculum, the results achieved and the administrative service. The majority of students wanted to continue their research towards a PhD and, of those who had completed the Medical Student Research Programme, practically all had published one or several scientific papers. The survey showed only small differences between the four medical schools, despite their choice of somewhat different solutions in terms of administration and organisation. The Medical Student Research Programme satisfies the majority of the demands of the Quality Reform, however as an integrated research programme aimed at a PhD it presupposes access to PhD courses before the completion of medical studies, as well as the ability to include undergraduate scientific work in a PhD thesis. Conclusion: The Medical Student Research Programme has led to an increase in the recruitment of graduated physicians to medical research in Norway. It will only be possible to evaluate whether this in turn will result in a larger number of PhDs in 3-5 years; this will also depend on the access to grants and fellowships. |
| SN | 1472-6920 |
| PD | JUL 14 |
| PY | 2009 |
| VL | 9 |
| AR | 43 |
| DI | 10.1186/1472-6920-9-43 |
| UT | WOS:000284710800001 |
| PM | 19602226 |
| ER |
| PT | J |
| AU | Bell, NJ
Kanitkar, K Kerksiek, KA Watson, W Das, A Kostina-Ritchey, E Russell, MH Harris, K |
| AF | Bell, Nancy J.
Kanitkar, Kirti Kerksiek, Kimberly A. Watson, Wendey Das, Anindita Kostina-Ritchey, Erin Russell, Matthew H. Harris, Kitty |
| TI | "It Has Made College Possible for Me": Feedback on the Impact of a University-Based Center for Students in Recovery |
| SO | JOURNAL OF AMERICAN COLLEGE HEALTH |
| AB | Objective: The authors aimed to gain information on (1) the challenges for recovering students on a university campus and (2) the most helpful components of: a collegiate recovery program. Participants: The 15 students in the study were all in recovery from substance abuse. They entered the university and also entered the campus recovery program either in fall 2002 or fall 2003. Methods: Semistructured interviews were conducted with Students multiple times during their first academic year. Results: Participants identified several challenges on the university campus. Many believed they would have dropped out of school or relapsed without the support of the recovery program, and they described aspects of the program that were particularly important to them. Conclusions: Support from a campus recovery program is essential for many recovering students. There are a variety of recovery program components that can foster the sense of community that was so important to the Students in this study. |
| SN | 0744-8481 |
| PD | MAY-JUN |
| PY | 2009 |
| VL | 57 |
| IS | 6 |
| BP | 650 |
| EP | 657 |
| DI | 10.3200/JACH.57.6.650-658 |
| UT | WOS:000266067300010 |
| PM | 19433403 |
| ER |
| PT | J |
| AU | Urlings-Strop, LC
Stijnen, T Themmen, APN Splinter, TAW |
| AF | Urlings-Strop, Louise C.
Stijnen, Theo Themmen, Axel P. N. Splinter, Ted A. W. |
| TI | Selection of medical students: a controlled experiment |
| SO | MEDICAL EDUCATION |
| AB | We aimed to discover, through a controlled experiment, whether cognitive and non-cognitive assessment would select higher-achieving applicants to medical school than selection by lottery.
We carried out a prospective cohort study to compare 389 medical students who had been admitted by selection and 938 students who had been admitted by weighted lottery, between 2001 and 2004. Main outcome measures were dropout rates, study rate (credits per year) and mean grade per first examination attempt per year. Study rates in the 4 pre-clinical years of medical school were used to categorise students' performance as average or optimal. Pre-admission variables did not differ between the two groups. The main outcome of the selection experiment was that relative risk for dropping out of medical school was 2.6 times lower for selected students than for lottery-admitted controls (95% confidence interval 1.59-4.17). Significant differences between the groups in the percentage of optimally performing students and grade point average for first examination attempts were found only in the 2001 cohort, when results favoured the selected group. The results of the selection process took into account both the assessment procedure involved and the number of students who withdrew voluntarily. This is the first controlled study to show that assessing applicants' non-cognitive and cognitive abilities makes it possible to select students whose dropout rate will be lower than that of students admitted by lottery. The dropout rate in our overall cohort was 2.6 times lower in the selected group. |
| SN | 0308-0110 |
| PD | FEB |
| PY | 2009 |
| VL | 43 |
| IS | 2 |
| BP | 175 |
| EP | 183 |
| DI | 10.1111/j.1365-2923.2008.03267.x |
| UT | WOS:000262644900014 |
| PM | 19161489 |
| ER |
| PT | B |
| AU | Rojko, A
Hercog, D Jezernik, K |
| AF | Rojko, Andreja
Hercog, Darko Jezernik, Karel |
| GP | IEEE |
| TI | Realization and experience of professional mechatronics e-training |
| SO | 2009 3RD IEEE INTERNATIONAL CONFERENCE ON E-LEARNING IN INDUSTRIAL ELECTRONICS (ICELIE 2009) |
| CT | 35th Annual Conference of the IEEE-Industrial-Electronics-Society |
| CT | 3rd IEEE International Conference on E-Learning in Industrial Electronics |
| CY | NOV 03-05, 2009 |
| CY | NOV 03-05, 2009 |
| CL | Porto, PORTUGAL |
| CL | Porto, PORTUGAL |
| SP | IEEE Ind Elect Soc |
| AB | It is becoming more and more common that the universities and vocational training schools offer training in different engineering fields not only to the students but also to the unemployed and employed professionals who have already finished their formal education but need new knowledge in order to cope with increasing demands of their jobs. This contribution describes how these demands in the field of mechatronics are meet in Slovenia by developing of a new kind of distance learning environment and distance training for vocational training of technicians and skilled workers from related engineering fields. The training is based on the high-quality e-materials, number of remote experiments on various mechatronic devices, practical tasks and tests and is executed completely online under the supervision of distance tutor. The training, which requires from participants at least 50 hours of intensive work effort, is organized into following logical modules: Introduction to mechatronics, Servomotor in mechatronics, Electrical circuits and Mechatronic devices.
The pilot training was executed with 70 participants in March-April 2009. 90% of the participants have successfully finished the training since intensive tutoring has minimized the drop-out rate. Evaluation of the training, also presented in the paper, shows that the participants are highly content with the training and gained knowledge. They also think that the gained knowledge will be useful in their further career and will recommend the training to their co-workers and friends. |
| BN | 978-1-4244-4653-7 |
| PY | 2009 |
| BP | 142 |
| EP | 147 |
| UT | WOS:000289662500026 |
| ER |
| PT | B |
| AU | Liu, YM
Chen, AB Tan, J |
| AF | Liu Yong-Min
Chen Ai-bin Tan Jun |
| BE | Luo, Q |
| TI | A new viewpoint on the reason of computer science course's students drop out |
| SO | ACC 2009: ETP/IITA WORLD CONGRESS IN APPLIED COMPUTING, COMPUTER SCIENCE, AND COMPUTER ENGINEERING |
| CT | ETP/ IITA World Congress in Applied Computing, Computer Science and Computer Engineering (ACC 2009) |
| CY | AUG 08-09, 2009 |
| CL | Sanya, PEOPLES R CHINA |
| SP | Intelligent Informat Technol Applicat Res Assoc, IEEE SMC, TC Educ Technol &Training, Wuhan Inst Technol, Guangdong Univ Business Studies |
| AB | This Programming is in the heart of computer science, and therefore most computer science programs globally start with an introductory programming course. However, regardless of the recognized importance of learning programming, the results are often disappointing. The high level of drop out percentage has been a problem at College of Vocational Technology, Central South University of Forestry and Technology for many years. This study focuses on a new viewpoint on the reason of computer science course's students drop out. It can help the teacher and the students take efficient actions to solve the problems. |
| BN | 978-9-88182-421-9 |
| PY | 2009 |
| BP | 185 |
| EP | 188 |
| UT | WOS:000272865200046 |
| ER |
| PT | J |
| AU | Noble, J
Davies, P |
| AF | Noble, John
Davies, Peter |
| TI | Cultural capital as an explanation of variation in participation in higher education |
| SO | BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION |
| AB | Cultural capital is frequently referred to as a construct in the analysis of inequality in higher education. It has been suggested that variations in cultural capital contribute to social class differences in levels of participation, distribution of students between elite and other universities, and the likelihood of dropping out. However, recent analyses of quantitative data suggest that once students' attainments are included in analysis of levels of participation the effects of social class disappear. One possibility is that cultural capital affects the likelihood of participation in higher education independently of the common measures of social class variation (parental occupation and education). In this analysis we include a measure of students' cultural capital to investigate whether it exerts an effect on the likelihood of participation that is independent from students' attainment. We also present and evaluate a practicable method of measuring students' cultural capital. |
| SN | 0142-5692 |
| EI | 1465-3346 |
| PY | 2009 |
| VL | 30 |
| IS | 5 |
| BP | 591 |
| EP | 605 |
| AR | PII 914160223 |
| DI | 10.1080/01425690903101098 |
| UT | WOS:000269542100006 |
| ER |
| PT | J |
| AU | Falconetti, AMG |
| AF | Falconetti, Angela M. Garcia |
| TI | 2 |
| SO | COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE |
| AB | The reported study in this paper examined the continuing viability of Florida's 2+2 articulation agreement by comparing academic success and persistence among Florida public community college graduates (n = 1,738) and native (n = 874) juniors at three universities. Discriminant analysis yielded statistically significant differences. Transfer students graduated with fewer lower level courses in upper division and fewer cumulative credit hours than native students. Discriminant analysis did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. Chi-square tests of independence indicated that a greater percentage of transfers dropped out prior to graduation. These findings support the conclusion that community college transfers are academically competitive, but they may benefit from retention services and programs that engender student engagement. |
| SN | 1066-8926 |
| EI | 1521-0413 |
| PY | 2009 |
| VL | 33 |
| IS | 3-4 |
| SI | SI |
| BP | 238 |
| EP | 255 |
| DI | 10.1080/10668920802581109 |
| UT | WOS:000409612000003 |
| ER |
| PT | J | ||
| AU | Schmidt, HG
van der Molen, HT Winkel, WWRT Wijnen, WHFW |
||
| AF | Schmidt, Henk G.
van der Molen, Henk T. Winkel, Wilco W. R. Te Wijnen, Wynand H. F. W. |
||
| TI | Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School | ||
| SO | EDUCATIONAL PSYCHOLOGIST | ||
| AB | Effects of problem-based learning as reported in curricular comparison studies have been shown to be inconsistent over different medical schools. Therefore, we decided to summarize effects of a single well-established problem-based curriculum rather than to add up sometimes-conflicting findings from different problem-based curricula. Effect sizes were computed for 270 comparisons. The results suggest that students and graduates from the particular curriculum perform much better in the area of interpersonal skills, and with regard to practical medical skills. In addition, they consistently rate the quality of the curriculum as higher. Moreover, fewer students drop out, and those surviving need less time to graduate. Differences with respect to medical knowledge and diagnostic reasoning were on average positive but small. These outcomes are at variance with expectations voiced in recent contributions to the literature. They demonstrate that constructivist curricula can have positive effects on learning even if they deemphasize direct instruction. | ||
| RI |
|
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| SN | 0046-1520 | ||
| PY | 2009 | ||
| VL | 44 | ||
| IS | 4 | ||
| BP | 227 | ||
| EP | 249 | ||
| DI | 10.1080/00461520903213592 | ||
| UT | WOS:000274292800002 | ||
| ER |
| PT | J |
| AU | Okun, MA
Goegan, B Mitric, N |
| AF | Okun, Morris Alan
Goegan, Brian Mitric, Natasha |
| TI | Quality of alternatives, institutional preference, and institutional commitment among first-year college students |
| SO | EDUCATIONAL PSYCHOLOGY |
| AB | We tested the hypotheses derived from investment theory that quality of alternatives and institutional preference exert additive and interactive effects on institutional commitment in a sample of 1166 first-year college students at a large state university, who were surveyed within two weeks of the start of their first semester. As predicted, a hierarchical regression analysis revealed: as quality of alternatives increased, institutional commitment decreased; as preference for the university increased, institutional commitment increased; and as institutional preference decreased, the inverse relation between quality of alternatives and institutional commitment increased. The findings of the present study suggest that first-year college students who do not rank their university as one of their top three choices and who rate the quality of alternatives as high should be classified as at risk of dropping out and targeted for proactive advising. |
| SN | 0144-3410 |
| PY | 2009 |
| VL | 29 |
| IS | 4 |
| BP | 371 |
| EP | 383 |
| DI | 10.1080/01443410902957079 |
| UT | WOS:000269120300001 |
| ER |
| PT | J |
| AU | Walsh, C
Larsen, C Parry, D |
| AF | Walsh, Cathy
Larsen, Carl Parry, Damian |
| TI | Academic tutors at the frontline of student support in a cohort of students succeeding in higher education |
| SO | EDUCATIONAL STUDIES |
| AB | Retention and continuation are key challenges for educators in higher education; understanding the issues that make either a positive or negative impact on student success and drop-out is therefore pivotal. Previous studies have concentrated around the issues contributing to students' decisions not to continue with their course of study. In contrast, this study used a questionnaire approach in a university in the North West of England with a group of students who have successfully progressed between levels of study. Two hundred and forty-eight students took part in the study in the first week of the new academic year; they were asked about the support services that they had accessed generically, and then specifically related to academic and pastoral issues during the previous year of study. Students reported that their preferred support mechanisms for academic issues were, unsurprisingly, academic tutors and peers on their course; pastoral issues were more frequently referred to friends and family outside the university-central services although academic tutors were also consulted by some students. These 'front-line' support mechanisms were supported by a second tier of more specialist, but applied support including careers services and student finance. Student welfare, health, chaplaincy and counselling services provided a third tier of support accessed by individual students in particular circumstances. We argue that the sign-posting role played by academics requires that they have a complete knowledge of the support services available at their institution and for the greater integration of these services. |
| SN | 0305-5698 |
| PY | 2009 |
| VL | 35 |
| IS | 4 |
| BP | 405 |
| EP | 423 |
| DI | 10.1080/03055690902876438 |
| UT | WOS:000270491500004 |
| ER |
| PT | B |
| AU | Liu, YM
Tan, J |
| AF | Liu, Yong-min
Tan, Jun |
| BE | Zhao, C |
| TI | Investigation on the main factors affecting computer science course's students drop out |
| SO | ICAIE 2009: PROCEEDINGS OF THE 2009 INTERNATIONAL CONFERENCE ON ARTIFICIAL INTELLIGENCE AND EDUCATION, VOLS 1 AND 2 |
| CT | International Conference on Artificial Intelligence and Education |
| CY | AUG 22-23, 2009 |
| CL | Wuhan, PEOPLES R CHINA |
| SP | Huazhong Normal Univ, China Assoc Educ Technol |
| AB | The high level of drop out percentage has been a problem at College of Vocational Technology, Central South University of Forestry and Technology for many years. This course has yearly enrolment of 500-1000 students and the drop out percentage has varied from 15-40 percents. The results indicate that several reasons affect students' decision to quit the computer science course. The most frequent reasons were the lack of time and the lack of motivation. However, both of these reasons were in turn affected by factors. This study focuses on the main factors affecting computer science course's students drop out. |
| BN | 978-1-84626-010-0 |
| PY | 2009 |
| BP | 137 |
| EP | 141 |
| UT | WOS:000272949700027 |
| ER |
| PT | J |
| AU | O'Donoghue, D |
| AF | O'Donoghue, Donal |
| TI | Predicting Performance in Art College: How Useful are the Entry Portfolio and Other Variables in Explaining Variance in First Year Marks ? |
| SO | INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION |
| AB | This article examines if and to what extent a set of pre-enrolment variables and background characteristics predict first year performance in art college. The article comes from a four-year longitudinal study that followed a cohort of tertiary art entrants in Ireland from their time of entry in 2002 to their time of exit in 2006 (or before, for those who failed or dropped out). Using descriptive and inferential statistics, the article shows that portfolio score at entry and school leaving examination results predict performance in first year. The predictive validity of both measures, however, was not particularly strong. Combined, portfolio score at entry and school leaving examination only accounted for 15.5 per cent of variance in first year marks, leaving a large percentage of variance unexplained. |
| SN | 1476-8062 |
| PY | 2009 |
| VL | 28 |
| IS | 1 |
| BP | 82 |
| EP | 106 |
| DI | 10.1111/j.1476-8070.2009.01595.x |
| UT | WOS:000264379500009 |
| ER |
| PT | J |
| AU | Sauve, L
Debeurme, G Wright, A Racette, N Pepin, K |
| AF | Sauve, Louise
Debeurme, Godelieve Wright, Alan Racette, Nicole Pepin, Karol |
| TI | Validation of a device online persistence in post-secondary education assistance |
| SO | INTERNATIONAL JOURNAL OF TECHNOLOGIES IN HIGHER EDUCATION |
| AB | An increasing number of universities are creating instruments to support student perseverance. This paper describes the context which leads to the creation of an online system supporting student perseverance. SAMI-Perseverance is an interactive, multi-media system supporting student perseverance in post-secondary education. The results of an instrument validation study undertaken with a sample of 103 individuals from the target population are presented. This article describes the nature of the student difficulties addressed, as well as the methodology used in the validation study. The study's findings with regard to measures of userfriendliness, relevance, and usefulness of the instrument are described. |
| SN | 1708-7570 |
| PY | 2009 |
| VL | 6 |
| IS | 2-3 |
| BP | 71 |
| EP | 79 |
| UT | WOS:000217210400010 |
| ER |
| PT | J |
| AU | Prentice, S
Collins, G Couchman, J Li, L Wilson, K |
| AF | Prentice, Sue
Collins, Garry Couchman, Judy Li, Linda Wilson, Kate |
| TI | "It's like a blessing": A collaborative program to support students on academic probation |
| SO | JOURNAL OF ACADEMIC LANGUAGE AND LEARNING |
| AB | This paper presents a reactive intervention strategy that closes the loop joining individual students at risk, Academic Language and Learning (ALL) advisors, faculty staff and university administrators. Students who have been placed on probation are at imminent risk of dropping out of university. To increase the retention rate of these students, the Academic Skills Program (ASP) at the University of Canberra developed a collaborative program working with other student support providers across the University. Working initially in partnership with student administrative services, the ASP contacted students who had been placed on probation inviting them to attend an individual consultation with a learning advisor. The consultation focussed on identifying students' needs and developing strategies for improved performance. In many cases students were referred to other support services such as Health and Counselling, the Disabilities Office and faculty-based Learning Resource Centres. In some cases, course convenors were drawn into the mix. The retention rate of students who participated in the program was 15 per cent higher than those who did not, amply providing a financial justification for the program. More significantly, perhaps, a survey of these students showed that they strongly appreciated the concern shown by the University and felt better integrated into the University community as a result of the program. |
| SN | 1835-5196 |
| PY | 2009 |
| VL | 3 |
| IS | 2 |
| SI | SI |
| BP | A82 |
| EP | A93 |
| UT | WOS:000215135300009 |
| ER |
| PT | J |
| AU | Buglear, J |
| AF | Buglear, John |
| TI | Logging in and dropping out: exploring student non-completion in higher education using electronic footprint analysis |
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION |
| AB | Student retention in higher education might be prioritised by funding authorities and universities but robust measurement of non-completion is elusive. This investigation explores untapped data sources to enrich understanding of non-completion. The analysis features the main undergraduate course in a part of a large UK university with retention concerns. Three data sources were explored; Registry, course administration and electronic information systems. Discrepancies emerged in data from them, with students' electronic engagement data revealing withdrawal patterns not evident in the other sources. The departures profile revealed by the information systems data is used to conjecture association between type of departure and stage of departure drawing on time-based retention models. The analysis also draws on material from focus groups of course administrators and tutors. The results demonstrate a new way of pinpointing and quantifying non-completion over time, electronic footprint analysis, which provides an additional basis for formulating and monitoring retention strategies. While not explaining why individuals withdraw, they reveal more about when they appear more likely to do so. Using data already captured they constitute feasible means of improving retention. |
| SN | 0309-877X |
| EI | 1469-9486 |
| PY | 2009 |
| VL | 33 |
| IS | 4 |
| BP | 381 |
| EP | 393 |
| DI | 10.1080/03098770903272479 |
| UT | WOS:000212462100005 |
| ER |
| PT | J | ||||
| AU | Chu, TS
Weed, HG Wu, CC Hsu, HY Lin, JT Hsieh, BS |
||||
| AF | Chu, Tzong-Shinn
Weed, Harrison G. Wu, Chau-Chong Hsu, Hong-Yuan Lin, Jaw-Town Hsieh, Bor-Shen |
||||
| TI | A programme of accelerated medical education in Taiwan | ||||
| SO | MEDICAL TEACHER | ||||
| AB | Background: Graduates of the 7-year undergraduate medical curriculum in Taiwan are often deficient in clinical skills.
Aims: To implement and assess a programme of accelerated clinical education. Method: The Department of Primary Care Medicine at the National Taiwan University College of Medicine implemented a programme shortening the undergraduate clinical curriculum from 3 to 2 years and giving students more clinical responsibility. Students were prepared for clinical rotations with a 1-month clinical skills course. Core clinical rotations were redesigned to be more participatory. The programme included 1 year of a postgraduate, rotating residency. Self-selected students with adequate grades, recommendations and performance on an interview participated in the programme. None of them dropped out. Results: Compared with their traditionally instructed cohorts, graduates of the accelerated programme (similar to 10% of each class) were more likely to pass national boards (100% versus 80-97%) and were rated as more proficient on 9 of the 10 different clinical performance parameters (p < 0.01 by sign test). Sixty-nine percent reported being satisfied or very satisfied with the programme. Conclusion: A pilot programme of accelerated medical education at National Taiwan University that included clinical skills instruction, mentor-style classes and active learning techniques resulted in satisfactory outcomes for the students selected for the programme. |
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| OI |
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| SN | 0142-159X | ||||
| PY | 2009 | ||||
| VL | 31 | ||||
| IS | 3 | ||||
| BP | E74 | ||||
| EP | E78 | ||||
| DI | 10.1080/01421590802516780 | ||||
| UT | WOS:000280505400003 | ||||
| PM | 19089730 | ||||
| ER |
| PT | J |
| AU | Nathanson, R |
| AF | Nathanson, Renee |
| TI | FAST-TRACKING THE LITERACY DEVELOPMENT IN STREET CHILDREN: A READING AND WRITING PROJECT FOR STREET CHILDREN |
| SO | PER LINGUAM-A JOURNAL OF LANGUAGE LEARNING |
| AB | The Education for All Global Monitoring Report 2007 revealed that seventy-seven million children of primary school age are not enrolled in schools. Furthermore, despite continued reforms at the primary level, too many school-going children drop out early or do not reach minimal learning standards. This paper describes a collaborative project between researchers at Stellenbosch University and Georgia State University to raise the literacy levels of street children in a unique school in the Western Cape. Given that traditional scientific models have not been successful in raising literacy levels in South African schools, the project implemented a flexible teaching framework in which instructional decisions were based on careful observation of individual children's reading and writing behaviours (Clay, 2005; McEneaney, Lose & Schwartz, 2006). It was assumed that the insights gained from working with children who had no prior literacy experiences would benefit other low-performing schools. The literacy levels of grade one children in the street-school were assessed at intervals over a one-year period. The results showed that the children were making good progress and that the rate of literacy learning accelerated. Finding ways to integrate scholarship, practice and community development could build capacity for continuous improvements in literacy standards. |
| SN | 0259-2312 |
| EI | 2224-0012 |
| PY | 2009 |
| VL | 25 |
| IS | 1 |
| BP | 17 |
| EP | 29 |
| DI | 10.5785/25-1-26 |
| UT | WOS:000216734000002 |
| ER |
| PT | J |
| AU | Hovdhaugen, E
Aamodt, PO |
| AF | Hovdhaugen, Elisabeth
Aamodt, Per Olaf |
| TI | Learning Environment: Relevant or Not to Students' Decision to Leave University? |
| SO | QUALITY IN HIGHER EDUCATION |
| AB | This paper presents an analysis of the reasons why students in Norway leave higher education institutions before degree completion and the extent to which these reasons are of the type that can be influenced by the university. As occurs in many countries, a proportion of students starting an undergraduate liberal arts degree in Norway leave their university without completing their degree. The institutions' capacity to influence this decision is limited. The most common reasons for students either transferring or dropping out are beyond the university's control. However, for both types of leavers, the learning environment seems to have been somewhat influential in the decision to leave. Therefore, improving the learning environment through closer contact between students and teachers will probably also enhance retention. |
| SN | 1353-8322 |
| EI | 1470-1081 |
| PY | 2009 |
| VL | 15 |
| IS | 2 |
| BP | 177 |
| EP | 189 |
| DI | 10.1080/13538320902995808 |
| UT | WOS:000211957000008 |
| ER |
| PT | J |
| AU | Georg, W |
| AF | Georg, Werner |
| TI | Individual and institutional factors in the tendency to drop out of higher education: a multilevel analysis using data from the Konstanz Student Survey |
| SO | STUDIES IN HIGHER EDUCATION |
| AB | Since the 1970s, research on why students discontinue their university studies has been a major topic, especially in American educational sociology and university socialization research. With the aid of multilevel models, this contribution examines the relationship between institutional and individual factors in influencing the tendency to drop out. The data employed here from the Konstanz Student Survey are typical of German universities. This study shows that students do not contemplate dropping out because of stress or a lack of ability, but primarily because of weak commitment to their course of study in general, or to the specific field of study in particular. The institutional influence on the tendency to drop out is thus modest, being limited to maintaining or improving teaching quality. |
| SN | 0307-5079 |
| PY | 2009 |
| VL | 34 |
| IS | 6 |
| BP | 647 |
| EP | 661 |
| DI | 10.1080/03075070802592730 |
| UT | WOS:000269440500004 |
| ER |
| PT | J |
| AU | Ariadurai, SA
Manohanthan, R |
| AF | Ariadurai, S. Anbahan
Manohanthan, Rajalingam |
| TI | REASONS FOR STUDENT DISCONTINUATION IN ENGINEERING DEGREE COURSES OFFERED AT A DISTANCE |
| SO | TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION |
| AB | Faculty of Engineering Technology of the Open University of Sri Lanka has been offering engineering programmes at a distance for the last two decades or so. However, completion rates in Faculty of Engineering Technology are lower compared to the other faculties of the University. This paper investigates the reasons for low completion rates in the faculty and suggests ways and means to overcome this problem.
The study concludes that increasing student numbers will not necessarily increase percentage of students completing the programme though the number of students completing is increased. It is found that students offering courses for the first time in the system of distance education in their academic career perform poorer because they are not conversant with distance education techniques. It is recommended that the Faculty must offer an orientation programme on distance education to all the students enrolling for the first time, before they commence their regular programmes. Further, it has been found that considerable percentage of students who obtain eligibility to sit the final examination by completing the continuous assessments do not sit the final examination. This has been found to contribute towards non-completion of programmes as students sitting the final examination in the subsequent years perform poorly in their exams. To overcome this problem, it is recommended that current practise of allowing the student to carry forward their eligibility to unlimited period of time must be disbanded. |
| SN | 1302-6488 |
| PD | JAN |
| PY | 2009 |
| VL | 10 |
| IS | 1 |
| BP | 171 |
| EP | 181 |
| UT | WOS:000439477200013 |
| ER |
| PT | J |
| AU | Blomeke, S |
| AF | Bloemeke, Sigrid |
| TI | Predicting educational and occupational success in teacher training and subject-specific degrees - On the predictive validity of cognitive and psycho-motivational selection criteria |
| SO | ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT |
| AB | The basis of this study is a prognostic model derived from the theory of work and organizational psychology, from research about the selection of college students and from teaching and learning research. The model includes cognitive and psycho-motivational criteria for selecting students as well as objective and subjective indicators for study and job success. In a four-year longitudinal study with three measuring points, the prognostic validity of the selection criteria is tested (n = 760). The basic hypotheses are that differences in the prognostic validity of the model for teacher training and subject-specific diploma students (both in the area of mathematics) exist, and that it is easier to predict study success than job success. Secondary school exit exam, classes in advanced mathematics, interest in mathematics, subject-specific study motivation and self-efficacy are the predictive indicators taken into account. Evaluative indicators for study success are study duration, intentions of dropping out, stress experiences, the results of university exit exam and students' second state exam. Evaluative indicators for occupational success are the job status five years after graduation, job satisfaction and stress experiences. Bivariate correlations and regression analyses support the leading hypotheses. |
| SN | 1434-663X |
| PY | 2009 |
| VL | 12 |
| IS | 1 |
| BP | 82 |
| EP | 110 |
| DI | 10.1007/s11618-008-0044-0 |
| UT | WOS:000266136000007 |
| ER |
| PT | J |
| AU | Joo, SH
Durband, DB Grable, J |
| AF | Joo, So-Hyun
Durband, Dorothy Grable, John |
| TI | THE ACADEMIC IMPACT OF FINANCIAL STRESS ON COLLEGE STUDENTS |
| SO | JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE |
| AB | Staying in school and graduating on time is an important factor for students and their families. Greater financial burdens may lead students to reduce coursework or drop out of school for paid work. A Web-based survey (N = 503) was conducted in fall 2004 at a large public university to examine the characteristics of students who experienced dropping out or reducing credit hours due to financial reasons. Analyses were conducted to compare these students with those who did not drop out or reduce their coursework. Findings show the relationship between financial stress and academic performance. |
| SN | 1521-0251 |
| EI | 1541-4167 |
| PD | NOV |
| PY | 2008 |
| VL | 10 |
| IS | 3 |
| BP | 287 |
| EP | 305 |
| DI | 10.2190/CS.10.3.c |
| UT | WOS:000212305600003 |
| ER |
| PT | J |
| AU | Di Pietro, G
Cutillo, A |
| AF | Di Pietro, Giorgio
Cutillo, Andrea |
| TI | Degree flexibility and university drop-out: The Italian experience |
| SO | ECONOMICS OF EDUCATION REVIEW |
| AB | How to reduce university drop-out is a topic of increasing concern. Although several measures have been the subject of numerous debates, little attention has been given to those impacting oil the duration. structure and content of the supply of university education. This paper looks at the Italian experience to see what can be learnt about the effectiveness of these measures. In 2001, the Italian university system embarked on a process of reform that introduced greater flexibility in the degree programme structure along with a wider range of services offered to students. Employing a decomposition analysis, we find that this reform is associated with changes in student behaviour leading to it decline in drop-out risk. (C) 2007 Elsevier Ltd. All rights reserved. |
| SN | 0272-7757 |
| EI | 1873-7382 |
| PD | OCT |
| PY | 2008 |
| VL | 27 |
| IS | 5 |
| BP | 546 |
| EP | 555 |
| DI | 10.1016/j.econedurev.2007.06.002 |
| UT | WOS:000259058700005 |
| ER |
| PT | J |
| AU | Rashid, AQMB
Sarker, MSA |
| AF | Rashid, A. Q. M. Bazlur
Sarker, M. S. Alam |
| TI | STRATEGIC INTERVENTION OF ODL IN DIPLOMA IN YOUTH DEVELOPMENT WORKS IN BANGLADESH |
| SO | TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION |
| AB | Diploma in Youth Development Work (DYDW) imparted through distance mode which was introduced at Bangladesh Open University (BOU) in 1999 aiming at accessible and flexible learning opportunities to the young men and women involved in youth development activities and prepare the participating youth towards performing active and constructive role in the regeneration of their fellow youth to become effective partners in socio-economic development.
The program feature and success and failure of the enrolled students have been discussed. Rural and urban, male and female, government and non-government, and gender issues were considered in the study for the enrolled students. Up to 2006, three cycles of the program have been completed and 25%, 27% and 16% of the students respectively of 1st, 2nd and 3rd cycle could successfully complete. The dropout rate of the 1st, 2nd and 3rd cycle were 51%, 41% and 67% respectively. The drop out rate is very high and increasing day by day. The reasons of high dropout rate might be due to language difficulty, lack of proper recommendation in high competitive job opportunities, lack of service incentives, financial support, scholarship/fellowship and recognition as cadre service by the Government. Service incentives to the diploma graduates have been suggested to reduce the attrition rate. |
| SN | 1302-6488 |
| PD | OCT |
| PY | 2008 |
| VL | 9 |
| IS | 4 |
| BP | 89 |
| EP | 96 |
| UT | WOS:000439473100008 |
| ER |
| PT | J | ||||
| AU | Liu, L
Huang, XL O'Quigley, J |
||||
| AF | Liu, Lei
Huang, Xuelin O'Quigley, John |
||||
| TI | Analysis of longitudinal data in the presence of informative observational times and a dependent terminal event, with application to medical cost data | ||||
| SO | BIOMETRICS | ||||
| AB | In longitudinal observational studies, repeated measures are often taken at informative observation times. Also, there may exist a dependent terminal event such as death that stops the follow-up. For example, patients in poorer health are more likely to seek medical treatment and their medical cost for each visit tends to be higher. They are also subject to a higher mortality rate. In this article, we propose a random effects model of repeated measures in the presence of both informative observation times and a dependent terminal event. Three submodels are used, respectively, for (1) the intensity of recurrent observation times, (2) the amount of repeated measure at each observation time, and (3) the hazard of death. Correlated random effects are incorporated to join the three submodels. The estimation can be conveniently accomplished by Gaussian quadrature techniques, e.g., SAS Proc NLMIXED. An analysis of the cost-accrual process of chronic heart failure patients from the clinical data repository at the University of Virginia Health System is presented to illustrate the proposed method. | ||||
| RI |
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| OI |
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| SN | 0006-341X | ||||
| EI | 1541-0420 | ||||
| PD | SEP | ||||
| PY | 2008 | ||||
| VL | 64 | ||||
| IS | 3 | ||||
| BP | 950 | ||||
| EP | 958 | ||||
| DI | 10.1111/j.1541-0420.2007.00954.x | ||||
| UT | WOS:000258470600032 | ||||
| PM | 18162110 | ||||
| ER |
| PT | J |
| AU | Ariadurai, SA
Manohanthan, R |
| AF | Ariadurai, S. Anbahan
Manohanthan, Rajalingam |
| TI | REASONS FOR STUDENT DISCONTINUATION IN ENGINEERING DEGREE COURSES OFFERED AT A DISTANCE |
| SO | TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION |
| AB | Faculty of Engineering Technology of the Open University of Sri Lanka has been offering engineering programmes at a distance for the last two decades or so. However, completion rates in Faculty of Engineering Technology are lower compared to the other faculties of the University. This paper investigates the reasons for low completion rates in the faculty and suggests ways and means to overcome this problem. The study concludes that increasing student numbers will not necessarily increase percentage of students completing the programme though the number of students completing is increased. It is found that students offering courses for the first time in the system of distance education in their academic career perform poorer because they are not conversant with distance education techniques.
It is recommended that the Faculty must offer an orientation programme on distance education to all the students enrolling for the first time, before they commence their regular programmes. Further, it has been found that considerable percentage of students who obtain eligibility to sit the final examination by completing the continuous assessments do not sit the final examination. This has been found to contribute towards non-completion of programmes as students sitting the final examination in the subsequent years perform poorly in their exams. To overcome this problem, it is recommended that current practise of allowing the student to carry forward their eligibility to unlimited period of time must be disbanded. |
| SN | 1302-6488 |
| PD | JUL |
| PY | 2008 |
| VL | 9 |
| IS | 3 |
| BP | 74 |
| EP | 86 |
| UT | WOS:000439466300007 |
| ER |
| PT | J |
| AU | Moseley, LG
Mead, DM |
| AF | Moseley, Laurence G.
Mead, Donna M. |
| TI | Predicting who will drop out of nursing courses: A machine learning exercise |
| SO | NURSE EDUCATION TODAY |
| AB | Introduction: The concepts of causation and prediction are different, and have different implications for practice. This distinction is applied here to studies of the problem of student attrition (although it is more widely applicable).
Background: Studies of attrition from nursing courses have tended to concentrate on causation, trying, largely unsuccessfully, to elicit what causes dropout. However, the problem may more fruitfully be cast in terms of predicting who is likely to drop out. Methods: One powerful method for attempting to make predictions is rule induction. This paper reports the use of the Answer Tree package from SPSS for that purpose. Data: The main data set consisted of 3978 records on 528 nursing students, split into a training set and a test set. The source was standard university student records. Results: The method obtained 84% sensitivity, 70% specificity, and 94% accuracy on previously unseen cases. Discussion: The method requires large amounts of high quality data. When such data are available, rule induction offers a way to reduce attrition. It would be desirable to compare its results with those of predictions made by tutors using more informal conventional methods. (C) 2007 Elsevier Ltd. All rights reserved. |
| SN | 0260-6917 |
| PD | MAY |
| PY | 2008 |
| VL | 28 |
| IS | 4 |
| BP | 469 |
| EP | 475 |
| DI | 10.1016/j.nedt.2007.07.012 |
| UT | WOS:000256119400010 |
| PM | 17920163 |
| ER |
| PT | J |
| AU | Mastekaasa, A
Smeby, JC |
| AF | Mastekaasa, Arne
Smeby, Jens-Christian |
| TI | Educational choice and persistence in male- and female-dominated fields |
| SO | HIGHER EDUCATION |
| AB | Even though female students now make up more than half of all higher education students in many countries, the distribution of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in higher education. Our results show that students who made gender traditional choices more often had an early preference for the study programme they enrolled in. Moreover, female students reported more often than male students that they had been encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender traditional and non-traditional programmes with regard to encouragement from parents and students' confidence that they had made the right choice. While male students' dropout is unrelated to the gender composition of educational programmes, women drop out of female-dominated programmes to a lesser extent. |
| SN | 0018-1560 |
| PD | FEB |
| PY | 2008 |
| VL | 55 |
| IS | 2 |
| BP | 189 |
| EP | 202 |
| DI | 10.1007/s10734-006-9042-4 |
| UT | WOS:000252874000004 |
| ER |
| PT | B | ||||||
| AU | Hijon-Neira, R
Velazquez-Iturbide, JA Bam, B Oussena, S |
||||||
| AF | Hijon-Neira, Raquel
Velazquez-Iturbide, J. Angel Bam, Balbir Oussena, Samia |
||||||
| BE | Diaz, P
Ignacio, A Mora, E |
||||||
| TI | A comparative study on the analysis of students interactions in e-learning | ||||||
| SO | 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS | ||||||
| CT | 8th IEEE International Conference on Advanced Learning Technologies | ||||||
| CY | JUL 01-05, 2008 | ||||||
| CL | Santander, SPAIN | ||||||
| SP | IEEE Comp Soc, IEEE Tech Comm Learning Technol | ||||||
| AB | Can e-learning systems effectively provide useful information to help teachers prevent students dropping out and failing as well as other access patterns useful to improve the pace of teaching? We present the data resulting from the analysis of a series of university courses in two different universities, one in Madrid Spain, and the other one in London, United Kingdom. In order to do so, we have collected data from October 2006 to July 2007 from 400 students from 6 different courses interacting one way or the other with their e-learning platform. Thus, in these two countries a different e-learning tracking system was used to obtain the information about access; in the first one, an Adhoc Tracking System called Merlin placed in an in house e-learning system, and in the second one, the standard Blackboard tracking system was used. | ||||||
| RI |
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| OI |
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| BN | 978-0-7695-3167-0 | ||||||
| PY | 2008 | ||||||
| BP | 20 | ||||||
| EP | + | ||||||
| DI | 10.1109/ICALT.2008.282 | ||||||
| UT | WOS:000257822100004 | ||||||
| ER |
| PT | B | ||||
| AU | Pertegal-Felices, ML
Manresa-Inigo, MJ Sanchez-Romero, JL Jimeno-Morenilla, A |
||||
| AF | Pertegal-Felices, Maria L.
Manresa-Inigo, Maria J. Sanchez-Romero, Jose L. Jimeno-Morenilla, Antonio |
||||
| BE | Diaz, P
Ignacio, A Mora, E |
||||
| TI | The virtual debate as a complementary evaluation and learning method for large groups: An experience with first year computer studies students | ||||
| SO | 8TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, PROCEEDINGS | ||||
| CT | 8th IEEE International Conference on Advanced Learning Technologies | ||||
| CY | JUL 01-05, 2008 | ||||
| CL | Santander, SPAIN | ||||
| SP | IEEE Comp Soc, IEEE Tech Comm Learning Technol | ||||
| AB | A chief problem encountered in higher education today is the high university dropout or failure rate of students coming from secondary education. Most of them drop out in the first year of their studies which is when they are affected by the greater impact of university teaching after leaving the secondary system. This work proposes to analyze the causes of this impact on one of the subjects which has high failure rates in Computer Engineering studies. Based on this analysis we propose to use a complementary method for learning and evaluating the subject, which is based on virtual debates held online which has led to a break with the negative tendencies attached to this subject. This methodology was put into practice during the 200612007 academic year, obtaining excellent results without detriment to the quality of the content addressed in the subject. | ||||
| RI |
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| OI |
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| BN | 978-0-7695-3167-0 | ||||
| PY | 2008 | ||||
| BP | 900 | ||||
| EP | + | ||||
| DI | 10.1109/ICALT.2008.119 | ||||
| UT | WOS:000257822100252 | ||||
| ER |
| PT | J | ||
| AU | Kingston, E | ||
| AF | Kingston, Emma | ||
| TI | Emotional competence and drop-out rates in higher education | ||
| SO | EDUCATION AND TRAINING | ||
| AB | Purpose - The purpose of this paper is to compare the emotional competence of first year undergraduates enrolled on a high or low drop-out rate (HDR and LDR, respectively) course, at a newly established university within the UK.
Design/methodology/approach - A mixed methods approach using both quantitative and qualitative data collection methods was used. The Trait Emotional Intelligence Questionnaire (TEIQue) established participants' emotional competence, and semi-structured interviews were used to probe the findings from the TEIQue. Findings - The results indicate that typical HDR course participants have high self-esteem and a good level of interpersonal skills, but are controlled by their emotions and exhibit an external locus of control. This manifests itself in a distrust of peers as a source of support and a reactive attitude to self-improvement. Typical LDR course participants have low self-esteem and a good level of intrapersonal skills, but have developed the ability to control their emotions and exhibit an internal locus of control. This manifests itself in a high level of confidence in peers as a source of support and a proactive attitude to self-improvement. Originality/value - The paper contributes to the learning styles literature by investigating the impact of students' characteristic affective behaviours on their vulnerability to drop-out. |
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| OI |
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| SN | 0040-0912 | ||
| EI | 1758-6127 | ||
| PY | 2008 | ||
| VL | 50 | ||
| IS | 2 | ||
| SI | SI | ||
| BP | 128 | ||
| EP | 139 | ||
| DI | 10.1108/00400910810862119 | ||
| UT | WOS:000213452900004 | ||
| ER |
| PT | J |
| AU | Lassibille, G
Gomez, LN |
| AF | Lassibille, Gerard
Navarro Gomez, Lucia |
| TI | Why do higher education students drop out? Evidence from Spain |
| SO | EDUCATION ECONOMICS |
| AB | This paper seeks to advance our understanding of the drop-out behavior of students in higher education. Our results are based on longitudinal data for 7000 students who embarked on short and long programs from one university in Spain and who were observed over an eight-year period ending in 2004. The statistical analysis is carried out in a competing-risks framework. We find that academic preparedness is one of the major influences on student completion. Additionally, older students and students who delay entry into higher education are more likely to drop out before graduating. Our analysis provides guidance about the role that financial support plays in reducing drop-out rates; we also find that family characteristics are significant factors in explaining student drop out in long programs. |
| SN | 0964-5292 |
| EI | 1469-5782 |
| PY | 2008 |
| VL | 16 |
| IS | 1 |
| BP | 89 |
| EP | 105 |
| DI | 10.1080/09645290701523267 |
| UT | WOS:000211499700006 |
| ER |
| PT | J |
| AU | Andreu, ME |
| AF | Elias Andreu, Marina |
| TI | University Dropouts: Challenges for the European Higher Education Area |
| SO | ESE-ESTUDIOS SOBRE EDUCACION |
| AB | This article is centred on the causes of university drop outs, discovering their motives and what elements or situations have influenced their decision. The data is from the 2005-2006 academic year and refers to a survey of university dropouts from 1996 till 2003 in the School of Humanities and Social Sciences of the Universidad Autonoma de Barcelona. From the data a various kinds of dropouts were discovered. One conclusion is that the majority of students leave their studies because they hadn't really wanted to study that subject matter in the first place. An important percentage of these dropouts pass on to other studies. |
| SN | 1578-7001 |
| PY | 2008 |
| IS | 15 |
| BP | 101 |
| EP | 121 |
| UT | WOS:000262122400005 |
| ER |
| PT | J |
| AU | Aleman, JLG
Montesdeoca, YR Ostrikova, Y |
| AF | Luis Gonzalez Aleman, Jose
Rodriguez Montesdeoca, Yeray Ostrikova, Yulia |
| TI | FRIEDRICH-ALEXANDER UNIVERSITY ERLANGEN-NUERNBERG. WHAT ARE THE CAUSES OF UNIVERSITY DROPOUT? |
| SO | GUINIGUADA |
| AB | The aim of the article is twofold: to find out the causes of university drop-out as well as to work out the line of investigation for the FAU (FRIEDRICHALEXANDER UNIVERSITAT ERLANGEN-NURNBERG). In this article we elaborate the method of the possible drop-out causes of the FAU's student body by means of the statistics data that we have found out, moreover by means of surveys of the drop-out causes that were given to the teachers, students who continue their studies and the students who abandoned this university. Also, finally we going to speak about the possible lines of investigation that we consider important. Being quite an extensive study, probably we will dip more in the phenomenon of university drop-out in our next articles, as on the level of Germany as well as on the level of Spain. |
| SN | 0213-0610 |
| EI | 2386-3374 |
| PY | 2008 |
| VL | 17 |
| BP | 99 |
| EP | 111 |
| UT | WOS:000215078300008 |
| ER |
| PT | B |
| AU | Teichmann, M
Kubarsepp, J Ilvest, J |
| AF | Teichmann, Mare
Kuebarsepp, Jakob Ilvest, Jueri, Jr. |
| BE | Iskander, M |
| TI | Students' Self-management: E-Course, E-Tutoring and Online Support System |
| SO | INNOVATIVE TECHNIQUES IN INSTRUCTION TECHNOLOGY, E-LEARNING, E-ASSESSMENT AND EDUCATION |
| CT | International Conference on Engineering Education, Instructional Technology, Assessment and E-learning |
| CY | MAY 31, 2007 |
| CL | Univ Bridgeport, Bridgeport, CT |
| SP | IEEE, Univ Bridgeport |
| HO | Univ Bridgeport |
| AB | This paper discusses designing of an E-course and the Students' E-tutoring and Support System (the SEOS System) at Tallinn University of Technology (TUT). There was a pressing need for such a system since the student drop-out rate at TUT is high (40%,), especially among the first-year students. The general purpose of the E-course "Self-management" and the SEOS System is to decrease the drop-out rate among first-year students through individual assistance in problem solving. The first steps were interviewing tutors and doing a Pilot Study in order to map the problems first-year students have at TUT. We designed and introduced the self-management E-course since it became evident that students at TUT often had problems that fell outside the scope of TUT student support sources such as problems concerning knowledge and skills of time management and personal finance management. The SEOS System was developed for decreasing the first-year students' drop-out rate trough offering them individual assistance, advice and guidance. |
| BN | 978-1-4020-8738-7 |
| PY | 2008 |
| BP | 304 |
| EP | + |
| DI | 10.1007/978-1-4020-8739-4_53 |
| UT | WOS:000262481600053 |
| ER |
| PT | J |
| AU | Nelson, A |
| AF | Nelson, Anders |
| TI | Looking into one's own practice: a Swedish study on gender in educational sciences |
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION |
| AB | This article reports on a study of gender differences in course experiences and achievement of students taking the introductory educational sciences course at Halmstad University in Sweden. Male and female students' completion rates and grades were analysed in relation to the students' grade point averages (GPAs) from upper secondary school and their experiences of the conditions for learning provided by the teachers as well as their own actorship in the course. Based on the idea that the subject of educational sciences and the characteristics of the educational context and setting are more feminine than masculine, the male students were expected to have lower completion rates and grades. A gender difference in completion rates was confirmed, in that 65% of the male and 80% of the female students completed the whole course. Male students also rated the conditions for learning provided by the teacher as well as their own actorship in the course lower than did their female peers. In order to reduce the drop-out of male students, it is suggested that the department/teachers should pay more attention to any gendered aspects of the teaching/learning practices as well as to the educational context in general. |
| SN | 0309-877X |
| EI | 1469-9486 |
| PY | 2008 |
| VL | 32 |
| IS | 2 |
| BP | 139 |
| EP | 149 |
| DI | 10.1080/03098770801911087 |
| UT | WOS:000212455700005 |
| ER |
| PT | J | ||
| AU | Blackmore, C
Tantam, D van Deurzen, E |
||
| AF | Blackmore, Chris
Tantam, Digby van Deurzen, Emmy |
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| TI | Evaluation of e-learning outcomes: experience from an online psychotherapy education programme | ||
| SO | OPEN LEARNING | ||
| AB | SEPTIMUS is a one-year Europe-wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face-to-face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration with psychotherapy training institute partners in seven other European countries. Two studies involving 167 SEPTIMUS students and 60 comparable face-to-face students were undertaken.
Study 1. Drop-out rates for the SEPTIMUS programme were found to be low, and comparison between those dropping out and those completing did not highlight any significant factors linked to distance learning. However, students cited finance, distance from training centre, lack of practical experience, family commitments and the intensity of their working weeks as having been barriers to taking face-to-face learning courses in the past. Study 2. SEPTIMUS students (e-learners) were compared with students taking comparable attending (face-to-face) theoretical courses also being provided by partners in the project to psychotherapy trainees. Significant differences were found in distance from training institute and ability to visit training institute. SEPTIMUS students had higher levels of computer ownership, frequency of Internet use and IT skills than attenders; these factors when examined in Study 1 did not have an impact on the drop-out rate of e-learners. e-Learning can overcome barriers to traditional learning in psychotherapy, particularly distance from a training centre, without loss of student satisfaction or student performance. Factors sometimes thought to be obstacles to e-learning, such as information technology skills, were not found to be significant barriers - although they may have affected recruitment. Certain aspects of e-learning, such as the tendency to facilitate self-disclosure, were found to be very beneficial, particularly in the context of psychotherapy programmes. |
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| OI |
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| SN | 0268-0513 | ||
| EI | 1469-9958 | ||
| PY | 2008 | ||
| VL | 23 | ||
| IS | 3 | ||
| BP | 185 | ||
| EP | 201 | ||
| DI | 10.1080/02680510802420027 | ||
| UT | WOS:000210571900004 | ||
| ER |
| PT | B |
| AU | McClean, D |
| AF | McClean, D. |
| BE | Roaf, S
Bairstow, A |
| TI | Accommodating diversity: the case for pedagogic evaluation |
| SO | OXFORD CONFERENCE: A RE-EVALUATION OF EDUCATION IN ARCHITECTURE |
| CT | Oxford Conference on 50 Years On - Resetting the Agenda for Architectural Education |
| CY | JUL 22-23, 2008 |
| CL | Univ Oxford, Oxford, ENGLAND |
| SP | Bennetts Associates Architects, UK Green Bldg Council, TIA, Soc Bldg Sci Educ |
| HO | Univ Oxford |
| AB | At the 1958 Oxford Conference, the raising of entry standards to schools represented one of the primary concerns. Today, however, presents a dramatically different context driven by the principles of Widening Participation, internationalisation, and equity and diversity.
Historically the profession of architecture has exhibited a relatively homogenous social profile, which is being progressively challenged by the impetus for social inclusion emanating from national agenda. Within the academy, low funding levels, declining space standards, and performance measures, have put further strain on the already awkward 'fit' of architecture within universities. Additionally, the drive to increase funding from non-governmental sources elevates the importance of international student recruitment that, whilst enriching learning and providing the basis for a more cosmopolitan exchange, also presents challenges for a socially and culturally integrated and responsive UK education. Finally, the RIBA has established its own agenda with consequences for educators, including the need to address the unacceptable levels of female drop-out between university and professional practice. This issue alone has shone a spotlight on underlying value systems and traditions, and the role that education plays in the development and perpetuation of professional cultures. It may be argued that the prevailing climate has imbued a sense of protectionism in many, militating against a more objective appraisal of what pedagogy in architecture typically entails, and how it might be constructively developed. This paper addresses aspects of pedagogy for an increasingly diverse learning community in architecture, and proposes the principal areas of review. |
| BN | 978-1-84564-206-8 |
| PY | 2008 |
| BP | 99 |
| EP | 103 |
| UT | WOS:000259330600020 |
| ER |
| PT | J | ||
| AU | Crozier, G
Reay, D Clayton, J Colliander, L Grinstead, J |
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| AF | Crozier, Gill
Reay, Diane Clayton, John Colliander, Lori Grinstead, Jan |
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| TI | Different strokes for different folks: diverse students in diverse institutions - experiences of higher education | ||
| SO | RESEARCH PAPERS IN EDUCATION | ||
| AB | In the context of widening participation policies, polarisation of types of university recruitment and a seemingly related high drop-out rate amongst first generation, working class students, we focus on the provision offered by the universities to their students. We discuss how middle class and working class student experiences compare across four different types of higher education institution (HEI). Exploring differences between the middle class and working class students locates widening participation discourse within a discussion of classed privilege. We conclude that, whilst there is a polarisation of recruitment between types of universities, there exists a spectrum of interrelated and differentiated experiences across and within the HEIs. These are structured by the differential wealth of the universities, their structure and organisation; their ensuing expectations of the students, the subject sub-cultures, and the students' own socio-cultural locations; namely class, gender, age and ethnicity. | ||
| OI |
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| SN | 0267-1522 | ||
| PY | 2008 | ||
| VL | 23 | ||
| IS | 2 | ||
| SI | SI | ||
| BP | 167 | ||
| EP | 177 | ||
| DI | 10.1080/02671520802048703 | ||
| UT | WOS:000207736900006 | ||
| ER |
| PT | J |
| AU | Betancur, MR
Gonzalez, DC |
| AF | Rojas Betancur, Mauricio
Carolina Gonzalez, Diana |
| TI | Student drop-out at the University of Ibague, Colombia: a historical reading in a quantitative perspective |
| SO | ZONA PROXIMA |
| AB | The article presents a quantitative reading of the students' university desertion of undergraduate in Ibague's University, indicating the gravity of the problem and the scanty level of institutional that can be generalized attention to the majority of institutions of universitary education, (IES) in Colombia. More than the half of the university students leave their careers(races) without obtaining a professional degree; a students' high proportion they prolong the time of studies besides a high internal rotation. Differences exist in the rate of desertion among the programs and one presents a worrying phenomenon of precocious desertion. The financial crisis, the lack of vocational orientation and the decrease in the age of revenue to the university, seem not to explain the problem of a satisfactory way. It is a historical, structural phenomenon and a problem of the quality of the education, the social value and the capacity of the IES in captivating to retain the youth. |
| SN | 1657-2416 |
| EI | 2145-9444 |
| PD | JAN-DEC |
| PY | 2008 |
| VL | 9 |
| BP | 70 |
| EP | 83 |
| UT | WOS:000217379200006 |
| ER |
| PT | J |
| AU | Kwapong, OATF |
| AF | Kwapong, Olivia Adwoa Tiwaah Frimpong |
| TI | WIDENING ACCESS TO TERTIARY EDUCATION FOR WOMEN IN GHANA THROUGH DISTANCE EDUCATION |
| SO | TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION |
| AB | Distance education (DE) is seen as a tool for widening access to education at all levels. It is an educational tool that breaks most of the divides in education - age, gender, race, income, space, time etc. For the past decades, irrespective of the extensive expansion of tertiary institutions in the country, provision of tertiary education in Ghana has not been adequate enough to absorb all qualified applicants. This situation has peculiar effect on women who for socio-cultural factors drop out of formal education as they climb the ladder. The limited access to tertiary education has been the concern of various governments in the country.
Various educational reforms have been made to this effect. In view of the exclusive potential of DE in widening access to education in a unique way, it has been recommended in the most recent educational reform that DE be promoted by establishing an open university and open colleges in addition to encouraging dual mode of delivery in the existing public universities. By its peculiar nature of being flexible and bridging space and time, studies have confirmed that DE has been an educational format that suits women's study plans and learning styles. This paper explores the unique nature of DE for widening access to tertiary education most especially for women in Ghana and the issues to consider in the process. |
| SN | 1302-6488 |
| PD | OCT |
| PY | 2007 |
| VL | 8 |
| IS | 4 |
| BP | 65 |
| EP | 79 |
| AR | UNSP 5 |
| UT | WOS:000439456100006 |
| ER |
| PT | J | ||||||
| AU | Stieger, S
Reips, UD Voracek, M |
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| AF | Stieger, Stefan
Reips, Ulf-Dietrich Voracek, Martin |
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| TI | Forced-response in online surveys: Bias from reactance and an increase in sex-specific dropout | ||||||
| SO | JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY | ||||||
| AB | Due to computer technology, a forced-response can be easily achieved in online questionnaires and is frequently used to gather complete datasets. An Internet-based quasi-experiment was conducted on the student server at the University of Vienna to study the influence of forced-response on dropout, demographic reports, and the content of the results. Forced-response was shown to substantially increase dropout. In addition, forced-response interacted with reported sex in eliminating a naturally occurring sex difference in dropout that was observed for the questionnaire whenever responses did not need to be enforced. Also reported sex turned out to have a mediating effect on time of dropout: Men dropped out earlier than did women. Further analyses revealed a reactance effect, as predicted by reactance theory. It is concluded that data from online questionnaires with forced-response designs are in danger of being hampered by dropout and reactance. | ||||||
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| OI |
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| SN | 1532-2882 | ||||||
| PD | SEP | ||||||
| PY | 2007 | ||||||
| VL | 58 | ||||||
| IS | 11 | ||||||
| BP | 1653 | ||||||
| EP | 1660 | ||||||
| DI | 10.1002/asi.20651 | ||||||
| UT | WOS:000249135100011 | ||||||
| ER |
| PT | J | ||
| AU | Burch, VC
Sikakana, CNT Yeld, N Seggie, JL Schmidt, HG |
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| AF | Burch, V. C.
Sikakana, C. N. T. Yeld, N. Seggie, J. L. Schmidt, H. G. |
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| TI | Performance of academically at-risk medical students in a problem-based learning programme: A preliminary report | ||
| SO | ADVANCES IN HEALTH SCIENCES EDUCATION | ||
| AB | Introduction: Racially segregated schooling, a legacy of Apartheid policies, continues to hamper education in South Africa. Students entering university from suboptimal circumstances are at significant risk of demonstrating poor academic performance and dropping out of their programmes. Attempts to address the educational needs of these students have included the introduction of extended medical programmes at several universities. Such a programme, the Academic Development Programme (ADP), was implemented at the University of Cape Town in 1991. Over the past decade the programme has graduated more than 100 students. Upon implementation of a new problem-based learning (PBL) programme in 2002, the ADP was discontinued and all students were entered directly into the new PBL programme. Students who demonstrate a need for additional academic support by the end of the first semester enter the Intervention Programme for I year before proceeding to the second semester of the PBL programme. An interim analysis was performed to compare the retention rates and academic performance of academically at-risk students in the new PBL programme and the ADP.
Methods: The records of all academically at-risk students entering the ADP (1991-2000) and the new PBL programme (2002) were reviewed. Retention rates for all years of study, and academic performance in the fourth year clerkship courses of the respective programmes were compared. Results: A total of 239 academically at-risk students in the ADP and 43 at-risk students in the new PBL programme were studied. The median retention rates, per year of study, for at-risk students in the PBL programme was significantly better than for at-risk students in the ADP (p < 0.02). Academic performance of the at-risk students in all the fourth year clinical clerkship courses of the PBL programme was significantly better than the mean performance over 10 years for at-risk students in the same fourth year courses in the ADP. Conclusion: The introduction of PBL at the University of Cape Town has not had a deleterious effect on the performance of academically at-risk medical students. Interim analysis suggests that retention rates and academic performance in the PBL programme are better than those achieved in the extended traditional programme. |
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| RI |
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| SN | 1382-4996 | ||
| EI | 1573-1677 | ||
| PD | AUG | ||
| PY | 2007 | ||
| VL | 12 | ||
| IS | 3 | ||
| BP | 345 | ||
| EP | 358 | ||
| DI | 10.1007/s10459-006-9006-6 | ||
| UT | WOS:000248416500008 | ||
| PM | 16847732 | ||
| ER |
| PT | J | ||
| AU | Arulampalam, W
Naylor, RA Smith, JP |
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| AF | Arulampalam, Wiji
Naylor, Robin A. Smith, Jeremy P. |
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| TI | Dropping out of medical school in the UK: explaining the changes over ten years | ||
| SO | MEDICAL EDUCATION | ||
| AB | CONTEXT In the context of changing admissions criteria and an expanding medical school intake in the UK, we analysed the determinants of the medical school dropout probability.
OBJECTIVES We aimed to analyse the determinants of the probability that a student will drop out of medical school during Year 1 and to compare the results of this analysis over time. METHODS We carried out logistic regression analysis for the 6 intake cohorts of 1990-92 and 1998-2000. RESULTS Between 1990-92 and 1998-2000, there were substantial increases in both the size of the entry cohort and the proportion of students dropping out of medical school. A logit model for the 1990-92 and 1998-2000 cohorts reveals that the probability of dropping out depended on both the medical school attended and the personal characteristics of the student, including academic preparedness. Almost none of the increase in the dropout rate between the 2 cohort groups Can be explained by changes in observable characteristics of the students over this period. Instead, most of the increase in the dropout rate is associated. with changes at the level of the institution and in unobserved student characteristics. CONCLUSIONS University effects, rather than changes in observed student characteristics, explain most of the increased dropout rate over the time period considered. Candidate explanations behind these effects include: less effective admissions policies; changing curricula; greater costs of attending medical school, and a growing mismatch between student and school characteristics. Testing between these competing hypotheses is left for future work. |
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| RI |
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| SN | 0308-0110 | ||
| PD | APR | ||
| PY | 2007 | ||
| VL | 41 | ||
| IS | 4 | ||
| BP | 385 | ||
| EP | 394 | ||
| DI | 10.1111/j.1365-2929.2007.02710.x | ||
| UT | WOS:000246013400009 | ||
| PM | 17430284 | ||
| ER |
| PT | J |
| AU | Schmidt, JT
Werner, CH |
| AF | Schmidt, Joel
Werner, Christian |
| TI | Designing Online Instruction for Success: Future Oriented Motivation and Self-Regulation |
| SO | ELECTRONIC JOURNAL OF E-LEARNING |
| AB | Given the high rate of student drop-out and withdrawal from courses and programs using an online learning format, it is important to consider innovative ways to foster and encourage student success in online environments. One such way is to incorporate aspects of student future orientation into the design of online instruction. This paper presents an overview of a program of research examining whether perceptions of student motivation, self-regulation, and future time perspective can be positively influenced through future oriented instruction in a blended learning (semi-virtual) environment at a German university. Individual differences in student future time orientation can provide insight into this interesting connection between the influence of attitude toward time on motivational and self-regulatory processes in learning. In conclusion, the practical implications of this topic for the design of online learning environments must be considered: Increased effort needs to be taken for developing methods for online instruction to tap into and encourage the future orientation of students, and for providing meaningful connections to the content and possible future outcomes. This paper intends to provide insight into and examples of how an online course or semi-virtual programs can benefit from a future oriented design. |
| SN | 1479-4403 |
| PD | FEB |
| PY | 2007 |
| VL | 5 |
| IS | 1 |
| UT | WOS:000210459400008 |
| ER |
| PT | J |
| AU | Lehmann, W |
| AF | Lehmann, Wolfgang |
| TI | "I just didn't feel like I fit in": The role of habitus in university dropout decisions |
| SO | CANADIAN JOURNAL OF HIGHER EDUCATION |
| AB | In recent years, there has been an increasingly pervasive discourse regarding the need for high levels of post-secondary education for life course success in a knowledge economy. Correspondingly, most Western industrialized nations have seen a drastic increase in university enrolment. Although we do know that access to university continues to be constrained by social class, we know little about factors contributing to dropping out of university. Using qualitative data obtained through semi-structured interviews, in this paper I investigate whether fi rst-generation student status and social class affect individuals' university experiences and decisions to drop out. Key fi ndings suggest that fi rst-generation students are more likely to leave university early -often despite solid academic performance. Reasons for leaving university without graduating are centred around class-cultural discontinuities, such as not fi tting in, not "feeling university," and not being able to relate to other students. These discontinuities are interpreted as a clash between an old and a newly developing habitus. |
| SN | 0316-1218 |
| PY | 2007 |
| VL | 37 |
| IS | 2 |
| BP | 89 |
| EP | 110 |
| UT | WOS:000216349800005 |
| ER |
| PT | J |
| AU | Vandamme, JP
Meskens, N Superby, JF |
| AF | Vandamme, J. -P.
Meskens, N. Superby, J. -F. |
| TI | Predicting Academic Performance by Data Mining Methods |
| SO | EDUCATION ECONOMICS |
| AB | Academic failure among first-year university students has long fuelled a large number of debates. Many educational psychologists have tried to understand and then explain it. Many statisticians have tried to foresee it. Our research aims to classify, as early in the academic year as possible, students into three groups: the 'low-risk' students, who have a high probability of succeeding; the `medium-risk' students, who may succeed thanks to the measures taken by the university; and the `high-risk' students, who have a high probability of failing (or dropping out). This article describes our methodology and provides the most significant variables correlated to academic success among all the questions asked to 533 first-year university students during November of academic year 2003/04. Finally, it presents the results of the application of discriminant analysis, neural networks, random forests and decision trees aimed at predicting those students' academic success. |
| SN | 0964-5292 |
| EI | 1469-5782 |
| PY | 2007 |
| VL | 15 |
| IS | 4 |
| BP | 405 |
| EP | 419 |
| DI | 10.1080/09645290701409939 |
| UT | WOS:000211498500003 |
| ER |
| PT | J |
| AU | Cammarota, J |
| AF | Cammarota, Julio |
| TI | A Social Justice Approach to Achievement: Guiding Latina/o Students Toward Educational Attainment With a Challenging, Socially Relevant Curriculum |
| SO | EQUITY & EXCELLENCE IN EDUCATION |
| AB | This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars in critical theory and participatory action research. Many students in the first cohort to participate in the program were labeled "at risk" of dropping out. These students not only graduated but also excelled with the advanced-level course work. Their exposure to advanced-level work was the best measure for preventing their premature departure from high school as well as preparation for college. The article concludes with recommendations for how universities can work with local schools to foster the type of academic climate that is conducive to success. |
| SN | 1066-5684 |
| EI | 1547-3457 |
| PY | 2007 |
| VL | 40 |
| IS | 1 |
| BP | 87 |
| EP | 96 |
| DI | 10.1080/10665680601015153 |
| UT | WOS:000212572400010 |
| ER |
| PT | J |
| AU | Bennett, R
Kottasz, R Nocciolino, J |
| AF | Bennett, Roger
Kottasz, Rita Nocciolino, Julia |
| TI | Catching the early walker: an examination of potential antecedents of rapid student exit from business-related undergraduate degree programmes in a post-1992 university |
| SO | JOURNAL OF FURTHER AND HIGHER EDUCATION |
| AB | Outputs from a computerised touch pad turnstile security system that recorded business students' entries into and exits from a university's buildings revealed that a significant number of the institution's first-year intake withdrew from their (business) degree programmes within a few weeks of enrolment. Accordingly, a sample of these 'early walkers' was contacted and interviewed to ascertain why they had dropped out. The outcomes to the interviews were compared against the predictions of a model of early walking behaviour developed on the basis of pre-existing literature in the (general rather than short-term) student withdrawal field. A questionnaire was then drafted and administered to all beginning domestic first-year undergraduate students in the university's business studies department in order to establish the characteristics of the students who were most likely to quit their courses shortly after starting a degree. |
| SN | 0309-877X |
| EI | 1469-9486 |
| PY | 2007 |
| VL | 31 |
| IS | 2 |
| BP | 109 |
| EP | 132 |
| DI | 10.1080/03098770701267556 |
| UT | WOS:000212453100003 |
| ER |
| PT | J | ||
| AU | Loyens, SMM
Rikers, RMJP Schmidt, HG |
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| AF | Loyens, Sofie M. M.
Rikers, Remy M. J. P. Schmidt, Henk G. |
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| TI | The impact of students' conceptions of constructivist assumptions on academic achievement and drop-out | ||
| SO | STUDIES IN HIGHER EDUCATION | ||
| AB | This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop-out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test different models relating students' conceptions to their achievement in the university setting. Results suggested an indirect relationship between conceptions and achievement, mediated by actual learning activities. What students believe about the role of knowledge construction in learning predicts the actual learning activities they undertake. How important they consider inability to learn and motivation for learning predicts their study time. | ||
| RI |
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| OI |
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| SN | 0307-5079 | ||
| PY | 2007 | ||
| VL | 32 | ||
| IS | 5 | ||
| BP | 581 | ||
| EP | 602 | ||
| DI | 10.1080/03075070701573765 | ||
| UT | WOS:000249498500003 | ||
| ER |
| PT | J |
| AU | Schiefele, U
Streblow, L Brinkmann, J |
| AF | Schiefele, Ulrich
Streblow, Lilian Brinkmann, Julia |
| TI | Dropping out or persevering: What distinguishes university dropouts from other students? |
| SO | ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE |
| AB | The present longitudinal study compared university dropouts to regular students who continued studying. The following variables were examined: motivational characteristics, aspects of self-concept, learning strategies, social competence, perceived quality of teaching, epistemological beliefs, and financial situation. The sample comprised 47 dropout students (26 early dropouts, 21 late dropouts) and a group of 94 matched regular students. The results were as follows: (1) Motivational variables, perceived quality of teaching, self-estimated knowledge, use of learning strategies, and social competence indicated the largest differences between dropout and regular students. (2) Differences between dropout and regular students were smaller at the beginning of studying than when measured close to the point of time of dropping out. (3) Late dropouts generally differed more strongly from regular students than early dropouts. |
| SN | 0049-8637 |
| PY | 2007 |
| VL | 39 |
| IS | 3 |
| BP | 127 |
| EP | 140 |
| DI | 10.1026/0049-8637.39.3.127 |
| UT | WOS:000249220300003 |
| ER |
| PT | J |
| AU | Quinn, J
Thomas, L Slack, K Casey, L Thexton, W Noble, J |
| AF | Quinn, Jocey
Thomas, Liz Slack, Kim Casey, Lorraine Thexton, Wayne Noble, John |
| TI | Lifting the hood: lifelong learning and young, white, provincial working-class masculinities |
| SO | BRITISH EDUCATIONAL RESEARCH JOURNAL |
| AB | Young, white, provincial working-class men are portrayed as a threat to lifelong learning goals. They are least likely to enter university and most likely to 'drop out'. However, white provincial masculinities are neglected in debates on gender and lifelong learning. This article uses a UK-wide study of working-class 'drop-out' to explore the situated nature of such masculinities, how they are performed by students and consumed by others and reproduced by university cultures and pedagogies. It concludes that such students struggle to fit the fluid paradigm of the new lifelong learner and are constantly being fixed in place by structural inequality, discursive frames and institutional practices. Their 'drop-out' is shaped by masculinity, but need not be viewed pejoratively. It can be a frustrated search for lifelong learning, often inspired by a love of informal learning. This should be respected, not ignored. |
| SN | 0141-1926 |
| PD | OCT |
| PY | 2006 |
| VL | 32 |
| IS | 5 |
| BP | 735 |
| EP | 750 |
| DI | 10.1080/01411920600895767 |
| UT | WOS:000241990800007 |
| ER |
| PT | J |
| AU | Cohen-Schotanus, J
Muijtjens, AMM Reinders, JJ Agsteribbe, J van Rossum, HJM van der Vleuten, CPM |
| AF | Cohen-Schotanus, Janke
Muijtjens, Arno M. M. Reinders, Jan J. Agsteribbe, Jessica van Rossum, Herman J. M. van der Vleuten, Cees P. M. |
| TI | The predictive validity of grade point average scores in a partial lottery medical school admission system |
| SO | MEDICAL EDUCATION |
| AB | PURPOSE To ascertain whether the grade point average (GPA) of school-leaving examinations is related to study success, career development and scientific performance. The problem of restriction of range was expected to be partially reduced due to the use of a national lottery system weighted in favour of students with higher GPAs.
METHOD We studied the students (n = 398) admitted to the Faculty of Medicine, University of Groningen, the Netherlands in 1982 and 1983. Data concerning drop-out and study progress were derived from the student administration. Data about career development were obtained from annual interviews with graduates (n = 318) between 1993 and 2000. Literature searches yielded data concerning scientific performance. Multiple linear regression and logistic regression were used to analyse the data. The variables 'gender' and 'cohort' and their interaction were included in the analyses to account for variation in the general level of the dependent variable and the effect of GPA on the dependent variable. RESULTS GPA scores had no effect on drop-out rate. High GPA scores were associated with significantly less time to graduation, more chance of a preferred placement for specialist training and higher scientific output. GPA was not related to income. Gender differences were found for study duration and scientific output. Women graduated earlier and published less. CONCLUSION The GPA of school-leaving examinations was found to be related to study success, career development and scientific performance. In this study the usual problem of restriction of range was shown to be absent. The weighted lottery procedure even resulted in an over-dispersion of candidates relative to the applicants. The resulting effect sizes were in agreement with those reported in other studies. |
| SN | 0308-0110 |
| PD | OCT |
| PY | 2006 |
| VL | 40 |
| IS | 10 |
| BP | 1012 |
| EP | 1019 |
| DI | 10.1111/j.1365-2929.2006.02561.x |
| UT | WOS:000240662600013 |
| PM | 16987193 |
| ER |
| PT | J | ||||
| AU | Guardia, J
Freixa, M Pero, M Turbany, J Cosculluela, A Barrios, M Rifa, X |
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| AF | Guardia, Joan
Freixa, Montserrat Pero, Maribel Turbany, Jaume Cosculluela, Antonio Barrios, Maite Rifa, Xavier |
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| TI | Factors related to the academic performance of students in the statistics course in psychology | ||||
| SO | QUALITY & QUANTITY | ||||
| AB | Many studies have examined the factors that influence academic performance in primary and secondary education as well as at university, with the purpose of enhancing learning at these stages and reducing drop-out rates. It is within this research framework that we want to emphasise the deficient performance of students enrolled on the statistics course in the Faculty of Psychology at the University of Barcelona. Consequently, this paper attempts to determine the factors that affect student performance in this subject by undertaking an analysis of a structural equation model and determining its stability over time. In order to accomplish our objective, we worked with two samples of students enrolled statistics classes. The first group comprised 211 students enrolled in the academic year 2000-2001, while the second comprised 287 students enrolled in the academic year 2001-2002. By administering a questionnaire, we obtained information concerning such variables as demographic data, previous academic record, information related to the subject and the degree of satisfaction with it, and the final mark obtained by the students in the subject. The parameters for each group of students were estimated separately and the goodness of fit of the proposed structural model was assessed. The data analysis showed a good fit with both data bases, but the set of estimated parameters differed in the two academic years under consideration. | ||||
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| SN | 0033-5177 | ||||
| PD | AUG | ||||
| PY | 2006 | ||||
| VL | 40 | ||||
| IS | 4 | ||||
| BP | 661 | ||||
| EP | 674 | ||||
| DI | 10.1007/s11135-005-2072-7 | ||||
| UT | WOS:000239666400011 | ||||
| ER |
| PT | J |
| AU | Mbekwa, M |
| AF | Mbekwa, Monde |
| TI | Teachers' views on mathematical literacy and on their experiences as students of the course |
| SO | PYTHAGORAS |
| AB | This paper reports on a study undertaken at the University of the Western Cape with a class of 32 inservice teachers who had completed six months of an Advanced Certificate in Education (ACE) course in mathematical literacy in 2004. The teachers completed an evaluation questionnaire, which asked them about their common sense conception of mathematical literacy and their reflections on their student experiences in the first six months of the course at UWC. The study has found that some of these students' understanding of mathematical literacy corresponds to contradictory conceptions of mathematical literacy, which appear in the literature. Some expected that the course would be a watered-down version or easy mathematics whilst some viewed it as mathematics with applications in everyday life. Whilst some of the teachers perceived the course content to be "difficult", it is important to note that almost all the teachers, except those who dropped out, have completed and passed the course, which indicates that it was a worthwhile endeavour. |
| SN | 1012-2346 |
| EI | 2223-7895 |
| PD | JUN |
| PY | 2006 |
| IS | 63 |
| BP | 22 |
| EP | 29 |
| UT | WOS:000216861900003 |
| ER |
| PT | J | ||
| AU | Grant, A
Kinnersley, P Metcalf, E Pill, R Houston, H |
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| AF | Grant, A
Kinnersley, P Metcalf, E Pill, R Houston, H |
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| TI | Students' views of reflective learning techniques: an efficacy study at a UK medical school | ||
| SO | MEDICAL EDUCATION | ||
| AB | OBJECTIVE To describe the effects of a voluntary intervention using reflective learning techniques on students' learning.
DESIGN An interventional study with reflective learning techniques offered to medical students. SETTING Year 3 of undergraduate medicine at Cardiff University where the curriculum is integrated with early clinical contact. PARTICIPANTS All 232 Year 3 students were invited to participate. A total of 65 attended an introductory lecture. After the lecture 35 students agreed to take part; 15 of these subsequently dropped out (some before attending tutorial groups, others after taking part for some weeks). INTERVENTIONS Participants kept learning journals for 2 terms and attended fortnightly, facilitated tutorial groups where they discussed their reflective journal entries. Main outcome measures were qualitative interviews and examination results. RESULTS Interviews were carried out with 19 full participants, 4 initial participants and 7 non-participants. Participants perceived that they gained a greater ability to identify learning objectives and to integrate learning. The tutorial groups encouraged students to compare progress with their peers. Some students did not take part because they thought that the large factual content of the curriculum would make reflective learning less useful. There were no differences between the groups in examination results. CONCLUSIONS Students among the small, self-selected group of participants were better able to identify what they needed to learn although there was no improvement in examination results. Students appear unlikely to take up voluntary reflective learning if they do not think it relates to the curriculum and assessments. Student culture exerts a potent effect on willingness to attend extra tutorial groups. |
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| OI |
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| SN | 0308-0110 | ||
| PD | APR | ||
| PY | 2006 | ||
| VL | 40 | ||
| IS | 4 | ||
| BP | 379 | ||
| EP | 388 | ||
| DI | 10.1111/j.1365-2929.2006.02415.x | ||
| UT | WOS:000236385100016 | ||
| PM | 16573675 | ||
| ER |
| PT | S | ||||
| AU | de Lucena, VF
Brito, A Gohner, P Jazdi, N |
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| AF | de Lucena, Vicente F., Jr.
Brito, Alysson Goehner, Peter Jazdi, Nasser |
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| BE | Port, D
Williams, L |
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| TI | A Germany-Brazil experience report on teaching software engineering for electrical engineering undergraduate students | ||||
| SO | 19TH CONFERENCE ON SOFTWARE ENGINEERING EDUCATION & TRAINING, PROCEEDINGS | ||||
| SE | Conference on Software Engineering Education and Training | ||||
| CT | 19th Conference on Software Engineering Education and Training | ||||
| CY | APR 19-21, 2006 | ||||
| CL | Turtle Bay, HI | ||||
| SP | IEEE Comp Soc TCSE, Univ Hawaii Manoa, Microsoft, Natl Sci Fdn | ||||
| AB | This article describes a successful education technology transfer between Germany and Brazil applied to the teaching of software engineering for undergraduate students of the electrical engineering course at the Federal University of Amazonas - UFAM The result of this experience was a significant increase on the interest of the students, i.e. the amount of enrolled students increased reaching numbers never met before and the drop out rate was smaller than the average of the other lectures. The main reason for the observed changes was the introduction of a laboratory platform in the lecture. This guided the students during the development of a software system used in a robot race at the end of the term. The robot race itself may also be another reason for the great motivation observed, when the students compete to show which team produced the best software. This experience is one of the results of the Unibral project, a scientific and academic cooperation between UFAM and the Institute of Industrial Automation and Software Engineering of the University of Stuttgart. | ||||
| RI |
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| OI |
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| SN | 1093-0175 | ||||
| BN | 0-7695-2557-1 | ||||
| PY | 2006 | ||||
| BP | 69 | ||||
| EP | + | ||||
| DI | 10.1109/CSEET.2006.6 | ||||
| UT | WOS:000237806300012 | ||||
| ER |
| PT | S | ||||
| AU | Arco, JL
Fernandez, FD Espin, A Castro, M |
||||
| AF | Arco, Jose L.
Fernandez, Francisco D. Espin, Antonio Castro, Manuel |
||||
| GP | IEEE | ||||
| TI | A cross-age peer tutoring program to prevent academic failure and drop-out among first year university students | ||||
| SO | 36TH ANNUAL FRONTIERS IN EDUCATION, CONFERENCE PROGRAM, VOLS 1-4: BORDERS: INTERNATIONAL, SOCIAL AND CULTURAL | ||||
| SE | Frontiers in Education Conference | ||||
| CT | 36th Annual Frontiers in Education (FIE 2006) | ||||
| CY | OCT 28-31, 2006 | ||||
| CL | San Diego, CA | ||||
| SP | Amer Soc Engn Educ, ERM Div, IEEE Comp Soc, IEEE Educ Soc, Univ San Diego, San Diego State Univ | ||||
| AB | After implementing the Bologna Process for seven years, it is quite clear that Spanish Universities still have to make a significant effort to meet the standards of quality set by the whole European Space of Higher Education. Such a process involves the implementation of teaching initiatives aimed at improving key quality education indicators, and particularly during the first year. Our cross-age peer tutoring program (PTEC) involved final year or postgraduate students, after receiving a specific training, tutoring freshmen students for about one hour and a half weekly throughout one semester, on basic issues like personal, positive academic habits, study skills, planning and time management, and so on. After implementing the program with Civil Engineering, Economics, Pharmacy, and Chemical Engineering departments and colleges, we have significant data to conclude that such interventions do have a psycho-pedagogical impact on some of the Spanish Education Secretary suggested indicators, such as GPA, performance rate, success rate and drop-out rate. | ||||
| RI |
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| OI |
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| SN | 0190-5848 | ||||
| BN | 978-1-4244-0256-4 | ||||
| PY | 2006 | ||||
| BP | 830 | ||||
| EP | + | ||||
| UT | WOS:000245981400208 | ||||
| ER |
| PT | S |
| AU | Fang, ZW
Van Vliet, EM |
| AF | Fang, Zhengwei
Van Vliet, Emily M. |
| GP | IEEE |
| TI | Work in progress: A unique self -supporting program for woman engineering students at a Christian University |
| SO | 36TH ANNUAL FRONTIERS IN EDUCATION, CONFERENCE PROGRAM, VOLS 1-4: BORDERS: INTERNATIONAL, SOCIAL AND CULTURAL |
| SE | Frontiers in Education Conference |
| CT | 36th Annual Frontiers in Education (FIE 2006) |
| CY | OCT 28-31, 2006 |
| CL | San Diego, CA |
| SP | Amer Soc Engn Educ, ERM Div, IEEE Comp Soc, IEEE Educ Soc, Univ San Diego, San Diego State Univ |
| AB | For the past two years, the Engineering Department at Cedarville University has been making great efforts in helping: female engineering students succeed. With no outside funds or support, we designed. a self-supporting program. Targeting the high drop-out rate during the freshman year, this mentoring program starts each semester with the new female engineering student orientation. From there, these new students are asked to form horizontal support teams among them. Then upper class female students form vertical mentoring teams with the newest students. Diverse activities are organized to help all the female students meet, communicate and encourage each other. This paper will discuss how our mentoring program provides support, what kinds of activities we use to help female students build self-confidence, and our plans for expansion in the coming year. Through this self-supporting mentoring program, initial accomplishment has been seen through female students study and 55% increase in retention rate. |
| SN | 0190-5848 |
| BN | 978-1-4244-0256-4 |
| PY | 2006 |
| BP | 1155 |
| EP | + |
| UT | WOS:000245981400285 |
| ER |
| PT | S |
| AU | Kalles, D
Pierrakeas, C |
| AF | Kalles, Dimitris
Pierrakeas, Christos |
| BE | Maglogiannis, I
Karpouzis, K Bramer, M |
| TI | Using genetic algorithms and decision trees for a posteriori analysis and evaluation of tutoring practices based on student failure models. |
| SO | ARTIFICIAL INTELLIGENCE APPLICATIONS AND INNOVATIONS |
| SE | International Federation for Information Processing |
| CT | 3rd IFIP Conference on Artificial Intelligence Applications and Innovation (AIAI 2006) |
| CY | JUN 07-09, 2006 |
| CL | Athens, GREECE |
| SP | IFIP, Univ Aegean, Dept Informat & Commun Syst Engn, Athens Informat Technol |
| AB | Many students who enrol in the undergraduate program on informatics at the Hellenic Open University (HOU) fail the introductory course exams and drop out. We analyze their academic performance, derive short rules that explain success or failure in the exams and use the accuracy of these rules to reflect on specific tutoring practices that could enhance success. |
| SN | 1571-5736 |
| BN | 0-387-34223-0 |
| PY | 2006 |
| VL | 204 |
| BP | 9 |
| EP | + |
| UT | WOS:000238056900002 |
| ER |
| PT | J |
| AU | Miliszewska, I
Barker, G Henderson, F Sztendur, E |
| AF | Miliszewska, Iwona
Barker, Gayle Henderson, Fiona Sztendur, Ewa |
| TI | The Issue of Gender Equity in Computer Science What Students Say |
| SO | JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-RESEARCH |
| AB | The under-representation and poor retention of women in computing courses at Victoria University is a concern that has continued to defy all attempts to resolve it. Despite a range of initiatives created to encourage participation and improve retention of females in the courses, the percentage of female enrolments has declined significantly in recent years, from 32% in 1994 to 18% in 2004, while attrition rates soared to 40% in 2003. A recent research study investigated these negative trends with respect to gender equity in computing courses: of interest was the possibility of gender bias in the learning environment and its impact on female attrition rates. Focus groups and surveys involving computing students of both genders were used as data collection tools in the study.
The overall findings from the focus groups were rather surprising, as they yielded no strong indication of gender bias in the learning environment of the computing course; this applied to the logistical arrangements, academic staff, pedagogical methods, and course content. The thesis that the existence of gender bias in the learning environment contributes to high attrition rates of females in computing courses was not sufficiently supported. While the fact that students, both male and female, found their learning environment gender neutral was comforting, the realization that reasons other than gender bias drove females away from the computing course was not. High attrition rate of females remains the reality. Possible explanations of this phenomenon were suggested by the focus groups, and the search for confirmation of these indications and discovery of other contributing factors continued. The results of a subsequent survey confirmed several of the focus groups findings: the lack of gender balance in the course was considered immaterial, as was the gender of the lecturers and tutors; the course curriculum was deemed gender neutral; and, overall difficulty of the course and overall satisfaction with the course were rated similarly by both male and female students. Some of the survey results contradicted findings of the focus groups, notably the reported equal access to computers in laboratories and groupwork unaffected by the gender of group members. Moreover, although female students did not regard the underrepresentation of females in the course as a problem, they singled out their fellow female students as the vital source of both academic and personal help, thereby reiterating the need for female peers in the course. The first year, particularly the first semester, of the course emerged as the ` make or break' period especially for female students. Not only was it an important period with respect to adjustment to the course but also it was a period most likely to influence most female students' decisions about quitting the course. It appears that staff encouragement mattered little in dissuading female students from quitting, but the support of fellow students was important. Transition into the course, rather than gender bias, was identified as a possible factor contributing to high attrition rates of females in computing courses. Not only did the female students take considerably longer to settle into the course -up to six months, but they also were most likely to drop out of the course after the first year of study. This is of concern for two reasons: firstly, because of the large number of students contemplating dropping out; and secondly, because the role of the academic staff in persuading those students to stay was regarded as largely insignificant by the students. This study provides some explanation of the high attrition of females in computing courses, but the challenge still remains to develop effective strategies to halt this negative trend. |
| SN | 1547-9714 |
| EI | 1539-3585 |
| PY | 2006 |
| VL | 5 |
| BP | 107 |
| EP | 120 |
| UT | WOS:000210171400007 |
| ER |
| PT | J |
| AU | Sauer, PL
O'Donnell, JB |
| AF | Sauer, Paul L.
O'Donnell, Joseph B. |
| TI | The Impact of New Major Offerings on Student Retention |
| SO | JOURNAL OF MARKETING FOR HIGHER EDUCATION |
| AB | A strategy used by industry to retain customers and remain competitive is the design and launch of new products. One might then question whether the launch of new courses and new majors by colleges and universities has the potential of reducing student attrition. Combining survey data from matriculating freshmen with administrative data taken from student records, this study examines this potential. A logistic regression analysis with student attrition as the dependent variable reveals that undergraduate students enrolling in a newly launched major are less likely to drop out of college before graduation. (C) 2006 by The Haworth Press, Inc. All rights reserved. |
| SN | 0884-1241 |
| EI | 1540-7144 |
| PY | 2006 |
| VL | 16 |
| IS | 2 |
| BP | 135 |
| EP | 155 |
| DI | 10.1300/J050v16n02_06 |
| UT | WOS:000415497600006 |
| ER |
| PT | J | ||
| AU | Glaesser, J | ||
| AF | Glaesser, Judith | ||
| TI | Dropping out of further education: a fresh start? Findings from a German longitudinal study | ||
| SO | JOURNAL OF VOCATIONAL EDUCATION AND TRAINING | ||
| AB | In the labour market, formal qualifications-both school and vocational or university degrees-are of increasing importance. This may be especially true in Germany, where formal qualifications are highly valued. Dropping out of vocational or university training is therefore regarded as a risk for young people in the process of entering the labour market. In the present paper, two questions are being addressed: (1) Who are the young adults who are at risk of dropping out? (2) What happens to them, i.e. do they get a chance to resume their education and if so, who is more likely to do so? Using a longitudinal perspective, both individual factors such as scholastic achievement, intelligence or motivation and structural factors pertaining to the education system are taken into account. Both kinds of influencing factors are shown to contribute to the likelihood of dropping out and starting again. | ||
| OI |
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| SN | 1363-6820 | ||
| EI | 1747-5090 | ||
| PY | 2006 | ||
| VL | 58 | ||
| IS | 1 | ||
| BP | 83 | ||
| EP | 97 | ||
| DI | 10.1080/13636820600591743 | ||
| UT | WOS:000211778400006 | ||
| ER |
| PT | J |
| AU | Stevenson, K
MacKeogh, K Sander, P |
| AF | Stevenson, Keith
MacKeogh, Kay Sander, Paul |
| TI | Working with student expectations of tutor support in distance education: testing an expectations-led quality assurance model |
| SO | OPEN LEARNING |
| AB | Action research studies in the United Kingdom with Open University students have shown that students come to distance education courses with variable expectations of the levels of service and support they will receive from their tutors. It has been further suggested that a specific expectations-led quality assurance process that enables the sharing of these expectations before a course starts could be of mutual benefit to the student and the tutor, as well as generally improving the overall quality of tutor support provided by the distance learning organisation. This process, it is argued, would be appreciated by the students, have beneficial effects on student satisfaction with tutor support, reducing student drop-out and increasing course completion rates. Could such a process that asks tutors to collect student expectations before a course begins be instituted effectively into a distance learning organisation and how would students and tutors respond to it?
This paper reports on a large-scale project carried out by Oscail (the Irish National Distance Education Centre) aimed at developing and testing how students and tutors valued being involved in just such an Open and Distance Learning expectations-led quality assurance process. In the study reported here, all 96 tutors on an Oscail B. A. distance learning programme were asked two weeks before their course began to circulate the student expectations questionnaire to the 950 students on their tutorial lists. Tutors were asked to collect the questionnaires, reflect on the expectations of the students and consider how their tutorial practice and student support might change as a result of the exercise. Tutor and student views on the effectiveness of the exercise were also gathered through questionnaires and focus group meetings. The findings suggested that the majority of students and tutors involved in the study did see the value of the process and that it did help tutors (especially newly appointed ones) consider and respond to the type of support students hoped to receive. The practice of issuing student expectation questionnaires has now been embedded in Oscail introductory courses. |
| SN | 0268-0513 |
| EI | 1469-9958 |
| PY | 2006 |
| VL | 21 |
| IS | 2 |
| BP | 139 |
| EP | 152 |
| DI | 10.1080/02680510600713169 |
| UT | WOS:000210560900005 |
| ER |
| PT | J |
| AU | Brandstatter, H
Grillich, L Farthofer, A |
| AF | Brandstaetter, Hermann
Grillich, Ludwig Farthofer, Alois |
| TI | Predicting university drop-out |
| SO | ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE |
| AB | The study aimed at clarifying the individual conditions of university drop-out with Cox-regression, structural equation models, and multi-level analyses. The data has been collected from students of the University of Linz who had participated in a career counseling program before their school leaving exam and answered a questionnaire on their study experiences three to seventeen semesters later. Archival data on the time series of exams complemented the questionnaire data. As expected, lower high-school grade point averages and lower scores on cognitive tests as well as incongruent interests and low scores on conscientiousness and emotional stability were followed by less efficient study habits. As a consequence, the academic performance (in terms of grade point average and number of exams taken by the students) was poorer, the satisfaction with the study experiences was reduced and, very often, dropping out from the university was the end result. As a means of reducing the drop-out risk, besides improvements in the organization of the studies, a further development of the study choice counseling program is recommended. |
| SN | 0049-8637 |
| PY | 2006 |
| VL | 38 |
| IS | 3 |
| BP | 121 |
| EP | 131 |
| DI | 10.1026/0049-8637.38.3.121 |
| UT | WOS:000240338600003 |
| ER |
| PT | J | ||||
| AU | Hustinx, L
Vanhove, T Declercq, A Hermans, K Lammertyn, F |
||||
| AF | Hustinx, L
Vanhove, T Declercq, A Hermans, K Lammertyn, F |
||||
| TI | Bifurcated commitment, priorities, and social contagion: the dynamics and correlates of volunteering within a university student population | ||||
| SO | BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION | ||||
| AB | In spite of a progressive institutionalisation of community- based learning into higher education, relatively little is known about the actual dynamics and correlates of volunteering by students. The study presented seeks a more in- depth understanding of the spontaneous, extracurricular involvement within a university student population. Data are drawn from a postal survey of a representative sample of third- year university students enrolled at a Flemish university ( n = 744). In a first step, an exploration of the course and nature of students' volunteer involvement is provided. In a second step, an explanatory model is constructed to predict the likelihood of belonging to the categories of volunteers, former volunteers or non- volunteers. Firstly, it appears that a large group of students drop out of volunteering in transition to university, and that volunteering is rarely given priority in students' agenda. Furthermore, a bifurcated pattern of involvement with a different pace inside and outside university is identified. Finally, extensive embedding in a volunteer environment as well as the discipline of study are major predictors of volunteering by students. Gender, church practice, being encouraged to volunteer and subjective study pressure produce subsidiary effects. | ||||
| OI |
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| SN | 0142-5692 | ||||
| PD | SEP | ||||
| PY | 2005 | ||||
| VL | 26 | ||||
| IS | 4 | ||||
| BP | 523 | ||||
| EP | 538 | ||||
| DI | 10.1080/01425690500200111 | ||||
| UT | WOS:000231687300006 | ||||
| ER |
| PT | J | ||
| AU | Mastekaasa, A | ||
| AF | Mastekaasa, A | ||
| TI | Gender differences in educational attainment: the case of doctoral degrees in Norway | ||
| SO | BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION | ||
| AB | Despite strong trends in most Western countries towards gender equality in educational attainments, men are still considerably more likely to obtain doctoral degrees. Using data comprising nearly all students graduating from Norwegian universities during 1981 - 1996, separate event history analyses are carried out of recruitment to and completion of doctoral studies. Multilevel models are used to take both differences among individuals and among educational fields into account. With regard to recruitment, a moderate gender difference is partly accounted for by men's higher grades. Children have no impact for either gender. The remaining gender difference could be due to discrimination, but the fact that this difference is not larger in predominantly male fields is an argument against this. There is no overall gender difference in completion probabilities. Men, however, seem more likely to drop out of their studies in applied fields, probably due to attractive opportunities in the non-academic labour market. | ||
| RI |
|
||
| SN | 0142-5692 | ||
| PD | JUL | ||
| PY | 2005 | ||
| VL | 26 | ||
| IS | 3 | ||
| BP | 375 | ||
| EP | 394 | ||
| DI | 10.1080/01425690500128908 | ||
| UT | WOS:000229931500005 | ||
| ER |
| PT | J | ||
| AU | Arulampalam, W
Naylor, RA Smith, JP |
||
| AF | Arulampalam, W
Naylor, RA Smith, JP |
||
| TI | Effects of in-class variation and student rank on the probability of withdrawal: cross-section and time-series analysis for UK university students | ||
| SO | ECONOMICS OF EDUCATION REVIEW | ||
| AB | From individual-level data for nine entire cohorts of undergraduate students in UK universities; we estimate the probability that an individual will drop out of university during their first-year. We examine the 1984-S5 to 1992-93 cohorts of students enrolling full-time for a 3 or 4-year course; and focus on the sensitivity of the probability of withdrawal to the individual's prior qualifications relative to those of the other students in their university course. We show not only that weaker students are more likely to withdraw but also that the extent of variation in prior qualifications within the student's university degree course also exerts an influence on the individual's probability of withdrawal. We also find that withdrawal behaviour varies across universities according to a measure of average university student quality. © 2004 Elsevier Ltd. All rights reserved. | ||
| RI |
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| SN | 0272-7757 | ||
| PD | JUN | ||
| PY | 2005 | ||
| VL | 24 | ||
| IS | 3 | ||
| BP | 251 | ||
| EP | 262 | ||
| DI | 10.1016/j.econedurev.2004.05.007 | ||
| UT | WOS:000229168000001 | ||
| ER |
| PT | J |
| AU | Pennell, H
West, A |
| AF | Pennell, Hazel
West, Anne |
| TI | The Impact of Increased Fees on Participation in Higher Education in England |
| SO | HIGHER EDUCATION QUARTERLY |
| AB | This article explores some recent research evidence on the possible impact of the higher education reforms in England on participation by students from lower socio-economic backgrounds. The evidence is examined in terms of costs, debt and term-time working. Financial issues have been shown to constrain choice of institution and place of study for lower-income students, and financial problems are commonly cited as reasons for dropping out of higher education. The greatest difference in debt levels has been found to be linked to family background, with students who were poor before they entered university leaving university with the largest debts. Overdrafts and credit card debt levels have been shown to be lower for students in receipt of grants than for those who are not. Research has shown that school leavers who are least debt-averse are more likely to go to university than those who are anti-debt; the latter include those from the lowest socio-economic groups and certain black and minority ethnic groups. Students who work in term-time may achieve less academically: those who work in term-time are more often those from lower socio-economic groups or minority ethnic groups. Overall, the evidence indicates that financial payments and grants are likely to be the most promising way forward to increase participation in higher education among those from lower socio-economic backgrounds. |
| SN | 0951-5224 |
| EI | 1468-2273 |
| PD | APR |
| PY | 2005 |
| VL | 59 |
| IS | 2 |
| BP | 127 |
| EP | 137 |
| DI | 10.1111/j.1468-2273.2005.00286.x |
| UT | WOS:000211207400003 |
| ER |
| PT | B |
| AU | Vasquez-Martinez, CR |
| AF | Vasquez-Martinez, Claudio R. |
| BE | Malpica, F
Welsch, F Tremante, A |
| TI | Non-completion in distance education in higher education |
| SO | 3rd International Conference on Education and Information Systems: Technologies and Applications, Vol 2, Proceedings |
| CT | 3rd International Conference on Education and Information Systems |
| CY | JUL 14-17, 2005 |
| CL | Orlando, FL |
| SP | Int Inst Informat & Syst, Int Federat Syst Res |
| AB | The paper reports a study of non-completion of a distance education programme in a Colombian University to explore the reasons for drop-out. The study is based upon the conception that non-completion involves the student's failure to complete a particular cycle of education, but that this is a collective rather than an individual phenomenon, and has causes both inside and outside the educational system. The study concludes that causes of non-completion are many and varied, and that they cannot easily be separated in terms of their explanatory power. |
| BN | 978-980-6560-34-5 |
| PY | 2005 |
| BP | 127 |
| EP | 130 |
| UT | WOS:000243713500025 |
| ER |
| PT | J |
| AU | Carmichael, C
Taylor, JA |
| AF | Carmichael, C.
Taylor, J. A. |
| TI | Analysis of student beliefs in a tertiary preparatory mathematics course |
| SO | INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY |
| AB | Every year approximately 800 students enrol in the tertiary preparatory course TPP7181 at the University of Southern Queensland. Successful completion of this course will allow students to enrol in either further preparatory level mathematics courses or undergraduate study. For many of the students enrolled in this course, the study of mathematics was undertaken quite some time ago and usually in a school setting. Drop out rates for this course are quite high and it is hypothesized that motivation may be a key factor in determining student success or otherwise. In this study scales assessing self-efficacy were utilized in an attempt to gauge aspects of the motivation of students enrolled in the course. Initial results suggest that only specific measures of student confidence predict their performance and that both gender and age mediate the strength of this prediction. |
| SN | 0020-739X |
| EI | 1464-5211 |
| PY | 2005 |
| VL | 36 |
| IS | 7 |
| SI | SI |
| BP | 713 |
| EP | 719 |
| DI | 10.1080/00207390500271065 |
| UT | WOS:000213179600003 |
| ER |
| PT | J |
| AU | Watts, C
Pickering, A |
| AF | Watts, Catherine
Pickering, Angela |
| TI | Some reasons behind the drop-out from German foreign language study between AS and A2 levels |
| SO | LANGUAGE LEARNING JOURNAL |
| AB | Current figures (CILT, 2005) indicate that, whilst the numbers of students taking post-16 modern foreign language public examinations in England, Wales and Northern Ireland have declined overall between 2000 and 2004, one of the biggest drops is for German, which has experienced a steady year-on-year decline over the same period at the full A level. This article describes a study which explored some of the reasons behind the drop-out from German foreign language study between AS and A2 levels in England using a mixture of qualitative and quantitative research methods.
The study highlighted the following reasons as key determiners in the decision to discontinue German language study at A2 level: the perceived difficulty of German and the German AS level curriculum (encompassing the notions of the unexpected jump between GCSE and AS level German and the time-consuming nature of the subject); tactical decision-making regarding the need to accumulate the highest points score for university entrance despite the fact that predicted grades for A2 tended to be higher than those actually achieved by at least one grade; low AS level grades compared to GCSE; the perceived lack of relevance of German to future career/study paths. Results concerning subject enjoyment at AS level were inconclusive but most respondents felt that German at AS was the most difficult of all the AS subjects taken. The article concludes with a consideration of these findings in the light of the number of new initiatives and proposals which target, among others, the 14-19 age group. |
| SN | 0957-1736 |
| EI | 1753-2167 |
| PY | 2005 |
| VL | 32 |
| IS | 1 |
| BP | 18 |
| EP | 26 |
| DI | 10.1080/09571730585200151 |
| UT | WOS:000212868100003 |
| ER |
| PT | J |
| AU | Johnes, G
McNabb, R |
| AF | Johnes, G
McNabb, R |
| TI | Never give up on the good times: Student attrition in the UK (vol 66, pg 23, 2004) |
| SO | OXFORD BULLETIN OF ECONOMICS AND STATISTICS |
| AB | The determinants of students' propensity to drop out of university are analysed using individual records of the 1993 leaving cohort of students. The data set comprises about 100,000 individuals and allows a much more thorough analysis of student wastage than has been possible in the past. The main reasons for attrition, academic failure ('involuntary' attrition) and 'voluntary' dropout, are modelled. The results highlight, inter alia, the importance of matching and peer group effects, both of which have been found to be important determinants of student outcomes in the US but which have been subject to little empirical scrutiny for the UK. |
| SN | 0305-9049 |
| PD | DEC |
| PY | 2004 |
| VL | 66 |
| IS | 5 |
| BP | 895 |
| EP | 895 |
| UT | WOS:000225359000006 |
| ER |
| PT | J | ||
| AU | Singell, LD | ||
| AF | Singell, LD | ||
| TI | Come and stay a while: does financial aid effect retention conditioned on enrollment at a large public university? | ||
| SO | ECONOMICS OF EDUCATION REVIEW | ||
| AB | Few studies examine whether financial aid affects college retention. This paper uses University of Oregon data to examine financial aid's affect on retention net of uniquely detailed enrollee attributes and conditioned on unobserved enrollee attributes identified by jointly modeling retention and enrollment. The results show that need- and merit-based aid significantly increase retention, but that these effects are biased by selection and vary with need and ability. This analysis is supplemented using survey data on non-retainees that indicate the decision to drop out depends significantly on financial aid. Overall, the findings suggest that increasing reliance on unsubsidized and merit-based aid by government and universities has lowered the relative graduation rates of needy students. (C) 2004 Elsevier Ltd. All rights reserved. | ||
| RI |
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||
| SN | 0272-7757 | ||
| PD | OCT | ||
| PY | 2004 | ||
| VL | 23 | ||
| IS | 5 | ||
| BP | 459 | ||
| EP | 471 | ||
| DI | 10.1016/j.econedurev.2003.10.006 | ||
| UT | WOS:000223824600001 | ||
| ER |
| PT | J |
| AU | Palep-Singh, M
Mook, K Barth, J Balen, A |
| AF | Palep-Singh, M
Mook, K Barth, J Balen, A |
| TI | An observational study of Yasmin((R)) in the management of women with polycystic ovary syndrome |
| SO | JOURNAL OF FAMILY PLANNING AND REPRODUCTIVE HEALTH CARE |
| AB | Background Polycystic ovary syndrome (PCOS) is the commonest endocrine disturbance affecting women in the reproductive age group and encompasses signs of hyperandrogenism, menstrual cycle disturbances and obesity. Some of the symptoms of PCOS may be ameliorated by the combined oral contraceptive pill (COCP).
Methods A pilot observational study was carried out in a university teaching hospital setting to determine whether the clinical and biochemical features of PCOS are ameliorated by a new COCP, Yasmin(R), which contains a new progestogen, drosperinone. Treatment with Yasmin was given for 6 months to 17 patients. Results Thirteen patients (76%) completed 6 months of therapy. Good cycle control was achieved in all patients. Percentage body fat increased, with no overall change in body mass index. Fasting insulin and triglyceride concentrations rose significantly. Serum total testosterone concentrations fell with a concomitant rise in sex hormone binding globulin levels. Hirsutism scores did not change significantly in the 12 women who were clinically hirsute. There was, however, a significant improvement in the acne scores. Four of the 17 patients dropped out of the trial between Cycles 3 and 5 due to side effects. Conclusions Yasmin provides good cycle control for women with PCOS, with an improvement in acne over 6 months but not in other symptoms of the syndrome. |
| SN | 1471-1893 |
| EI | 2045-2098 |
| PD | JUL |
| PY | 2004 |
| VL | 30 |
| IS | 3 |
| BP | 163 |
| EP | 165 |
| DI | 10.1783/1471189041261636 |
| UT | WOS:000222529800006 |
| PM | 15222920 |
| ER |
| PT | J |
| AU | Kerr, B
Kurpius, SER |
| AF | Kerr, B
Kurpius, SER |
| TI | Encouraging talented girls in math and science: effects of a guidance intervention |
| SO | HIGH ABILITY STUDIES |
| AB | Although gifted girls are closing the gap in math and science achievement, they continue to lose interest and drop out of math/science careers. An intervention was developed for talented at-risk young women that emphasized enhancing career identity and exploration, building science self-efficacy and self-esteem and reducing risky behaviors. Self-esteem, school self-efficacy, and future self-efficacy increased from pre-test to the 3- to 4-month follow-up. Girls significantly increased their seeking information about career and were likely to stay with nontraditional choices. The risk factor suicidality also decreased over this period. |
| SN | 1359-8139 |
| PD | JUN |
| PY | 2004 |
| VL | 15 |
| IS | 1 |
| BP | 85 |
| EP | 102 |
| DI | 10.1080/1359813042000225357 |
| UT | WOS:000222750000006 |
| ER |
| PT | J | ||
| AU | Johnes, G
McNabb, R |
||
| AF | Johnes, G
McNabb, R |
||
| TI | Never give up on the good times: Student attrition in the UK | ||
| SO | OXFORD BULLETIN OF ECONOMICS AND STATISTICS | ||
| AB | The determinants of students' propensity to drop out of university are analysed using individual records of all students passing through the central applications process in 1993. The data set comprises about 100,000 individuals and allows a much more thorough analysis of student wastage than has been possible in the past. The main reasons for attrition, academic failure ('involuntary' attrition) and 'voluntary' dropout, are modelled. The results highlight, inter alia, the importance of matching and peer group effects, both of which have been found to be important determinants of student outcomes in the US but which have been subject to little empirical scrutiny for the UK. | ||
| RI |
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| OI |
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||
| SN | 0305-9049 | ||
| PD | FEB | ||
| PY | 2004 | ||
| VL | 66 | ||
| IS | 1 | ||
| BP | 23 | ||
| EP | 47 | ||
| DI | 10.1111/j.1468-0084.2004.00068.x | ||
| UT | WOS:000188542600002 | ||
| ER |
| PT | B |
| AU | Fernando, MSD
Dahanayake, ANW |
| AF | Fernando, MSD
Dahanayake, ANW |
| BE | KhosrowPour, M |
| TI | E-learning and quality university environment: A better mix of technology based learning and administration with traditional university setting |
| SO | Innovations Through Information Technology, Vols 1 and 2 |
| CT | International Conference of the Information-Resources-Management-Association |
| CY | MAY 23-26, 2004 |
| CL | New Orleans, LA |
| SP | Informat Resources Management Assoc |
| AB | Views on e-learning based education are divided. Many believe that e-learning is essential for higher education institutes to be competitive and face the challenges today. Some others believe that traditional universities create an environment for creative thinking and innovation. Another category thinks e-learning does the same better than traditional methodologies. We may expand this for several other schools of thoughts. While some statistics show that the institutes based on e-learning disseminate knowledge to a wider audience and get a substantial revenue, and also the enrollments are rising indicating the popularity and wider acceptance, some other findings indicate a higher failure and drop out rate of students leaving doubts about the interpretation of success. In some universities, efforts are made to achieve the quality through a radical change to e-learning while some others try to be in the traditional stream. This paper discusses the importance of a better mix of many technological and traditional concepts in achieving a quality university environment. This requires integration of administration and academic functions to an e-learning system amidst good elements of traditional setting. |
| BN | 1-59140-261-1 |
| PY | 2004 |
| BP | 1426 |
| EP | 1428 |
| UT | WOS:000234266200416 |
| ER |
| PT | J | ||
| AU | Arulampalam, W
Naylor, RA Smith, JP |
||
| AF | Arulampalam, W
Naylor, RA Smith, JP |
||
| TI | A hazard model of the probability of medical school drop-out in the UK | ||
| SO | JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY | ||
| AB | From individual level longitudinal data for two entire cohorts of medical students in UK universities, we use multilevel models to analyse the probability that an individual student will drop out of medical school. We find that academic preparedness-both in terms of previous subjects studied and levels of attainment therein-is the major influence on withdrawal by medical students. Additionally, males and more mature students are more likely to withdraw than females or younger students respectively. We find evidence that the factors influencing the decision to transfer course differ from those affecting the decision to drop out for other reasons. | ||
| RI |
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||
| SN | 0964-1998 | ||
| PY | 2004 | ||
| VL | 167 | ||
| BP | 157 | ||
| EP | 178 | ||
| DI | 10.1046/j.0964-1998.2003.00717.x | ||
| PN | 1 | ||
| UT | WOS:000187343900009 | ||
| ER |
| PT | J |
| AU | Draper, D
Gittoes, M |
| AF | Draper, D
Gittoes, M |
| TI | Statistical analysis of performance indicators in UK higher education |
| SO | JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY |
| AB | fAttempts to measure the quality with which institutions such as hospitals and universities carry out their public mandates have gained in frequency and sophistication over the last decade. We examine methods for creating performance indicators in multilevel or hierarchical settings (e.g. students nested within universities) based on a dichotomous outcome variable (e.g. drop-out from the higher education system). The profiling methods that we study involve the indirect measurement of quality, by comparing institutional outputs after adjusting for inputs, rather than directly attempting to measure the quality of the processes unfolding inside the institutions. In the context of an extended case-study of the creation of performance indicators for universities in the UK higher education system, we demonstrate the large sample functional equivalence between a method based on indirect standardization and an approach based on fixed effects hierarchical modelling, offer simulation results on the performance of the standardization method in null and non-null settings, examine the sensitivity of this method to the inadvertent omission of relevant adjustment variables, explore random-effects reformulations and characterize settings in which they are preferable to fixed effects hierarchical modelling in this type of quality assessment and discuss extensions to longitudinal quality modelling and the overall pros and cons of institutional profiling. Our results are couched in the language of higher education but apply with equal force to other settings with dichotomous response variables, such as the examination of observed and expected rates of mortality (or other adverse outcomes) in investigations of the quality of health care or the study of retention rates in the workplace. |
| SN | 0964-1998 |
| PY | 2004 |
| VL | 167 |
| BP | 449 |
| EP | 474 |
| DI | 10.1111/j.1467-985X.2004.apm12.x |
| PN | 3 |
| UT | WOS:000222072600005 |
| ER |
| PT | J | ||
| AU | Maida, AM
Vasquez, A Herskovic, V Calderon, JL Jacard, M Pereira, A Widdel, L |
||
| AF | Maida, AM
Vasquez, A Herskovic, V Calderon, JL Jacard, M Pereira, A Widdel, L |
||
| TI | A report on student abuse during medical training | ||
| SO | MEDICAL TEACHER | ||
| AB | The purpose of this study was to determine the incidence, and the consequences, of abusive situations as perceived by students during the course of their medical training. A descriptive study was carried out surveying the entire 2000 fifth-year class of 181 in the Medical School of the University of Chile. The questionnaire was answered by 144 students. Results showed that 91.7% of the students who responded had suffered at least one episode of abuse while enrolled in medical school. The main offenders were teachers and peers. Verbal abuse was the most common (85.4%), followed by psychological (79.9%), sexual (26.4%) and physical (23.6%) abuse. Students reported that abuse had effects on their mental health, social life and the image they had of physicians; 17% considered dropping out of school as a consequence of this experience. Efforts should be addressed to prompt educators to reflect on their role. | ||
| RI |
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| OI |
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||
| SN | 0142-159X | ||
| PD | SEP | ||
| PY | 2003 | ||
| VL | 25 | ||
| IS | 5 | ||
| BP | 497 | ||
| EP | 501 | ||
| DI | 10.1080/01421590310001606317 | ||
| UT | WOS:000185688100006 | ||
| PM | 14522671 | ||
| ER |
| FN | Clarivate Analytics Web of Science | ||
| VR | 1.0 |
| PT | B |
| AU | Stallberg-White, C |
| AF | Stallberg-White, C |
| BE | Brathwaite, KS |
| TI | From outsider to insider: Toward a model of transition for non-traditional university students |
| SO | ACCESS AND EQUITY IN THE UNIVERSITY |
| CT | 11th Biennial Workshop on Organometallic Vapor Phase Epitaxy |
| CY | JUL 20-24, 2003 |
| CL | KEYSTONE, CO |
| AB | Based on my personal experience as a TYP alumni and U of T graduate student, as well as on interviews conducted with TYP students, I propose that a successful transition to university for non-traditional students requires more than just an upgrading of academic skills. It requires a support system to facilitate the internalization of the academy's rules, norms, and values. The TYP, in its role as students' first introduction to the university community, acts as a secure base for its members, enabling a process of socialization, psychological reorganization, and skill development. Students at TYP acquire access to academic role models that, over the course of the TYP year, are internalized and transformed into a sense of academic self-efficacy. This process enables students to begin to develop an empowered awareness of their own potential, as well as of the offerings available to them through their new sense of membership within the academic community. This process is hypothesized to continue throughout the individual's academic career, such that there are socialization processes, changes in self-concept, and increased awareness of possibilities as new academic milestones are confronted. Critical for the continued success of non-traditional students beyond the transitional year is ongoing, though differential, access to academic role models, and instrumental and social support. This model is not proposed to be reciprocal for students who prematurely drop out (versus consciously chosen departures) of their educational roots [at TYP]." As a result of experiences like this, 90 per cent of students planned to stay in contact with TYP during their university years, whether to access continued tutorial assistance and computer resources or to participate in TYP's very popular pizza lunches. Most notably, each student expressed a desire to stay in touch in order to continue the special relationships formed at TYP. |
| BN | 1-55130-219-5 |
| PY | 2003 |
| BP | 181 |
| EP | 187 |
| UT | WOS:000189135400016 |
| ER |
| PT | B |
| AU | Ahamed, SI |
| AF | Ahamed, SI |
| BE | Srimani, PK
Bein, W Hashemi, R Lawrence, E Cannataro, M Regentova, E Spink, A |
| TI | Experiences in teaching an object-oriented design and data structure course |
| SO | ITCC 2003: INTERNATIONAL CONFERENCE ON INFORMATION TECHNOLOGY: COMPUTERS AND COMMUNICATIONS, PROCEEDINGS |
| CT | International Conference on Information Technology - Coding and Computing |
| CY | APR 28-30, 2003 |
| CL | LAS VEGAS, NV |
| SP | IEEE Comp Soc Task Force Informat Technol Business Applicat |
| AB | Object-oriented design and data structures is one of the most important courses in any computer science, Computer system engineering or computer information systems. Usually this class is taught in the second year of a four-year curriculum. This class should be taught in such a way that students get interests in learning real programming with object-oriented approach. Students also know the basics of data structures and applications of data structures. If this class is not taught properly, students will drop out. This course is the main foundation for a programmer or computer scientist. This paper describes the experience of the author in designing and teaching an object-oriented design and data structures course at Arizona State University, USA for last 8(eight) semesters. This paper also describes the goal of the course, which is to provide an in-depth understanding of the object oriented design and fundamental data structures and motivate students to become a programmer. |
| BN | 0-7695-1916-4 |
| PY | 2003 |
| BP | 48 |
| EP | 52 |
| DI | 10.1109/ITCC.2003.1197498 |
| UT | WOS:000183074700009 |
| ER |
| PT | J |
| AU | Xenos, M
Pierrakeas, C Pintelas, P |
| AF | Xenos, M
Pierrakeas, C Pintelas, P |
| TI | A survey on student dropout rates and dropout causes concerning the students in the Course of Informatics of the Hellenic Open University |
| SO | COMPUTERS & EDUCATION |
| AB | This paper focuses on university-level education offered by methods of distance learning in the field of computers and aims at the investigation of the main causes for student dropouts. The presented study is based on the students of the Course of "Informatics", Faculty of Science and Technology of the Hellenic Open University and investigates the particularities of education provided through the use of computers and technology in general. This paper presents information about the students' profile, the use of computer technology, the percentage of dropouts, as well as a classification of the reasons for dropouts based on interviews with the students. The study shows that dropouts are correlated with the use of technological means and, based on this fact, the Hellenic Open University implemented interventions in the use of such means. It also proves that a correlation exists between dropouts and students' age, but not gender, although female students are more reluctant to start following a course. However, it is also shown that female students' commitment to a course is stronger and thus, they do not drop out as easily as male students do. Furthermore, the results of this study strongly correlate dropouts to the existence of previous education in the field of Informatics or to working with computers, but not to the degree of specialisation in computers. Finally, the paper presents the reasons provided by the students for drooping out, with the main reasons being the inability to estimate the time required for university-level studies and the perceived difficulty of the computers course. (C) 2002 Elsevier Science Ltd. All rights reserved. |
| SN | 0360-1315 |
| PD | DEC |
| PY | 2002 |
| VL | 39 |
| IS | 4 |
| BP | 361 |
| EP | 377 |
| AR | PII S0360-1315(02)00072-6 |
| DI | 10.1016/S0360-1315(02)00072-6 |
| UT | WOS:000179428100003 |
| ER |
| PT | J |
| AU | Brandstatter, H
Grillich, L Farthofer, A |
| AF | Brandstatter, H
Grillich, L Farthofer, A |
| TI | The effects of counseling for choosing a field of study |
| SO | ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE |
| AB | The present study aims at an evaluation of the guidance program offered by the University of Linz to students with university entrance qualification since 1991. The analysis is based on questionnaire data on the study progress collected from 194 participants and from a random sample of nonparticipants (control group) of the 1997 cohort of school leavers. All success criteria (grade point average, perceived study success, study satisfaction, and perceived stability of the study choice) show a positive effect of the guidance program. These positive effects are supported by the results of survival analyses (Cox regression with type of secondary school, faculty, and sex as covariates) of the "time to event" (terms before graduation or drop out, respectively) with archival data of all students, who had left Upper Austrian secondary schools in the years 1991 to 1994 and entered the University of Linz during those years. Among them were those students who had participated in the guidance program in the second term of their last school year. |
| SN | 1010-0652 |
| PD | MAR |
| PY | 2002 |
| VL | 16 |
| IS | 1 |
| BP | 15 |
| EP | 28 |
| DI | 10.1024//1010-0652.16.1.15 |
| UT | WOS:000175140200003 |
| ER |
| PT | S |
| AU | Rykov, V |
| AF | Rykov, V |
| GP | IEEE IEEE IEEE IEEE |
| TI | Rhythmycal criteria of text meaningfulness |
| SO | 2001 IEEE INTERNATIONAL CONFERENCE ON SYSTEMS, MAN, AND CYBERNETICS, VOLS 1-5: E-SYSTEMS AND E-MAN FOR CYBERNETICS IN CYBERSPACE |
| SE | IEEE INTERNATIONAL CONFERENCE ON SYSTEMS, MAN, AND CYBERNETICS, CONFERENCE PROCEEDINGS |
| CT | IEEE International Conference on Systems, Man and Cybernetics (SMC) |
| CY | OCT 07-10, 2001 |
| CL | TUCSON, AZ |
| SP | IEEE, Raytheon |
| AB | This paper describes the discovered close relationship between the printed prosaic text rhythm and its contents. Processing enormous numbers of texts containing in WWW can be optimized using some criteria, reflecting their nature. One of the current problems is that the programs that process texts in Internet can never know definitely what kind of word stuff they do. The same result can be get after meaningless word mixture processing. Only word order or word sequence reflects the meaning of the whole text. But it is hard to convert it into numerical indexes. The ancient idea of close relation between prosaic text contents and the flow of its rhythm is under discussion. First the rhythm of prosaic text really exists and it was described by Cicero in his book De Oratore in ancient times. Cicero said that prosaic rhythm primitives are the regular verse rhythm sequences. But these rhythm primitives should be variable. They should constantly change their elementary rhythm patterns. Otherwise the whole text would he rejected by human mind. The problem is to find a numeric index reflecting such a flowing matter. First time the algorithm of calculation of the word rhythm order was implemented by Y. Radday in 1970. He uses them to investigate the Biblical Book of Isaiah authorship. He calculated two numbers - one - reflecting word length distribution. The second number reflected the word rhythm flow. The rhythm primitives in this research were the packages of the words of the same (equal) length. This number also calculated the distribution of rhythmical packages containing one, two three etc words. It is clear that the last number will change if we shall mix the text words. This statistical procedure can be applied to the massive conventional texts of the informative or imaginative prose. These simple statistical indexes can be easily calculated by computer reflecting rhythm flow patterns of prose genres of any standard corpus of texts. Every text can then be represented as a pair of such an indexes and hence a point on the two dimensional diagram. The points reflecting various texts were taken from Brown University Corpus. They made an almost straight line on the plain diagram. So - if we shall change the word order - the point will drop out of the line. This line can be called as a line of text meaningfulness. Really - if we would mix the text words up - the rhythmic index would be different and so it would be out of the line of meaningfulness. The rhythmical indexes described in the paper can be regarded as a statistical test measuring the meaningfulness of any sequence of words. Really - this statistical criterion can be called the razor of the meaningfulness. |
| SN | 1062-922X |
| BN | 0-7803-7087-2 |
| PY | 2002 |
| BP | 476 |
| EP | 478 |
| UT | WOS:000177404200081 |
| ER |
| PT | B |
| AU | Ng'ambi, D |
| AF | Ng'ambi, D |
| BE | Kinshuk, X
Lewis, R Akahori, K Kemp, R Okamoto, T Henderson, L Lee, CH |
| TI | Social challenges of using computers to teach socially disadvantaged groups in the new South Africa |
| SO | INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS |
| CT | International Conference on Computers in Education |
| CY | DEC 03-06, 2002 |
| CL | AUCKLAND, NEW ZEALAND |
| SP | Massey Univ, Coll Business, IEEE Learning Technol Task Force, Distance Educ Assoc New Zealand, Auckland Univ Technol, Univ Waikato, Univ Electro Commun, UPROAD Co Ltd, GuideTools com, Journal Comp Assisted Learning, New Zealand Comp Soc |
| AB | In this paper we describe the social challenges of using computers to teach socially disadvantaged groups in the new South Africa. The majority of people from low socio-economic backgrounds are Africans. There is evidence that these learners perceive good education as a redress to their plight. As a result of this perception, students from historically disadvantaged social groups are in large and increasing numbers entering institutions characterised as 'historically advantaged'. Be that as t may, these numbers are insignificantly small and are more likely to drop out. This paper reports on the state of the educational system for previously disadvantaged social groups, why the theme of this conference "learning communities on the Internet" remains a pipe dream for these social groups and how the Multimedia Education Group at the University of Cape Town is responding to the challenge through computer-based interventions. |
| BN | 0-7695-1509-6 |
| PY | 2002 |
| BP | 483 |
| EP | 484 |
| UT | WOS:000180516000135 |
| ER |
| PT | B |
| AU | Feldmann, B |
| AF | Feldmann, B |
| BE | Kinshuk, X
Lewis, R Akahori, K Kemp, R Okamoto, T Henderson, L Lee, CH |
| TI | The Internet Communication Environment (ICE) - Virtual University as virtual community |
| SO | INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS |
| CT | International Conference on Computers in Education |
| CY | DEC 03-06, 2002 |
| CL | AUCKLAND, NEW ZEALAND |
| SP | Massey Univ, Coll Business, IEEE Learning Technol Task Force, Distance Educ Assoc New Zealand, Auckland Univ Technol, Univ Waikato, Univ Electro Commun, UPROAD Co Ltd, GuideTools com, Journal Comp Assisted Learning, New Zealand Comp Soc |
| AB | Our Experiences and research in the field [1,2,3,4,5,6,7,8,9] have shown, that students working collaboratively are more successful than students working alone. Therefore, it should be a logical consequence to install collaboration as key factor in distance study environment. That is not as easy as spoken, because the classical distance study institutions struggle with a bundle of different problems. E. g. in Germany no study fees are allowed. How to finance highly interactive, small classes? Another problem are the professional restrictions of distance students, their time budget is limited. The consequence is, that normally students have nearly no contact to their peers and their tutors until the final examinations. The drop-out rates are extremely high (more than 90%) and a lot of students study more than six years to reach a degree. The deployment of virtual teaching improved the situation substantially, but not enough.
The following paper tries to show a solution for the mentioned problems. |
| BN | 0-7695-1509-6 |
| PY | 2002 |
| BP | 1510 |
| EP | 1511 |
| UT | WOS:000180516000465 |
| ER |
| PT | B |
| AU | Lu, L
Luo, PL |
| AF | Lu, L
Luo, PL |
| BE | Xu, QR
Wu, X Chen, J |
| TI | Insights about faculty pay reform in chinese research-oriented university |
| SO | MANAGEMENT OF TECHNOLOGY AND INNOVATION IN THE 21ST CENTURY, PROCEEDINGS |
| CT | 3rd International Conference on Management of Innovation and Technology |
| CY | OCT 25-27, 2002 |
| CL | Hangzhou, PEOPLES R CHINA |
| SP | Zhejiang Univ, Res Ctr Innovat & Dev, Chinese Acad Sci, IEEE Engn Management Soc, NSF, State Econ & Trade Commiss, State Minist Educ, S&T Bur Hangzhou, Tellhow Co, Haier Corp, Eastcom Corp, Baoshan Steel Corp, ZTE Corp, Jiangnan Shipyard Grp Co Ltd, NorthChina Pharmaceut Grp Corp |
| AB | Many Chinese universities are transforming into research-oriented institutes so as to enhance their reputation in the world. However, the according faculty pay is highly behind the pace, the system leading to the poor enthusiasm of faculties and the large drop-out of talents in the worst. This paper compares faculty pay between Chinese research-oriented universities and French ones. The result shows some similarities between these two systems, which can be used for reference. Moreover, we use the multi-task agent theory to analyze the relationship between the university and the faculty. The analysis is stimulative to the Chinese faculty pay reform. Finally, we propose some insights about incentive reformation in Chinese research-oriented university. |
| BN | 7-900647-20-1 |
| PY | 2002 |
| BP | 343 |
| EP | 346 |
| UT | WOS:000222653000067 |
| ER |
| PT | J |
| AU | Ylijoki, OH |
| AF | Ylijoki, OH |
| TI | Master's thesis writing from a narrative approach |
| SO | STUDIES IN HIGHER EDUCATION |
| AB | Thesis writing as the final phase in achieving the master's degree has been identified both as a culmination of university studies, providing students with a bridge from the world of study to the world of scholarship, and as a severe problem associated with drop-out, lengthening of the duration of studies and personal anxiety of students. In this article, thesis writing and the problems involved in it are approached from a narrative perspective. The study is based on focused interviews with 72 students from four disciplines at one Finnish university. From students' accounts of their study experiences, four cultural core narratives are constructed: the heroic, tragic, businesslike and penal stories. In each type of story the meaning of thesis writing, the relationship between student and supervisor, and study problems are experienced in an essentially different manner. It is suggested that, in order to improve academic teaching and thesis supervision, it is important to analyse and critically re? ect on the kinds of stories students are living by, and how these narratives are sustained in the disciplinary cultures into which they are socialised during their studies. |
| SN | 0307-5079 |
| EI | 1470-174X |
| PD | MAR |
| PY | 2001 |
| VL | 26 |
| IS | 1 |
| BP | 21 |
| EP | 34 |
| DI | 10.1080/03075070124067 |
| UT | WOS:000167167100003 |
| ER |
| PT | J | ||
| AU | Smith, JP
Naylor, RA |
||
| AF | Smith, JP
Naylor, RA |
||
| TI | Dropping out of university: a statistical analysis of the probability of withdrawal for UK university students | ||
| SO | JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY | ||
| AB | From individual level data for an entire cohort of undergraduate students in the 'old' universities in the UK, we use a binomial probit model to estimate the probability that an individual will 'drop out' of university before the completion of their degree course. We examine the cohort of students enrolling full time for a 3- or 4-year degree in the academic year 1989-1990. We find evidence to support both the hypothesis that the completion of courses by students is influenced by the extent of prior academic preparedness and the hypothesis that social integration at university is important. We also find an influence of unemployment in the county of prior residence, especially for poorer male students. Finally, we draw conclusions regarding the public policy of constructing university performance indicators in this area. | ||
| RI |
|
||
| SN | 0964-1998 | ||
| PY | 2001 | ||
| VL | 164 | ||
| BP | 389 | ||
| EP | 405 | ||
| DI | 10.1111/1467-985X.00209 | ||
| PN | 2 | ||
| UT | WOS:000169172000012 | ||
| ER |
| PT | S | ||
| AU | Matyja, O
Szczesny, W |
||
| AF | Matyja, O
Szczesny, W |
||
| BE | Klopotek, M
Michalewicz, M Wierzchon, ST |
||
| TI | Visualization in prediction based on grade correspondence analysis | ||
| SO | INTELLIGENT INFORMATION SYSTEMS | ||
| SE | ADVANCES IN SOFT COMPUTING | ||
| CT | International Symposium on Intelligent Information Systems (IIS 2000) | ||
| CY | JUN 12-16, 2000 | ||
| CL | BYSTRA, POLAND | ||
| SP | Polish Acad Sci, Inst Comp Sci | ||
| AB | The grade correspondence analysis (GCA) is used to form a solution of predictive problems with a binary response variable and a vector of nonnegative explanatory variables. At first, the GCA is applied to the matrix of values of explanatory variables corresponding to objects belonging to the training set. Then, this analysis is repeated under the restriction that two non-overlapping blocks are formed, each gathering objects of a common value of the response variable. The results provide a general information on the joint behavior of explanatory variables and their link with the response variable. Moreover, the second analysis produces a GCA based discriminant function, used subsequently to classify new objects or objects belonging to a test set. Each phase of this process is clearly visualized by means of suitable over-representation maps. All stages of predicting are illustrated in the paper by simulated university drop-out problem. | ||
| OI |
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| SN | 1615-3871 | ||
| BN | 3-7908-1309-5 | ||
| PY | 2000 | ||
| BP | 289 | ||
| EP | 301 | ||
| UT | WOS:000088358700026 | ||
| ER |
| PT | J |
| AU | Murtaugh, PA
Burns, LD Schuster, J |
| AF | Murtaugh, PA
Burns, LD Schuster, J |
| TI | Predicting the retention of university students |
| SO | RESEARCH IN HIGHER EDUCATION |
| AB | Survival analysis was used to model the retention of 8,867 undergraduate students at Oregon State University between 1991 and 1996. Attrition was found to increase with age, and decrease with increasing high school GPA and first-quarter GPA. Nonresidents had higher attrition rates than did resident and international students, and students taking the Freshman Orientation Course appeared to be at reduced risk of dropping out. Statistically significant associations of retention with ethnicity/race and college at first enrollment were also noted. A proportional hazards regression model was developed to predict a student's probability of leaving school based on these demographic and academic variables. These analyses are helping to guide the university's efforts to improve retention through marketing, recruitment, and the development of orientation and other programs. |
| SN | 0361-0365 |
| PD | JUN |
| PY | 1999 |
| VL | 40 |
| IS | 3 |
| BP | 355 |
| EP | 371 |
| DI | 10.1023/A:1018755201899 |
| UT | WOS:000081041600007 |
| ER |
| PT | J |
| AU | Liu, XH
Waternaux, C Petkova, E |
| AF | Liu, XH
Waternaux, C Petkova, E |
| TI | Influence of human immunodeficiency virus infection on neurological impairment: an analysis of longitudinal binary data with informative drop-out |
| SO | JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES C-APPLIED STATISTICS |
| AB | A study to investigate the effect of human immunodeficiency virus (HIV) status on the course of neurological impairment, conducted by the HIV Center at Columbia University, followed a cohort of HIV positive and negative gay men for 5 years and assessed the presence or absence of neurological impairment every 6 months. Almost half of the subjects dropped out before the end of the study for reasons that might have been related to the missing neurological data. We propose likelihood-based methods for analysing such binary longitudinal data under informative and noninformative drop-out. A transition model is assumed far the binary response, and several models for the drop-out processes are considered which are functions of the response variable (neurological impairment). The likelihood ratio test is used to compare models with informative and noninformative drop-out mechanisms. Using simulations, we investigate the percentage bias and mean-squared error (MSE) of the parameter estimates in the transition model under various assumptions for the drop-out. We find evidence for informative drop-out in the study, and we illustrate that the bias and MSE for the parameters of the transition model are not directly related to the observed drop-out or missing data rates. The effect of HIV status on the neurological impairment is found to be statistically significant under each of the models considered for the drop-out, although the regression coefficient may be biased in certain cases. The presence and relative magnitude of the bias depend on factors such as the probability of drop-out conditional on the presence of neurological impairment and the prevalence of neurological impairment in the population under study. |
| SN | 0035-9254 |
| PY | 1999 |
| VL | 48 |
| BP | 103 |
| EP | 115 |
| DI | 10.1111/1467-9876.00143 |
| PN | 1 |
| UT | WOS:000078546400009 |
| ER |
| PT | J |
| AU | Gloria, AM |
| AF | Gloria, AM |
| TI | Chicana academic persistence - Creating a university-based community |
| SO | EDUCATION AND URBAN SOCIETY |
| AB | Xoci, a Chicana, attends a predominately White university in her hometown. She lives at home with her family, where she is responsible for her younger siblings and many household duties. The first in her family to attend college, Xoci is having difficulty managing her academic demands and home obligations; she has not been completing her class readings, homework assignments, or necessary household tasks. She is considering dropping out of school as she feels alone on campus and unsure of how to balance her home and school life. Her parents encourage her but can offer little advice beyond telling her to try harder. She has not confided in her instructors; she does not feel they would understand her. |
| SN | 0013-1245 |
| PD | NOV |
| PY | 1997 |
| VL | 30 |
| IS | 1 |
| BP | 107 |
| EP | 121 |
| DI | 10.1177/0013124597030001007 |
| UT | WOS:000072837000007 |
| ER |
| PT | J |
| AU | Klinov, R |
| AF | Klinov, R |
| TI | Changes in school enrollment patterns in Israel: A comparison between two disadvantaged groups |
| SO | ECONOMICS OF EDUCATION REVIEW |
| AB | This study analyzes enrollment rates of two disadvantaged groups in Israel-Israeli Arabs and Israeli Jews originating in Arab countries (ISAA). Between 1961 (the base year for our analysis) and 1983, disadvantaged Jews and Arabs exhibited two different patterns of school enrollment. ISAA moved en masse from primary to secondary schooling, but only a small percent trickled into higher education; consequently the distribution of education within this group became more egalitarian. By contrast, Arabs fell into two polar groups: those dropping out of school before the tenth grade - and those going all the way up to and including higher education. The resultant enrollment pattern is U-shaped. The study finds close correspondence between rates of return to education in the labor market and the differences in enrollment patterns. Arabs do not realize returns on secondary education, while ISAA do. At the university level returns in the labor market are similar, but returns on alternative investment are not: ISAA enjoy higher returns on non-human capital. Further contributing factors to the difference in enrollment patterns are a low average quality and a high variance around it in Arab schools, and the predominance of vocational education in ISAA schools. Partial data for the period 1983-1993 indicate that rates of return in the labor market did not change much; but, nonetheless, there is some convergence in enrollment rates: transition rates of ISAA into higher education increased, while dropout rates of Arabs out of secondary education decreased. It is suggested that convergence was primarily affected by changes in households' incomes and school inputs. Copyright (C) 1996 Elsevier Science Ltd |
| SN | 0272-7757 |
| PD | JUN |
| PY | 1996 |
| VL | 15 |
| IS | 3 |
| BP | 289 |
| EP | 301 |
| DI | 10.1016/0272-7757(96)00013-1 |
| UT | WOS:A1996VQ73000007 |
| ER |
| PT | J |
| AU | Kennett, DJ
Stedwill, AT Berrill, D Young, AM |
| AF | Kennett, DJ
Stedwill, AT Berrill, D Young, AM |
| TI | Co-operative learning in a university setting: Evidence for the importance of learned resourcefulness |
| SO | STUDIES IN HIGHER EDUCATION |
| AB | We examined the effects of individual learning (group A), co-operative learning (group B), co-operative learning with instruction (group C), and non-attendance (group D) on achievement in an introductory psychology course for 72 university students. The effect of learned resourcefulness on workshop attendance also was examined, as previous research has shown that people possessing low resourcefulness scores are more likely to drop out of programmes promoting academic achievement. Participants completed Rosenbaum's Self-Control Schedule (SCS) measuring learned resourcefulness skills prior to group assignment and the Go-operative Learning Questionnaire (CLQ) assessing the use of group processing skills at the 3-week follow up. At different times, groups A, B, and C attended a workshop on academic self-management skills. These groups were asked to use the self-management skills described to help them prepare for the forthcoming test in psychology. Groups B and C members selected a partner to study with, but only group C members received an additional workshop on group processing. In support of previous research, students having low SCS scores were found to be more likely to drop out fr om the study than students having high SCS scores. Also, participants working with a partner showed academic benefits. Students receiving instruction (group C), however, used more effective group processing strategies than students who did not receive instruction. Nonetheless, students' use of group processing strategies was positively related to resourcefulness regardless of whether instruction was provided. |
| SN | 0307-5079 |
| PD | JUN |
| PY | 1996 |
| VL | 21 |
| IS | 2 |
| BP | 177 |
| EP | 186 |
| DI | 10.1080/03075079612331381348 |
| UT | WOS:A1996UZ67200005 |
| ER |
| PT | B |
| AU | McGregor, RC
Scott, BF |
| AF | McGregor, RC
Scott, BF |
| BE | Mustoe, LR
Hibberd, S |
| TI | A view on applicable mathematics courses for engineers |
| SO | MATHEMATICAL EDUCATION OF ENGINEERS |
| SE | INSTITUTE OF MATHEMATICS AND ITS APPLICATIONS CONFERENCE SERIES |
| CT | Conference on Mathematical Education of Engineers |
| CY | MAR 28-30, 1994 |
| CL | LOUGHBOROUGH UNIV, LOUGHBOROUGH, ENGLAND |
| SP | Inst Elect Engn, Inst Chem Engineers, Royal Acad Engn |
| HO | LOUGHBOROUGH UNIV |
| AB | The paper describes the provision, innovations and experience relating to the provision of relevantly applicable mathematics courses for engineering students studying a variety of different disciplines with some reference to the distinctive Scottish background.
A revision of the educational provision of teaching of mathematics for engineers at the University of Glasgow was initiated because of continuing problems involving the attitude towards and enthusiasm of the engineering students for mathematics. The consequent high drop-out rate of first year students caused concern. |
| BN | 0-19-851191-4 |
| PY | 1995 |
| VL | 57 |
| BP | 115 |
| EP | 129 |
| UT | WOS:A1995BJ16D00012 |
| ER |
| PT | J |
| AU | RIEHL, RJ |
| AF | RIEHL, RJ |
| TI | THE ACADEMIC PREPARATION, ASPIRATIONS, AND FIRST-YEAR PERFORMANCE OF FIRST-GENERATION STUDENTS |
| SO | COLLEGE AND UNIVERSITY |
| AB | This study compared the academic preparation, aspirations, and first-year college performance of first-generation college freshmen with other freshmen at Indiana State University. A survey of 2,190 freshmen provided a comparison of mean SAT scores, class ranks, high school grade point averages, self-predicted first-semester college grades, academic degree aspirations, first-semester dropout rate, first-semester grades, and first-year retention of the two groups. First-generation students had lower SAT scores and high school grade point averages, but no difference was found in class ranks. Predicted first-semester grades and academic degree aspirations were both lower for first-generation student. First-generation students were more likely to drop out during the first semester, had lower first-semester grades, and were less likely to return for their second year. |
| SN | 0010-0889 |
| PD | FAL |
| PY | 1994 |
| VL | 70 |
| IS | 1 |
| BP | 14 |
| EP | 19 |
| UT | WOS:A1994QB24300003 |
| ER |
| PT | J |
| AU | SANCHEZ, JE
MARDER, F BERRY, R ROSS, H |
| AF | SANCHEZ, JE
MARDER, F BERRY, R ROSS, H |
| TI | DROPPING OUT - HISPANIC STUDENTS, ATTRITION, AND THE FAMILY |
| SO | COLLEGE AND UNIVERSITY |
| AB | HISPANIC "DROPOUTS," LIKE HISPANIC STUDENTS generally, are not of one kind. The results of this study challenge the prevailing view that Hispanic students who drop out of college are underachievers. Significant differences exist between respondents who dropped out and those dismissed for academic performance, with the latter comprising only a small proportion of those leaving. The emergent picture of attrition is complex. Familial values and demands (and other extra-academic variables) exerted considerable pressure on the decision of academically successful students to drop out. Colleges and universities and the families of Hispanic students will be challenged to negotiate new boundaries in their relationships with each other. Further, they will need to take on new functions in the lives of these students as they join in the task of insuring their educational success. Existing images and myths that drive institutional initiatives to retain Hispanic students must be challenged and revised to affect more than their experiences in the student role. |
| SN | 0010-0889 |
| PD | WIN |
| PY | 1992 |
| VL | 67 |
| IS | 2 |
| BP | 145 |
| EP | 150 |
| UT | WOS:A1992HG01300009 |
| ER |
| PT | J |
| AU | LAZIN, R
NEUMANN, L |
| AF | LAZIN, R
NEUMANN, L |
| TI | STUDENT CHARACTERISTICS AS PREDICTORS OF DROP-OUT FROM MEDICAL-SCHOOL - ADMISSIONS TO BEER-SHEVA OVER A DECADE |
| SO | MEDICAL EDUCATION |
| AB | The study sought to identify variables from the demographic, socio-economic, academic and personal background of medical students in order to reveal possible predictors of drop-out from medical school. The research included 443 students who were admitted to Ben Gurion University (BGU) Medical School during its first 10 years, 1974-1983.
It was found that the permanent drop-out rate in BGU Medical School (12.6%) is relatively high and mainly due to academic failures. Of all admitted students 11.3% do not graduate on time due to academic reasons. The findings are discussed and suggestions for changes in admissions policy are provided. |
| SN | 0308-0110 |
| PD | SEP |
| PY | 1991 |
| VL | 25 |
| IS | 5 |
| BP | 396 |
| EP | 404 |
| DI | 10.1111/j.1365-2923.1991.tb00087.x |
| UT | WOS:A1991GH81000006 |
| PM | 1758316 |
| ER |
| PT | J |
| AU | ZAHN, J
PHILLIPS, L |
| AF | ZAHN, J
PHILLIPS, L |
| TI | A STUDY OF THE DROP-OUT IN UNIVERSITY ADULT-EDUCATION |
| SO | ADULT EDUCATION |
| SN | 0001-8481 |
| PY | 1961 |
| VL | 11 |
| IS | 4 |
| BP | 230 |
| EP | 234 |
| DI | 10.1177/074171366101100404 |
| UT | WOS:A1961CKL4500002 |
| ER |
| PT | J |
| AU | KOELSCHE, CL |
| AF | KOELSCHE, CL |
| TI | A STUDY OF THE STUDENT DROP-OUT PROBLEM AT INDIANA-UNIVERSITY |
| SO | JOURNAL OF EDUCATIONAL RESEARCH |
| SN | 0022-0671 |
| PY | 1956 |
| VL | 49 |
| IS | 5 |
| BP | 357 |
| EP | 364 |
| DI | 10.1080/00220671.1956.10882294 |
| UT | WOS:A1956CFP9400004 |
| ER |