Journal articles: 'Postgraduate Learning'

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Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.

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Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

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DeSouza, Og, Eraldo Lima, Ronaldo Reis Jr., and Ângelo Pallini. "Teaching entomology: moving from paternalism to active learning." Anais da Sociedade Entomológica do Brasil 28, no. 3 (September 1999): 365–73. http://dx.doi.org/10.1590/s0301-80591999000300001.

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We propose a shift in the traditional way to teach Entomology for undergraduate and postgraduate courses. We envisage a system in which undergraduate and postgraduate students interact, discussing Entomology outside the classroom. This would get them to actively seek for knowledge, rather than being paternalistically told how they should learn. Such a system does not preclude lectures as a didactic strategy, nor it rules out lecturers as responsible for instructorship. On the contrary, we believe lectures and discussion outside classroom are complementary for effective teaching. Our results show that undergraduate and postgraduate students who interact outside classroom are able to get better grades even when submitted to traditional written tests. Moreover, it seems that postgraduate students who get involved in such a system get permanent jobs faster than those postgraduates not taking part in it. Apparently, the key here was that when discussing outside classroom, students are allowed to think freely, rather than simply accumulating information taught in classroom. In doing so, they transform information into knowledge, and therefore, are able to solve even unforeseen problems.

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Ahsan, Amna, Nabila Talat, and Saira Fayyaz. "Exploring the Preferred Learning Styles among Undergraduate Medical Students and Postgraduate Residents by Using VARK Inventory." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 24–30. http://dx.doi.org/10.53708/hpej.v3i1.99.

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Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students. Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates. Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore. Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively. Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R). Keywords: Learning styles, VARK, Postgraduate residents

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Morris, Charlotte. "“Peering through the window looking in”: postgraduate experiences of non-belonging and belonging in relation to mental health and wellbeing." Studies in Graduate and Postdoctoral Education 12, no. 1 (April 11, 2021): 131–44. http://dx.doi.org/10.1108/sgpe-07-2020-0055.

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Purpose The purpose of this paper is to explore belonging in relation to postgraduate wellbeing in the light of renewed concerns about the mental health and wellbeing this group of learners. It attends to postgraduates’ subjective wellbeing, identifying ways in which this is intertwined with a sense of belonging. Belonging is situated in relation to the social domains of postgraduate experiences. This paper seeks to contribute in-depth understandings of postgraduate experiences, to make recommendations for practice and to identify fruitful paths for further theorisation and research. Design/methodology/approach Two qualitative data sets situated in UK higher education are drawn on here: firstly, longitudinal qualitative data entailing 33 narrative interviews and written reflections of doctoral researchers were collected as part of a phenomenological study of doctoral learning. Secondly, interview data from 20 postgraduates (including masters, professional doctorates and PhD researchers) were collected as part of mixed method qualitative case study research into postgraduate wellbeing. Postgraduate participants were based in the social sciences, humanities, arts and professional disciplines at a cross-section of UK higher education institutions. Data were analysed thematically with a focus on interconnections between wellbeing, learning and belonging. Findings A sense of belonging arose as a key contributing factor to postgraduate wellbeing. Belonging emerged as multi-faceted, interlinking with spatial, relational and cultural factors which are likely to be experienced in different ways and degrees depending on positionalities. Experiences of belonging and non-belonging are understood as produced through academic cultures and structural inequities. They also pertain to the uncertain, in-between position of postgraduate learners. For postgraduates, and doctoral researchers especially, reaching a sense of belonging to academia was a profoundly important aspect of their journeys. Conversely, lack of belonging is linked with poor mental wellbeing and engagement with studies. Originality/value This paper engages with the neglected social domain of wellbeing. Attending to subjective perceptions of wellbeing enabled nuanced understandings of the links between wellbeing and belonging. It identifies spatial, relational and cultural dimensions of postgraduate belonging, contributing an understanding of how feelings of non-belonging manifest, how belonging might be nurtured, and how this potentially contributes to postgraduates’ wellbeing.

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Teoh, Sian Hoon, Geethanjali Narayanan, Gurnam Kaur Sidhu, and Priyadarshini Muthukrishnan. "Postgraduate Students’ Perception on their Studies and Supervisors." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 193–98. http://dx.doi.org/10.21834/ebpj.v5isi3.2557.

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Postgraduate candidates need to graduate on time (GOT). Failure to GOT among postgraduates is a loss to the nation. GOT should be analyzed from the postgraduate candidates’ perspectives. Therefore, this paper explores postgraduate students’ perspectives about their postgraduate studies. An adapted questionnaire survey was utilized to delve into the postgraduates’ perspective. This quantitative study involved 66 postgraduate candidates from public institutions of higher learning in Malaysia. Initial findings revealed that the candidates rated their supervisor at a higher rating compared to the skills they possessed. Besides, the correlation between critical reading skills and conceptual with research skills is moderately high. Keywords: postgraduate study, perceptions, skills, supervisory factor, completion of the thesis. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2557

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Abd Majid, Faizah, Rafidah Kamarudin, and Ainul Azmin Mohd Zamin. "Postgraduate Students’ Perception of Massive Open Online Courses (MOOCs) in Enhancing their Learning Experience." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 101. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.101.

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MOOCs first became a phenomenon in the higher education landscape in 2008. Ever since, various researches have been conducted to explore the potential of MOOCs as an alternative in the learning and teaching process, and the way forward in delivering the courses effectively. Despite the growing interest in MOOCs applicability in higher education, very little is known about how postgraduate students perceive the use of MOOCs in their programme. Postgraduate students are synonymous with the concept of adult learners. One of the characteristics of adult learners is their motivation, which is driven by intrinsic and instrumental factors. As past research have concentrated on the undergraduates, this paper uncovers the postgraduates’ perceptions of MOOCs. A total of 51 respondents took part in a survey conducted in one of the Malaysian public universities. Quantitative data yielded findings similar to past research findings. However, what is new is the need for MOOC providers to cater to the needs of the postgraduate students who are adult learners particularly in determining the following; MOOCs’ attributes, learning process and learning outcomes. It is expected that the postgraduate students, their educators and the MOOC developers would find the findings helpful.

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Bell, Linda, and Carmel Clancy. "Postgraduate students learning about research." Social Work and Social Sciences Review 16, no. 2 (January 1, 2013): 37–50. http://dx.doi.org/10.1921/2803160204.

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A/P Gurdial Singh, Gurnam Kaur, Sarjit Kaur, PECK CHOO LIM, Yuen Fook Chan, Lai Fong Lee, and Leele Susana Jamian. "Institutional Support for Postgraduate Study In Malaysia." Social and Management Research Journal 12, no. 2 (December 31, 2015): 31. http://dx.doi.org/10.24191/smrj.v12i2.5026.

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The twin forces of globalisation and internationalisation witnessed the global democratisation of higher education leading to the mushrooming of institutions of higher learning alongside with the rapid increase in student enrolments at all levels including postgraduate study. Despite the rapid developments in higher education, postgraduate study has been plagued with high attrition and low completion rates. Consequently, there is a need to look into delivery systems to ensure students are not short-changed and quality education and delivery systems are maintained at all times. This paper aims to investigate institutional support provided for postgraduate study in Malaysia. This descriptive study involved a total of 121 supervisors and 209 postgraduate students from two public universities in Malaysia. Data for the study were collected using questionnaires and semi-structured interviews. The findings revealed that students and supervisors were moderately satisfied with the information support provided by their respective institutions with regards to postgraduate study and courses. Nevertheless, students felt that institutional support was lacking in terms of facilities, professional development and opportunities for setting up learning communities. Supervisors too expressed the need for better postgraduate facilities, professional development and sought for more transparency in terms of grant and fellowship applications. Both groups also voiced concern regarding the knowledge, skills and attitude of administrators and clerical staff. These findings have implications for the need of quality delivery systems, especially institutional support for postgraduate study. Keywords: Institutional Support, Postgraduates, Postgraduate Study

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Guatelli, Susanna, Catherine Layton, Dean Cutajar, and Anatoly B. Rosenfeld. "The Teaching/Research Nexus And Internationalisation: An Action Research Project In Radiation Physics." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 60–80. http://dx.doi.org/10.53761/1.7.2.5.

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This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching radiation physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in radiation physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of radiation physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.

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Yatigammana, M. R. K. N., Md Gapar Md Johar, and Chandra Gunawardhana. "Postgraduate Students’ Perceived E-Learning Acceptance." International Journal of Asian Business and Information Management 4, no. 3 (July 2013): 51–60. http://dx.doi.org/10.4018/jabim.2013070105.

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E-learning is a method of delivering knowledge using information technology and electronic media for the remote users. The advantages of e-learning method can be fully achieved with the postgraduate studies as majority of the postgraduate students are engaged in learning while they are working and also geographically dispersed due to the family and work life thus physically appearing for the lecture sessions are difficult to them. This paper attempts to develop a framework to measure the postgraduate students’ perceived technology acceptance by developing a modified version of the Technology Acceptance Model (TAM) which replaces perceived usefulness and perceived ease of use in the original model of TAM with relative advantage and complexity and incorporate other variables of trialability, observability, compatibility, psychological wellbeing and social influence of the students. The developed model is validated using 30 postgraduate students from Sri Lanka and thus this model can be used in future researchers to measure the perceived e-learning acceptance of postgraduate students.

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Costello, Robert. "Supporting the Needs of Higher Educational Learners, through the ‘Postgraduate Pathways'." International Journal of Organizational and Collective Intelligence 5, no. 3 (July 2015): 16–31. http://dx.doi.org/10.4018/ijoci.2015070102.

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This paper offers a case study in Adaptive Personalised Learning for Postgraduates within Higher Education: What is already known about this topic: Current State of Higher Education within supporting postgraduate careers and transferable skills Raised standards and improvements within universities expectations required by the QAA Research students and their academic and employability needs. What this paper adds: A postgraduate Recommender Systems for educational pathway to aid with on-line support towards selecting suitable transferable skills depending on departments. Engagement of postgraduate research students and their perception on transferable skills through additional training in Higher Education. Implications for practice: Development of an online postgraduate recommender system, that can guide students on individual modules, courses or programmes to take to benefit them while carrying out there PhD research. Capture a current snap shot of the current trends that the University is facing.

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Celi, Pietro, Gianfranco Gabai, Massimo Morgante, and Luigi Gallo. "Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science." Veterinary Medicine International 2014 (2014): 1–7. http://dx.doi.org/10.1155/2014/409549.

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Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

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Yousef, Darwish Abdulrahamn. "Learning style preferences of postgraduate students." Journal of International Education in Business 11, no. 2 (November 5, 2018): 291–311. http://dx.doi.org/10.1108/jieb-02-2018-0006.

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Purpose This study aims to incorporate the Honey and Mumford’s learning styles questionnaire (LSQ) to assess the learning style preferences of postgraduate students at the British University in Dubai (BUiD), as well as investigating whether there are statistically significant differences in such preferences from demographic and academic characteristics perspective. Design/methodology/approach Questionnaires were distributed to a sample of 200 students (males and females) in various postgraduate programs. Descriptive statistics analysis presented the main characteristics of the respondents and the results of the study. The independent samples t-test and Kurskal–Wallis test determined if there are significant differences in learning style preferences among the postgraduate students because of their demographic and academic characteristics. Findings The results revealed that postgraduate students preferred the theorist (20.36), reflector (20.31), pragmatist (19.00) and activist (18.62) learning styles, while no significant statistical differences were found across the four learning styles from demographic and academic characteristics standpoint. Research/limitations implications On one hand, the present study has several limitations. First, the findings of the study are based on data from only single university. Second, the sample is limited to postgraduate students. Third, the results are based on a self-reported questionnaire, which might affect their reliability. On the other hand, this study has some implications for educators and students. Its results could help educator adopt appropriate teaching styles and strategies that match the preferred learning styles of the majority of their students. Students themselves could also benefit from knowing their own learning style. Originality/value The present study is the first scholarly attempt to explore learning style preferences of postgraduate students in the UAE higher education context.

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Hibbard, B. M., R. J. Marshall, and T. M. Hayes. "Postgraduate medical education by distance learning." Journal of Audiovisual Media in Medicine 9, no. 2 (January 1986): 69–73. http://dx.doi.org/10.3109/17453058609156029.

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Marchand, Trevor. "Action learning in postgraduate research training." Action Learning: Research and Practice 14, no. 1 (January 2, 2017): 83–95. http://dx.doi.org/10.1080/14767333.2017.1282637.

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Al-Marzouqi, Ali H., and Waleed Khalil Ahmed. "Experimenting E-Learning for Postgraduate Courses." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 126. http://dx.doi.org/10.3991/ijet.v11i04.5559.

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E-learning pedagogy is one of the most recent methods used by instructors in the undergraduate level at the colleges worldwide. Students benefit from e-learning instruction by having better grasp of information. In the present work, e-learning was used in a postgraduate course in the College of Engineering at UAE University to motivate students in educational materials required for Chemical Engineering Department. The initiative started after a successful experience in an undergraduate course. Therefore the present research was done as an attempt to replicate the study and test it for postgraduate courses. All students were asked to submit assignments in the shape of e-learning to produce educational materials of different course topics. The collected and analyzed feedbacks showed that students have interesting ideas and approaches to reach the desired target. This experience revealed positive response as well as potential to many promising aspects that can be used in the future to develop similar assignments for the enhancement of student’s knowledge

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Kameas, Achilles, Damianos Gavalas, Christos Goumopoulos, Petros Nicopolitidis, and Georgios M. Giaglis. "Distance Learning: A Postgraduate PerCom Program." IEEE Pervasive Computing 12, no. 2 (April 2013): 83–85. http://dx.doi.org/10.1109/mprv.2013.29.

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López-Yáñez, Itzamá, Cornelio Yáñez-Márquez, Oscar Camacho-Nieto, Mario Aldape-Pérez, and Amadeo-José Argüelles-Cruz. "Collaborative learning in postgraduate level courses." Computers in Human Behavior 51 (October 2015): 938–44. http://dx.doi.org/10.1016/j.chb.2014.11.055.

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Arnold, Josie. "Learning from psychotherapy for postgraduate supervision." Journal of University Teaching and Learning Practice 5, no. 2 (April 1, 2008): 62–83. http://dx.doi.org/10.53761/1.5.2.5.

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This paper explores some of the ways in which our insights into the pedagogy of postgraduate supervision may benefit from understanding some of the attributes of psychotherapy. It proposes that psychotherapy involves teaching and learning processes that can be fruitfully compared with the idealised pedagogical model of the dialectic. It develops insights into postgraduate supervision as pedagogy by interrogating the intersection of teaching and learning with some aspects of psychotherapy. In doing so, it shows how those pedagogical aspects of psychotherapy can enable a deeper understanding and richer practising of postgraduate supervision. This paper works within a model postulated by Gregory Ulmer. In his development of an idea that there is in academic writing the self and the researched, the conscious intellectual semiotic and that arising from storytelling, Gregory Ulmer surveys the idea of ‘mystories’. This word encompasses the self, the story and the mystery of this. I propose my own version of this as the ‘subjective academic narrative’.

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Odewumi, Michael Olubunmi. "Perception of Postgraduate Students on the Integration of Social Media in Learning in South-West, Nigeria." Journal of Education and Research 9, no. 2 (December 31, 2019): 125–26. http://dx.doi.org/10.3126/jer.v9i2.30467.

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Social media is a technology, which came into existence out of curiosity for social interaction to connect people but has evolved to become an influential tool for teaching and learning globally. However, despite its usefulness and relevance to learning, the perception, Ease of Use (EoU), Perceived Usefulness (PU), Self-efficacy (Se), and intention to integrate social media into learning by postgraduate students have not been substantially established. Therefore the objectives of this study were to: (i) identify the social media used by postgraduate students; (ii) investigate postgraduate students’ PU, EoU, Se and intention to use social media for learning; (iii) investigate the relationships among postgraduate students’ PU, EoU, Se, and the intention to use social media for learning; (iv) examine the influence of postgraduate students’ gender on their PU, EoU, Se, and intention to use social media for learning; and (v) determine the influence of postgraduate students’ discipline on their PU, EoU, Se, and the intention to use social media for learning.

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Savoljuk, S. I., V. A. Chodos, V. N. Lusenko, and D. S. Zavertilenko. "Modern possibilities of application of the project method while organizing the educational process at the postgraduate level." Reports of Vinnytsia National Medical University 23, no. 2 (June 27, 2019): 291–95. http://dx.doi.org/10.31393/reports-vnmedical-2019-23(2)-20.

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The purpose of the work is to optimize the principles and methods of organizing independent work on the basis of interactive learning technologies (design method) in the context of planning the educational process of interns in the specialty “Surgery”, clinical residents, postgraduates and students (optional) in the cycles of thematic improvement within the program Cycles of the Chair of Surgery and Vascular Surgery of Shupyk National Medical Academy of Postgraduate Education. The use of traditional educational and pedagogical means, technologies and methods does not ensure the intensive development of all areas of activity at the postgraduate level. Overcoming these contradictions is possible provided that new modern and innovative approaches to the formation of knowledge and skills are taken into account, taking into account the existing possibilities of information and communication technologies. Solving the problem is possible through the use of interactive learning methods — the method of projects. The introduction of interactive methods in the educational process at all levels of postgraduate training is aimed at the systematic formation of knowledge of specialists who can solve problems in various areas of practical professional activities.

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Stewart, Victoria, Matthew Campbell, Sara S. McMillan, and Amanda J. Wheeler. "Postgraduate work-based learning: a qualitative study." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 637–49. http://dx.doi.org/10.1108/heswbl-08-2018-0081.

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Purpose The purpose of this paper is to explore the experiences of students and teachers who had participated in a postgraduate work-based praxis course within a Master of mental health practice qualification. Design/methodology/approach This qualitative study used an interpretative phenomenological approach to understand the lived experience of students and course convenors participating in a work-based praxis course. Seven students and two convenors were recruited. Interview and reflective portfolio data were analysed thematically. Findings The main themes identified were the importance of planning, the value of partnerships, the significance of learning in the workplace and how the facilitation of work-based learning differs from coursework. Originality/value Work-based learning within postgraduate coursework qualifications can support higher-level learning, knowledge and skills has received limited attention in the literature. This study supported the value of providing postgraduate students with work-based learning opportunities, resulting in the application of new or advanced skills, within their existing work roles. This study is important, because it provides insights into the student experience of postgraduate work-based learning and the impact of this learning on professional practice.

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Dogan, Huseyin, Helmi Norman, Amen Alrobai, Nan Jiang, Norazah Nordin, and Anita Adnan. "A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study." Journal of Medical Internet Research 21, no. 10 (October 2, 2019): e14834. http://dx.doi.org/10.2196/14834.

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Background Social media addiction disorder has recently become a major concern and has been reported to have negative impacts on postgraduate studies, particularly addiction to Facebook. Although previous studies have investigated the effects of Facebook addiction disorder in learning settings, there still has been a lack of studies investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies. Objective In an attempt to understand this relationship, this study aimed to carry out an investigation on online intervention features for effective management of Facebook addiction in higher education. Methods This study was conducted quantitatively using surveys and partial least square-structural equational modeling. The study involved 200 postgraduates in a Facebook support group for postgraduates. The Bergen Facebook Addiction test was used to assess postgraduates’ Facebook addiction level, whereas online intervention features were used to assess postgraduates’ perceptions of online intervention features for Facebook addiction, which are as follows: (1) self-monitoring features, (2) manual control features, (3) notification features, (4) automatic control features, and (5) reward features. Results The study discovered six Facebook addiction factors (relapse, conflict, salience, tolerance, withdrawal, and mood modification) and five intervention features (notification, auto-control, reward, manual control, and self-monitoring) that could be used in the management of Facebook addiction in postgraduate education. The study also revealed that relapse is the most important factor and mood modification is the least important factor. Furthermore, findings indicated that notification was the most important intervention feature, whereas self-monitoring was the least important feature. Conclusions The study’s findings (addiction factors and intervention features) could assist future developers and educators in the development of online intervention tools for Facebook addiction management in postgraduate education.

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Hoover, Matthew J., and Michael J. Peeters. "Discussion of learning assessments in postgraduate teaching and learning curricula." American Journal of Health-System Pharmacy 72, no. 9 (May 1, 2015): 687–88. http://dx.doi.org/10.2146/ajhp140631.

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Wright, Eric A., and Jacob Gettig. "Discussion of learning assessments in postgraduate teaching and learning curricula." American Journal of Health-System Pharmacy 72, no. 9 (May 1, 2015): 687–88. http://dx.doi.org/10.2146/ajhp140875.

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Matejka, Des. "Project-Based Learning in Online Postgraduate Education." Issues in Informing Science and Information Technology 1 (2004): 0489–96. http://dx.doi.org/10.28945/754.

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Brown, Menna, and Alison Bullock. "Evaluating PLATO: postgraduate teaching and learning online." Clinical Teacher 11, no. 1 (January 9, 2014): 10–14. http://dx.doi.org/10.1111/tct.12052.

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Alpay, E., and M. A. Mendes-Tatsis. "Postgraduate training in student learning and teaching." European Journal of Engineering Education 25, no. 1 (March 2000): 83–97. http://dx.doi.org/10.1080/030437900308661.

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Ford, Nigel. "Learning Styles and Strategies of Postgraduate Students." British Journal of Educational Technology 16, no. 1 (January 1985): 65–77. http://dx.doi.org/10.1111/j.1467-8535.1985.tb00483.x.

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Choy, Sarojni, Brian L. Delahaye, and Beth Saggers. "Developing learning cohorts for postgraduate research degrees." Australian Educational Researcher 42, no. 1 (April 3, 2014): 19–34. http://dx.doi.org/10.1007/s13384-014-0147-y.

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Rosenbaum, Paul-Erik Lillholm, Øyvind Mikalsen, Henning Lygre, Einar Solheim, and Jan Schjøtt. "A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students." Open Dentistry Journal 6, no. 1 (November 30, 2012): 182–87. http://dx.doi.org/10.2174/1874210601206010182.

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Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components.

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Sidhu, Gurnam Kaur, Peck Choo Lim, Sian Hoon Teoh, and Priyadarshini Muthukrishnan. "Students’ Perspectives of Postgraduate Supervision: Desirable and undesirable practices." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 205–10. http://dx.doi.org/10.21834/ebpj.v5isi3.2555.

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The current global completion rate for postgraduates stands at 60 per cent, and one of the main problems cited is poor supervisory practices among postgraduate supervisors. Therefore, this qualitative study presents the views of nine PhD scholars on postgraduate supervisory practices from four universities in Malaysia. The thematic qualitative analysis categorized the supervisory practices into three main aspects, namely desirable, undesirable, and appalling practices. The findings of this study though not conclusive do shed some light on current supervisory practices. The findings imply that training and perhaps the call for accreditation of postgraduate supervisors is in order. Keywords: postgraduate study; supervisory practices; feedback; learning community; Supervisor-student interaction. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2555

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Putra, Ida Nyoman Tri Darma. "VOCABULARY LEARNING STRATEGIES EMPLOYED BY POSTGRADUATE STUDENTS OF MATARAM UNIVERSITY IN ACADEMIC YEAR 2014/2015." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 2, no. 2 (February 28, 2020): 74. http://dx.doi.org/10.33394/jo-elt.v2i2.2414.

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Vocabulary is crucial to language learning in which lack vocabulary knowledge will make learner difficult to learn the language. Vocabulary knowledge is affected by the vocabulary learning strategies. The purpose of the present study was to identify the vocabulary learning strategies employed by postgraduate students and also try to explore the most and least vocabulary strategy used by Mataram university postgraduate students. The sample of this study was 40 postgraduate students of English department in FKIP Mataram University in academic year 2014/2015. Vocabulary learning strategies questionnaire was used in this study to identify students’ frequency of vocabulary learning strategies use. The result of the study showed that the research subjects used the vocabulary learning strategies in all five categories. The memory strategies (37.80) were the most frequently strategies by all subjects. Meanwhile determination strategies (mean=19.43) were determined as the second frequently used strategies followed by cognitive (mean=15.23), metacognitive (mean=13,26). The social strategies were determined as the least used strategies by all students with mean score of 11.00. In specific, looking at each item of category, the most vocabulary learning strategy used by postgraduate students was guessing from context (mean=3.33) which is part of determination category and the least vocabulary learning strategy used by postgraduate students was ask other people to discover the meaning of new vocabulary (mean=1.50)

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Md Yunus, Melor, Wee Shin Ang, and Harwati Hashim. "Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic." Sustainability 13, no. 6 (March 22, 2021): 3524. http://dx.doi.org/10.3390/su13063524.

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Online learning has become essential in education as the spread of coronavirus 19 (COVID-19) pandemic has brought significant changes to the field. However, education should remain welcoming and supportive to all the learners as it is important to keep the students’ behavioural intention in any form of learning environment. Thus, this study is significant as online learning is leading the trend of education now. Past studies revealed that the factors of performance expectancy, effort expectancy, social influence, and facilitating conditions under the unified theory of acceptance and use of technology (UTAUT) model affect learners’ behavioural intention to use online learning. This study intended to identify the most significant factors that influence TESL postgraduate students’ behavioural intention towards the use of online learning during the COVID-19 pandemic. It also examined the relationship amongst the four factors and postgraduate students’ behavioural intention to use online learning. The participants consisted of 169 postgraduate students at a public university in Malaysia. To achieve the aim, the study utilized a survey design using a questionnaire. The results from regression analysis revealed that all of the factors have positive effects on postgraduate students’ behavioural intention to use online learning. Meanwhile, performance expectancy has the greatest influence on postgraduate students’ behavioural intention. Hence, this study concludes that the practicality and the usefulness of online learning should be highlighted by the authorities.

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Dickie, Carolyn, and Leighton Jay. "Innovation in postgraduate teaching: mixed methods to enhance learning and learning about learning." Higher Education Research & Development 29, no. 1 (February 2010): 29–43. http://dx.doi.org/10.1080/07294360903421376.

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Smits, Paul B., Cathelijn D. de Buisonjé, Jos H. Verbeek, Frank J. van Dijk, Jaap C. Metz, and Olle J. ten Cate. "Problem-based learning versus lecture-based learning in postgraduate medical education." Scandinavian Journal of Work, Environment & Health 29, no. 4 (August 2003): 280–87. http://dx.doi.org/10.5271/sjweh.732.

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Wong, Ing Liang. "Developing Independent Learning Skills for Postgraduate Students through Blended Learning Environment." Journal of Cases on Information Technology 15, no. 1 (January 2013): 36–50. http://dx.doi.org/10.4018/jcit.2013010103.

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Independent learning is a critical learning strategy in higher education, especially in the blended learning environment (BLE). This paper investigates the relevance and suitability of enhanced teaching, learning and assessment (TLA) activities within the BLE and evaluates how these can help postgraduate students to become independent learners at Glasgow Caledonian University. The existing TLA activities of Building Assessment module were reviewed, curriculum redesigned and constructively aligned to learning outcomes. An online survey was carried out to evaluate the appropriateness of TLA activities in developing students’ independent learning skills. Students’ responses on their preferences for module delivery were investigated. Success of TLA activities depends on students’ experience and their familiarity with these activities. Most students agreed that, the use of formative assessment and learning technologies in the BLE was able to develop their independent learning skills; however these activities should be designed and structured properly, with learning supports provided by tutors.

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Silva, A. T., M. McGowan, D. Pfeiffer, and A. Hamblin. "55. Distance learning: facilitating continuing professional development (CPD) and postgraduate learning." Research in Veterinary Science 74 (2003): 19. http://dx.doi.org/10.1016/s0034-5288(03)90054-3.

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Rymarchuk, M. I. "DISTANCE LEARNING AS A PROGRESSIVE STEP ON THE POSTGRADUATE LEARNING PLATFORM." Bulletin of Problems Biology and Medicine 3, no. 152 (2019): 247. http://dx.doi.org/10.29254/2077-4214-2019-3-152-247-251.

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Kumar, Sonia, Loyola McLean, Louise Nash, and Keith Trigwell. "Incorporating active learning in psychiatry education." Australasian Psychiatry 25, no. 3 (January 31, 2017): 304–9. http://dx.doi.org/10.1177/1039856217689912.

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Objective: We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. Method: We undertook a literature search on ‘active learning’, ‘flipped classroom’, ‘problem-based learning’ and ‘psychiatry education’. Results: The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new ‘flipped classroom’ format was developed for the Master of Medicine (Psychiatry). Conclusions: Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

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Balakrishnan, Ashokka, Tat Leang Lee, and Daniëlle M. L. Verstegen. "‘Exam preparedness’: Exploring non-academic predictors of postgraduate exam success." Asia Pacific Scholar 6, no. 4 (October 5, 2021): 80–91. http://dx.doi.org/10.29060/taps.2021-6-4/oa2456.

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Introduction: There are certain factors in exam preparedness that are not well studied in the postgraduate medical education context. Non-academic predictors have been extensively researched but usually in isolation. Methods: The study involved a sequential explanatory mixed methods research design. The study was conducted among anaesthesia postgraduates appearing for high-stake nation-wide primary examination. Data obtained by a questionnaire assessing pre-examination attributes were compared with the students’ reflections through focus group discussions (FGD) after the formal declaration of results. The examination had an overall pass rate of 42.9% (18 out of 42). Results: The study showed that pre-examination questionnaire could identify attributes and study behaviours in the postgraduates who passed. Passers procrastinated three times lesser, pursuing a timetable-based study (conscientiousness); had higher metacognitive self-regulation (p value<0.05) applying concentrated self-directed learning & effective group study and higher self-efficacy compared to those who failed. The focus group discussions affirmed of these attributes in candidates who ‘breeze through exams’. Postgraduate success required better ‘work-study’ balance, self & cross regulation and peer and faculty support. Conclusion: Implementing a composite tool to assess ‘exam preparedness’, we propose, would help the learners and teachers to skim for non-academic factors (metacognitive self-regulation, self-efficacy, conscientiousness) that influence the chances of success. Understanding & predicting this would help educators to identify the ‘candidates with difficulty’ and delegate personalised faculty attention. This could guide the exam candidates to have a ‘reality check’ to plan and pace their effort with peer learning, consolidated study and goal orientation.

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Tortorella, Guilherme, and Paulo A. Cauchick-Miguel. "Teaching lean manufacturing at a postgraduate level." International Journal of Lean Six Sigma 9, no. 3 (August 6, 2018): 301–23. http://dx.doi.org/10.1108/ijlss-08-2017-0101.

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PurposeThis study aims at integrating two teaching approaches to enhance Lean manufacturing (LM) learning at a graduate course level and verify its effectiveness through comparing students’ performance and learning preferences.Design/methodology/approachThe proposed methodology incorporates problem-based learning (PBL) approach based on real problems of companies undergoing a lean implementation into traditional teaching methods. The methodology was applied with graduate students from a Brazilian public university, whose learning preferences were subsequently identified. The verification of effectiveness is undertaken through a comparative analysis of students’ performance after each course.FindingsThe findings indicate that PBL may be an effective complementary method for LM learning, especially because it exposes students to actual problems when implementing LM. The proposal may improve problem-solving ability and provide a more fertile environment to promote better learning experience. The results are also positively related to the current body of the literature. Finally, because of different students’ learning preferences, PBL alone may not fulfill all students’ cognitive requirements, and hence, traditional teaching methods should not be eradicated from the LM learning process.Originality/valueBecause of an increasingly worldwide competition regarding business performance, LM has been an emerging and relevant subject among engineering and management postgraduate courses. Nevertheless, the practical character inherent to the understanding of LM may undermine learning and development of students. Therefore, studies that verify the effectiveness of the teaching approach may contribute to better prepare students for such demanding context.

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Vorotnykova, Iryna P., and Nataliia V. Zaierkova. "Е-НАВЧАННЯ АСИСТЕНТІВ УЧИТЕЛІВ У ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ." Information Technologies and Learning Tools 66, no. 4 (September 30, 2018): 231. http://dx.doi.org/10.33407/itlt.v66i4.2126.

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The article defines the necessity of involving e-learning of teachers’ assistants in postgraduate pedagogical education to ensure their continuous professional development on the job. The authors have studied the European experience on inclusive teaching and learning and e-resources that can be used in postgraduate pedagogical education of teachers’ assistants. In this article you can find the results of e-learning readiness survey of teachers’ assistants and their choice of postgraduate education forms: intramural, distance learning, blended learning. The authors have analyzed which forms of instructions meet the needs of teachers’ assistants: individual programs of professional development, online consultations, e-coaching, blended learning. The conditions for e-learning implementation in postgraduate education have been defined, they are as follows: the availability of informational and educational environment (multimedia-materials, distance learning on inclusive education, online group for mutual help and messaging, online expert help: teachers and experts available for online consultations, Q&A and managing forums); digital competency of the learners (information search and sharing ideas via the Internet; developing e-resources for inclusive education); motivation of teachers for continuous professional development and their willingness to cooperate online. It is proved that e-learning is an essential precondition for continuous professional development of teachers’ assistants. The model of teachers’ assistants’ e-learning in postgraduate pedagogical education has been presented. We defined examples of didactic tasks during the implementation of e-learning and examples of implementation based on the usage of information and communication technologies (consultations, communication of educational information, sharing experience, monitoring and evaluation). E-learning for teachers’ assistants allows to: determine their personal speed, time and the sequence of learning; create individual learning paths within information and educational environment and develop personal learning networks.

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Marco, Jean, Allan Spencer, and Magali Bréhèret. "Critical reflection on postgraduate learning: education through sharing." EuroIntervention 13, no. 6 (August 2017): 625–30. http://dx.doi.org/10.4244/eijv13i6a99.

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Vorotnykova, Iryna. "THE INTRODUCTION OF E-LEARNING IN POSTGRADUATE EDUCATION." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 1 (2015): 15–20. http://dx.doi.org/10.28925/2414-0325.2015.1.1520.

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Stewart, Victoria, Michelle Crozier, and Amanda Wheeler. "Interprofessional learning issues in postgraduate mental health education." Journal of Social Inclusion 7, no. 1 (July 28, 2016): 98. http://dx.doi.org/10.36251/josi.106.

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Shemin, Richard J. "Postgraduate experiential learning is essential for surgical maturation." Journal of Thoracic and Cardiovascular Surgery 150, no. 5 (November 2015): 1069–70. http://dx.doi.org/10.1016/j.jtcvs.2015.08.044.

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Twelves, Jim, and Lily A. Arasaratnam. "Blended Learning in Postgraduate Studies: A Contextualised Discussion." Journal of Christian Education os-55, no. 1 (May 2012): 59–69. http://dx.doi.org/10.1177/002196571205500108.

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Briggs, Ian, and John Raine. "Rethinking leadership learning in postgraduate public management programmes." Teaching Public Administration 31, no. 1 (March 2013): 96–107. http://dx.doi.org/10.1177/0144739413479198.

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McCormack, Matthew, and Natalie Hanley-Smith. "Blended learning and postgraduate skills: rethinking MA History." Enhancing the Learner Experience in Higher Education 7, no. 1 (September 18, 2015): 3. http://dx.doi.org/10.14234/elehe.v7i1.96.

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Journal articles on the topic 'Postgraduate Learning'

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