Relevant bibliographies by topics / Student’s experience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student’s experience'

Author: Grafiati
Published: 10 January 2023
Last updated: 29 January 2023

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Journal articles on the topic "Student’s experience"

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Pujasari, Ratu Sarah. "Poster Presentation: Undergraduate EFL Student’s Experience." Script Journal: Journal of Linguistic and English Teaching 4, no. 1 (April 15, 2019): 51. http://dx.doi.org/10.24903/sj.v4i1.277.

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This article briefly reports student’s experience on the use of Poster Presentation in an Indonesian EFL classroom. Its focus is to share the activities, to recognize student’s perspectives framing it and identify the benefit of Poster Presentation. Participants included a class of thirty-five, 1st-year English Education department in one of universities in Tasikmalaya, west java Indonesia; 23 females and 12 males. The findings revealed that most of the students demonstrated positive vibe and were satisfied toward using Poster Presentation activities; enjoying group poster preparation, stimulating good personal presentation, fostering student’s activeness and creativity and they reported a desire to engage in similar practices in the future.
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Lee, Yeongju, Bohyun Choi, and Soomin An. "Nursing Student’s Cinical Practice Experience." Journal of Humanities and Social sciences 21 12, no. 2 (April 30, 2021): 531–46. http://dx.doi.org/10.22143/hss21.12.2.38.

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Drumm,, Judith, and Susan K. Chase,. "Learning Caring: The Student’s Experience." International Journal of Human Caring 14, no. 4 (June 2010): 31–37. http://dx.doi.org/10.20467/1091-5710.14.4.31.

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Caring has been identified as essential for baccalaureate nursing education across all programs of study. This study investigated the lived experience of students learning caring in a college of nursing grounded in a caring philosophy. Two major themes were identified from the research data: Innate Knowing of Self as Caring and Caring in the Curriculum. One student shared this thought, “I knew who I was and I knew I could care about people, but I didn’t know how to use caring in nursing. The educational process helped me to transfer caring to nursing.”
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Penn, Felicity, Danielle Stephens, Jessica Morgan, Penney Upton, and Dominic Upton. "Student and staff perceptions of a Vacation Research Assistantship Schem." Psychology Teaching Review 19, no. 2 (2013): 73–79. http://dx.doi.org/10.53841/bpsptr.2013.19.2.73.

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There is a push for universities to equip graduates with desirable employability skills and ‘hands–on’ experience. This article explores the perceptions of students and staff experiences of a research assistantship scheme. Nine students from the University of Worcester were given the opportunity to work as a student vacation researcher for up to 10 weeks. This opportunity gave ‘hands–on’ experience to students to understand real world research, thereby enabling the development of academic and research skills and increasing a student’s employability. The scheme received positive feedback from both students and academic staff and was recommended as a means to enhance student’s future employment.
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Todd, Richard Watson, and Stephen Louw. "Individual Networks of Practice for PhD Research Socialisation." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 86–110. http://dx.doi.org/10.53761/1.16.2.7.

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A PhD combines experiential learning of the research process with socialisation into the research community. Studying a PhD is a highly individual experience with each student seeking and receiving different types of support from different agents. In this paper we investigate the experiences of four PhD students at a Humanities faculty at a Thai university through a series of interviews. To account for the unique nature of each student’s experience, we use Individual Networks of Practice (INoPs) as the main method of analysis. The interviews were first analysed by adapting Sala-Bubaré and Castelló's (2016) model of socialisation, identifying the social agents and the content of the experience shared with each agent, and then constructing an INoP (Zappa-Hollman and Duff 2015) map to visually represent each student's social network. These INoPs served to guide a qualitative analysis of the salient issues in the interviews. The INoPs highlight the unique nature of each student's set of agents and experiences, but there are also commonalities across students showing that peers and faculty staff serve as key social agents.
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Putri, Marisca Revani, Venansia Ajeng S. A. Pedo, and Norma Pawestri. "STUDENT’S LEARNING EXPERIENCE IN THE UTILIZATION OF ZOOM AND MICROSOFT TEAMS IN ONLINE LEARNING SETTING." E-LINK JOURNAL 8, no. 2 (December 31, 2021): 108. http://dx.doi.org/10.30736/ej.v8i2.474.

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Teachers around the world currently struggled to find the most suitable learning tools and learning models to be implemented in the online classroom setting. Limited time and low attention span in online setting triggered teachers to set strategies to ensure the students experienced effective and rich learning process. One of the strategies to provide the effective learning experience was by utilizing technological tools. This research aimed to investigate the utilization of Zoom in synchronous sessions and Microsoft Teams during the asynchronous sessions. Experimental research design was implemented. 323 students from various majors in 11 classes were observed. E-questionnaire, video observation, pre/post-test, and students learning results were examined. Findings showed that experimental group students had better learning-experiences on interaction, knowledge test result, project result, critical thinking output, technological tools exposure, and student’s engagement during the synchronous sessions.
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Yawson, David Eshun, Fred Amofa Yamoah, Frederick Owusu Sarpong, and Grace Abban-Ampiah. "Inculcating Employability Skill Sets in Undergraduates Through Employability Embedded Courses: Students Experience Anatomisation." Archives of Business Research 8, no. 6 (June 29, 2020): 165–79. http://dx.doi.org/10.14738/abr.86.8480.

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Embedding employability skill sets into management education is important yet the experience student stakeholder gains on employability embedded courses remains unclear. We examine undergraduate student experience of the learning outcomes of work-related employability course. The survey results suggest mode of delivery and problems encountered with the course content are factors that sum up their total experiences. The results also indicate a triad consisting of difficulty of the course content, student’s work experience and satisfaction with the course content are strongly associated in determining students’ experiences. We discuss the implications of these findings for employability embedded curriculum development theory and practice.
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Oh, Sera. "A Phenomenological Study on the High School Credit System Regarding Social Studies Related Elective Classes." Korea Association of Yeolin Education 30, no. 3 (May 31, 2022): 163–92. http://dx.doi.org/10.18230/tjye.2022.30.3.163.

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This study has carried out empirical phenomenological research on the elective class experienced by students who attended a leading high school. The study tried to reveal the factual structures of the ‘elective class experience’ in the high school credit system using phenomenological reduction methods. With the introduction of the high school credit system, students were "accepting changes while feeling two-sided emotions." ‘The motivation to participate in the class’ was 'changed' by interactions within the class. ‘Changes in evaluation’ have also brought ‘room to fully focus on classes’, but there is concern about downward leveling by allowing them to ‘strategically use their abilities’. Students demonstrated 'self-direction' and experienced 'career development'. However, 'self-directedness' was polarized according to each student’s motivation to participate in class. This study is meaningful in that it revealed what students experience within the high school credit system elective classes in the context of classes, motivation for classes, evaluation experiences in classes, and students' changes. Moreover, it suggested practical alternatives to the operation of the high school credit system.
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Drabier, Renee. "Qualitative Analysis: Mexican University Student Written Advice to Future Students at the Conclusion of a Semester Abroad Experience." Journal of Comparative & International Higher Education 12, Spring (May 3, 2020): 39–48. http://dx.doi.org/10.32674/jcihe.v12ispring.1334.

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This study is an analysis of student reflective advice written to future semester abroad students based upon their personal experience in a semester study abroad program. In December 2018, 36 Mexican students wrote individual letters composed during an end-of-term session and were asked to reflect upon their semester abroad experience in San Antonio, Texas. The students composed letters to provide advice for the next student cohort based on what they had learned and what they wished someone had told them to help make the most of their experience. The aims of the analysis is to gain insight into the student’s experience, to evaluate how student learning can be used to improve future student experiences, and to provide peer advice for future students in their semester abroad experience.
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Pop, Ciprian Marcel, Mihai Florin Băcilă, and Clarisa Doriana Slevaș-Stanciu. "Students’ Total Experience within a Romanian Public University." Marketing – from Information to Decision Journal 1, no. 1 (January 1, 2018): 29–40. http://dx.doi.org/10.2478/midj-2018-0003.

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Abstract This paper focuses on the understanding of experience marketing in a higher education context and also on its implications on students’ loyalty. Therefore, the article explores the most significant determinants of students’ experience, such teaching process, administrative service, courses content, library, accommodation, eating spaces and medical services, university’s space and campus’s facilities, university’s reputation and the provided career prospects. The research aims to outline the importance of analysing students’ experience in the increasingly competitive market of educational services and also to provide a sustainable basis for the Romanian higher education improvement. In its last section, the objective of the research is to measure the student’s loyalty towards the university and also the experience’s impact on their loyalty. The originality of this study consist in the authors attempt to design a student’s total experience survey, this paper being between the first ones analysing this topic in Romania.
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Dissertations / Theses on the topic "Student’s experience"

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Neale-McFall, Cheryl, and Rebekah J. Byrd. "Counseling Masters Student’s Personal Growth Group Experience." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.

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Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.
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McQuillan, Paul, and res cand@acu edu au. "The “limit” experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.” The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term “religious”, although individuals might indeed interpret them as “religious”. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a “limit” experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of “limit” experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for “spiritual sensitivity” and the context of “relational consciousness”, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
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Esterhuizen, Amy H. "Community college student government experience and student development : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.

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Ladd, Kathryn L. "A comparison of teacher education programs and graduates' perception of experience /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.

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Stoeckel, Helen, and n/a. "An investigation of the readjustment experience for secondary exchange students : a family perspective." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20061109.093814.

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This study of the process of readjustment for secondary students returning home after twelve months abroad was investigated from a family perspective. Although researchers suggest that interactions between the student and others in the home environment facilitate smooth readjustment, little is known about how the family relates during this transition period. In this study, the interactional dynamics within the family during the student's readjustment were explored. Theoretical concepts from systems theory and family developmental theory were used to further understanding of the interactional processes within the family system. A multiple single-case study research design was employed, where eight families were interviewed at three points in time: one month before the student's return; one month after the student's return: and at four to five months after return. All family members were interviewed at each stage, using a semi-structured interview guide designed to gather data about family relationships during this period. Changes in family dynamics between siblings, the returnee student, and parents, were a significant finding of this study, although these changes varied across families. A family perspective of the readjustment process was collated from descriptive accounts from family members, where four phases of the family experience could generally be described: excitement, uncertainty, rediscovery and reorganisation of the family system. It was concluded that the study showed evidence that the readjustment process was influenced by the interactions and interrelationships within the family, where not only the student had changed but also the family.
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Smith, Lisa A. "Student Experiences in Residential Programs at Community Colleges: A Multiple Case Study." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210101245.

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Domer, Erica R., Kunal S. Ramani, and Alexandria M. Smith. "An Evaluation of Institutional Introductory Pharmacy Practice Experiences." The University of Arizona, 2011. http://hdl.handle.net/10150/623563.

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Class of 2011 Abstract
OBJECTIVES: To assess the effectiveness of the institutional objectives for the Introductory to Pharmacy Practice Experience (IPPE) course at the University of Arizona, College of Pharmacy. METHODS: This observational study included 83 first-year PharmD students, of which 36 were enrolled in the IPPE course during the Spring 2009 semester. At the beginning and end of the semester, each student was given a multiple-choice test with questions related to the institutional objectives for the IPPE course. At the end of the semester, the tests were scored and the pre- and post-tests were matched for each student. RESULTS: No significant difference was found between the pre- and post-test scores, although most students had an improved score on the post-test. Of the students in IPPE, test scores were divided based on the type of practice site attended. No difference was found for the pre- or post-test scores between the different practice sites (p>0.1 for all comparisons) and a medium impact was found between community and hospital practice settings (affect size = 0.49). CONCLUSION: It was concluded that although student competencies improved over the course of the semester, participation in the IPPE course during the first-year of pharmacy school did not significantly contribute to this improvement.
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Weeks, Paul Michael. "What do students value? : an investigation into students' value of their higher education experiences using the value-in-experience construct." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/703468/.

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The aim of this thesis is to analyse the value that students identify throughout their higher education experience, when they apply to go to university, while they study on their course and are socialising with other students, and when they graduate and are in either full-time employment or studying for a higher qualification. Value was analysed using the value-in-experience concept because, unlike other conceptualisations of value, it allowed the analysis of value throughout the duration of the students’ experiences, which extend well beyond the period in which they are studying. A conceptual framework was developed from a review of the literature on the value construct and value in higher education, which was used to inform the design of the fieldwork. The research was conducted using a case study of a post-1992 university located in two cities in the East of England. Based on the pragmatist philosophical tradition, a two-stage method was used. The first, qualitative stage explored the views of a small number of students and alumni using semi-structured interviews to seek the students’ views on each stage of their university experience. In the second quantitative research stage, convenience sampling was used to distribute a questionnaire to students studying at the two campuses and 526 useable completed questionnaires were obtained. The research findings indicate that value was anticipated in the application stage and realised in all three stages of the higher education experience. During the application process value was anticipated by the applicants based on the image they formed of the university experience they wanted to have from their search for information about the university/course and talking to their family and friends. Younger applicants who wanted to have an independent life and felt that they could fit in and make friends chose to live in university accommodation and wanted to experience the stereotypical student life. Mature students did not want this and chose instead to live at home and maintain their family relationships and existing friendships. The motivation for studying was an important factor in the decision to study for a degree as 84 percent were vocationally orientated and studied for a degree to improve or enhance their career prospects. All the mature students were vocationally orientated whereas minorities of the younger students were academically orientated wanting to study subjects further which they enjoyed. Value was realised in the application process as applicants valued the support and advice they received from family and friends, the experience of attending an open/offer day where they talked to university staff and viewed the facilities and when they obtained a place at the university receiving the esteem of their family. While studying on their course students valued the experiences they had when learning about the subjects they were studying and mixing with other students in academic and social settings. They also valued the relationships they had with the lecturing staff and their fellow students. This was a realisation of the value they had anticipated when they were applying to the university. The value realised in this stage was tempered, however, by poor communication between lecturers and students, lecturers who were unenthusiastic and not prepared to help students when they needed advice or information, when the university did not keep its promises and when they had poor relations with other students. Graduates realised value when they got a job or studied for a higher degree depending on their motivation for studying; applied the skills they had learned on their course and developed their self-confidence. The alumni were also nostalgic about their time at the university and reminisced about their experiences. A revised conceptual framework was produced as a result of the analysis of the research findings. The research study makes a contribution to knowledge in two respects. Firstly, it has pointed to the importance of the student experience which has been seen in the value they realise in all three stages of the higher education experience and anticipate during the application process. Secondly the research study has contributed empirical evidence for the existing theoretical contributions on this subject.
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Adebanji, Charles Adedayo. "Educational and socio-cultural challenges of immigrant students in a South African school." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24764.

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This research set out to explore the educational and socio-cultural experiences of DRC immigrant students in South African schools. Utilising a qualitative case study approach, the study attempted to provide a glimpse of the lived experiences of DRC immigrant students inside South African schools by exploring the following aspects: (1) academic performance, (2) schooling experiences, (3) linguistic disposition, (4) acculturation experiences and (5) how the students constructed their identities within South African society. The theoretical framework applied to this study was threefold in nature, namely Cultural Ecological Theory, Culture-Centred Theory and Critical Race Theory. The Major findings emanating from this study were: First, Cultural Ecological Theory could not explain the low academic performance of DRC immigrant students. Second, DRC immigrant students experienced acts of prejudice, isolation, linguistic adjustment incapability and xenophobic attacks. Third, acts of racism were prevalent at the school because teachers who taught them brought in African languages to explain lessons in class to indigenous students at their expense. Fourth, they were confronted by disrespectful modes of behaviour emanating from indigenous students to teachers. Fifth, the opportunity they had at the school, in terms of having access to education without being able to pay tuition fees, likely became their source of low academic achievement. The school had rapid turnover of teachers because the school governing body could not afford to pay additional teachers. Sixth, the students were exposed to uncommon modes of behaviour originating from indigenous students, in terms of gambling and smoking at the school. Seventh, they were exposed to display of weapons by indigenous students. Eight, the incorporation of culture into their academic work at school seemed to enhance their focus on learning. Ninth, they could not commence acculturation and identity negotiation in mainstream culture.
Dissertation (MEd)--University of Pretoria, 2010.
Curriculum Studies
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LaVeck, Lindsey Michalle. "CAREER DECISION-MAKING DIFFICULTIES AMONG STUDENT VETERANS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1537266760667978.

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Books on the topic "Student’s experience"

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C, Tietje Brian, ed. The college experience. Boston: Pearson/Allyn and Bacon Publishers, 2013.

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C, Tietje Brian, and Stolz Paul G, eds. The community college experience. Boston: Pearson, 2016.

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Baldwin, Amy. The community college experience. 2nd ed. Upper Saddle River, N.J: Pearson Prentice Hall, 2009.

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Baldwin, Amy. The community college experience. 3rd ed. Boston: Pearson/Allyn and Bacon Publishers, 2013.

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The community college experience. Upper Saddle River, N.J: Pearson/Prentice Hall, 2005.

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The community college experience: Brief. 3rd ed. Boston: Pearson/Allyn and Bacon Publishers, 2012.

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The community college experience plus. 2nd ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2010.

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The community college experience plus. Upper Saddle River, N.J: Pearson/Prentice Hall, 2007.

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Beeler, Kent D. Parents, family & the new college student experience. [Indianapolis, Ind: University of Indianapolis, 1998.

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Baldwin, Amy. The community college experience: Brief. 3rd ed. Boston: Pearson, 2012.

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Book chapters on the topic "Student’s experience"

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Chaudhuri, Tushar, Renia Lopez-Ozieblo, and Valérie Martinez. "A Student’s Account of Her ILLSA Experience." In SpringerBriefs in Education, 71–84. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8098-4_6.

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Frith, Louise, Gina May, and Amanda Pocklington. "Reflecting on the Experience of Being a Mentor." In The Student’s Guide to Peer Mentoring, 92–106. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59996-4_9.

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Ahern, Charles A., and Kenton de Kirby. "Learning to Learn: Organization and the Student’s Experience." In Beyond Individual Differences, 39–46. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0641-9_5.

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Montgomery, Catherine. "Student Voices, Student Lives: International Students in Context." In Understanding the International Student Experience, 43–66. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36500-1_3.

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Imbulpitiya, Asanthika, Nuwan Kodagoda, Anjalie Gamage, and Kushnara Suriyawansa. "Using Active Learning Integrated with Pedagogical Aspects to Enhance Student’s Learning Experience in Programming and Related Concepts." In Advances in Intelligent Systems and Computing, 218–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40274-7_22.

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Tilley, Emanuela, and Kate Roach. "Ipsative Learning: A Personal Approach to a Student’s PBL Experience Within an Integrated Engineering Design Cornerstone Module." In Ipsative Assessment and Personal Learning Gain, 129–48. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-56502-0_7.

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Fanthome, Christine. "Students’ Experiences." In The Student Life Handbook, 156–73. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80210-0_10.

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Cottrell, Stella. "Mindfulness as experience." In Mindfulness for Students, 3–8. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00236-2_1.

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Coates, Hamish. "Enhancing Students’ Experience." In The Market for Learning, 105–20. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2873-1_7.

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Gao, Wen, Xuanming Zhang, Weixin Huang, and Shaohang Shi. "Command2Vec: Feature Learning of 3D Modeling Behavior Sequence—A Case Study on “Spiral-stair”." In Proceedings of the 2021 DigitalFUTURES, 45–54. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5983-6_5.

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AbstractIn this study, we applied machine learning to mine the event logs generated in modeling process for behavior sequence clustering. The motivation for the study is to develop cognitively intelligent 3D tools through process mining which has been a hot area in recent years. In this study, we develop a novel classification method Command2Vec to perceive, learn and classify different design behavior during 3D-modeling aided design process. The method is applied in a case study of 112 participate students on a ‘Spiral-stair’ modeling task. By extracting the event logs generated in each participate student’s modeling process into a new data structures: ‘command graph’, we classified participants’ behavior sequences from final 99 valid event logs into certain groups using our novel Command2Vec. To verify the effectiveness of our classification, we invited five experts with extensive modeling experience to grade the classification results. The final grading shows that our algorithm performs well in certain grouping of classification with significant features.
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Conference papers on the topic "Student’s experience"

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Sakai, Rena, and Christine Bakke. "Student Ownership of Learning: A Student’s Experience." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4992.

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Aim/Purpose: This study reports the outcome of Student Ownership of Learning (SOL) through developing a shopping application. This research aims to describe embedding agile career-like experiences into software development courses in order to improve perceived educational value. Background: Many classes consist of lectures, homework, and tests; however, most students do not remember what they learn through passive instruction. The re-searchers of this study believe that SOL and Scrum can be combined to guide students as they take an active and leading role in their learning. Methodology: This study implemented SOL and Scrum to promote learning through teacher and student collaboration. Iterative development of an ill-defined and complex software project progressed through goal setting, task determination, prioritization, and timeboxing. Following Scrum, the complex project was first broken down into small units. The development followed short periods of independent work followed by meetings; each timeboxed development cycle is modeled after a Scrum sprint. Weekly instructor-student meetings emphasized planning and reflection through code review, discussions of progress and challenges, and prioritization for the next iteration. The project followed the agile philosophy of soft-ware development flow through iterative development rather than focusing on a defined end date. Contribution: This study provides a practical guide for successful student learning based on SOL and Scrum through project details such as project successes and iterative challenges. Findings: This study found that SOL, when combined with Scrum, can be used to provide a career-like software development experience. Student perceptions reflect regular interactions with a subject matter expert for the development of a complex software project increased willingness to learn, helped clarify goals, and advanced development of independent programming skills. Recommendations for Practitioners: Practitioners can share this research with faculty members from different faculties to develop the best solutions for SOL using Scrum. Recommendations for Researchers: Researchers are encouraged to explore different disciplines and different perspectives where SOL and Scrum methods might be implemented to increase active learning through teamwork or project-based learning. Impact on Society: This study is beneficial for creating or redesigning a course to include career-like experiences. Readers can understand that the high level of engagement and achievement achieved through SOL and Scrum are the driving forces for project success. Future Research: Practitioners and researchers can expand the current body of knowledge through further exploration of Scrum and SOL in educational settings where the emulation of real career experiences is desired. Future research examining best practices, tools, and methods for embedding complex software development projects into programming courses would benefit instructional faculty in many technical disciplines.
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Bianchi, Francesco, Rooderick Ciggaar, Ludovica Formisani, Benjamin Harrison, Carla Tamai, and Vassili Tunjov. "Collaborative Space Design project: A student’s experience." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.087.

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The student members of the Collaborative Space (systems) Design (CSD) project discuss its implementation and highlight its concepts. The CSD project is an elective course at the MSc Space Flight programme at the Delft University of Technology, Faculty of Aerospace Engineering, where students exercise the design process of a space mission, spacecraft or a major spacecraft subsystem in a team setting, along with several important external stakeholders. Focus was given to the application of concurrent engineering and systems engineering techniques. Interaction between the students and the external stakeholders was also extremely valued. Two teams participated, one designing a liquid oxygen electric pump and one a CubeSat asteroid observer mission. In this work the students report their experience, highlighting how they approached the different phases of the design process. Positives and negatives of the course are also presented, together with some feedback on potential modifications to future editions of the course.
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Moore, George, Vivek Rao, Alice M. Agogino, and Kosa Goucher-Lambert. "Journey Mapping the Virtual Prototyping Experience." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-71618.

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Abstract Reframing failure, individual problem solving, and access to technology are signatures of the “maker movement,” which directly inspired university makerspaces across the globe. In particular, university makerspaces have become a significant resource to students taking courses that require the creation of tangible prototypes. While research investigating a student’s experience prototyping in a makerspace is growing rapidly, not much has been done to investigate the student prototyping experience in exclusively virtual settings. The goal of this study is to identify trends in the virtual prototyping experience with intentions of informing university instructors, makerspace facilitators, and students of where to anticipate struggles and frustration with the virtual prototyping experience. This study uses journey maps (a qualitative design method) to investigate the virtual prototyping experience for 12 undergraduate students, of diverse academic disciplines, at an R1 university in the United States. Results from this study suggest that the functional prototyping experience (which emphasizes independent contributions towards a tangible product) generates more emotional volatility than the experiential prototyping experience (which emphasizes collaborative efforts toward a final prototype). Other notable results include statistically significant differences between Female and Male self-reported emotional levels at the beginning of the experiential prototype journey.
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Pernía-Espinoza, Alpha, Enrique Sodupe-Ortega, Fco Javier Martinez-de-Pison-Ascacibar, Ruben Urraca-Valle, Javier Antoñanzas-Torres, and Andres Sanz-García. "Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5167.

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An assessment program to evaluate microproject-based teaching/learning (MicroPBL) methodology on the technical subject ‘Manufacturing Technology’ was implemented for four consecutive academic years. Students from three different engineering degrees were involved providing feedback through different surveys that allowed us to perform a proper evaluation. More specifically, students’ surveys were anonymous after each academic year, except the last one, in which non-anonymous pre and post-surveys were conducted. The surveys were meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic competences (using questions concerning soft-skills). We also checked the students’ satisfaction with the methodology and with the signature in general. Using non-anonymous surveys allowed us to correlate results with the student’s final scores. Students’ self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average of the subject’s final score from student’s perception was slightly higher than the actual value. Student’s self-perception on soft-skills was also increased at the end of the course. The MicroPBL methodology demonstrated beneficial for the case of this technical subject as it maintained high motivation levels in students, which were directly related to students’ success rates and final scores.
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AL-Khater, Dhabya Mohamed, Menatallah Samer Rayan, Myriam ElJaam, Mohammed Issam Diab, Derek Charles Stewart, and Alla El-Awaisi. "Exploring QU health students’ behavioral determinants, perspectives, and experiences toward student leadership: A quantitative study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0122.

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Objective: Leadership is an essential part of student’s learning experience in the college. The main aim of this study is to determine and explore QU health student’s perspectives and experiences toward leadership. Methods: A cross-sectional study was conducted during the academic year 2021. A web-based questionnaire was circulated to 1352 QU health students. Participants were asked to complete a 5-point Likert scale developed using theoretical domains framework (TDF) to identify their perception and behavioral determinants about leadership. They were also asked to rank the importance of personal, interpersonal capabilities, and markers of success of leadership. Participants were asked to answer open- ended questions to determine the training and support needed for leadership. Results: In total, 179 complete responses were collected. About (43.6%) of students strongly agreed that it is crucial for healthcare students to be involved in leadership. Most students agreed that they are capable of carrying leadership responsibilities. Around 71.4% of leaders in QU health perceived that teaching quality improvement as very important to extremely important marker of leader’s success. Students identified that negotiation and communication are important skills for leadership. Conclusion: Our study suggests that QU health students perceive leadership as positive and important experience of college life and show high interest for training programs and workshops for student leaders.
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Smith, N. J. T. "A graduate student’s appreciation of the ‘winter-over’ experience." In Astrophysics in Antarctica. AIP, 1990. http://dx.doi.org/10.1063/1.38990.

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Netreba, Margaryta, Nadiia Bilan, Halyna Horbenko, and Kateryna Balabanova. "EXPERIENCE IN STUDENT’S INITIATIVES IMPLEMENTATION FOR PROFESSIONAL COMPETENCE DEVELOPMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0725.

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Kim, Andrew, and David Wootton. "Problem-Based Learning: A Case Study Demonstrating the Benefits of a Post-Freshman Summer Invention Program on Thermal Fluid Sciences Engagement and Professional Development." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-71354.

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Abstract Project-based learning (PBL) is a popular pedagogical strategy used in engineering education to improve students’ engagement, understanding, and soft skills. The thermal fluid sciences (TFS), including thermodynamics, fluid mechanics, and heat transfer, are infamously challenging core engineering subjects. TFS is traditionally taught through lectures, problem sets, and small projects starting in the second or third year of engineering curricula. However, pure PBL is often reserved for after students have completed the traditional courses. This case study follows a student who experienced a reversed pedagogy, wherein pure PBL instead of traditional lectures drove TFS education. In a summer invention program after the principal student’s first year, he invented a novel door fan that improved air circulation between adjacent rooms, even with the connecting door closed. He used computational fluid dynamics (CFD) to simulate his invention. He then enrolled in a formal CFD class in his second year without taking prerequisite TFS courses. Afterward, the student enhanced the CFD simulations of his invention and wrote a technical paper on his results. This case study analyzes the pros and cons of the reversed pedagogy and the early timing of pure PBL through the principal student’s experience.
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Ball, Zachary, Jonathan Bessette, and Kemper Lewis. "Who, What, and When? Exploring Student Focus in the Capstone Design Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22027.

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Abstract Product development is a key component of engineering education taught at a number of universities through their capstone design course. This course provides students with an opportunity to apply their newly obtained knowledge in engineering to design, build, and test working prototypes. This educational approach also encourages students to place additional attention on time and group management. As students walk through the design process, their focus fluctuates between group organization, product development, and course deliverables. This paper observes this variation in focus to extract key insights related to who is focusing on what and when. Data was collected in the form of individual project journals for each student and these provide a detailed look into the design activities throughout the semester allowing for a focus mapping from week to week. The focus of each student is quantified by a topic distribution of each student’s weekly journal entries, automatically extracted using Latent Dirichlet Allocation. Our results place emphasis on the topic identification accuracy and interpretation, before identifying trends found that separate high performing students and groups from those with poor performances. It was found that efficient time management focusing on the required course deliverables, and group cohesion led to the most impactful performance variations. Using this knowledge, we identify future directions supporting the pedagogy for capstone projects.
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Taylor, Carrie-Anne, and Dale B. McDonald. "A Classroom Experience in Control Systems Following an Intensive Nonlinear Control Design Research Project: Two Perspectives." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12610.

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It has been well documented in the engineering education literature that introductory linear control systems courses present unique pedagogical challenges. Similarly, it has been reported that engaging undergraduate students in control systems research is challenging. The control of nonlinear systems is the focus of much research; Therefore, a paradox exists; research programs involving undergraduate students are often conducted in a “nonlinear before linear” fashion. Prior research by the authors approached this paradox by investigating whether a meaningful research project in nonlinear control systems could be conducted. While the author and co-author were willing to execute this research (despite the intense time commitment), this type of project is not sustainable long-term unless the significant time invested results in Item 1) illumination of new pedagogical techniques that generalize to each student in the linear control systems course (not just participants in the research project). This manuscript will describe in detail Item 1). Given the student and faculty mentors experience in the nonlinear controls research project and the student’s experience in the linear control systems course, pedagogical insights gained through this endeavor will be detailed by the faculty member. These are meant to close the loop of instructor assessment of the course during preparation for future offerings. Therefore, the undergraduate student directly provides an accounting of the experiences throughout the research program and introductory control systems course. The result is a proposed pedagogical approach to be implemented by three distinct methodologies. Methodology (1) Traditional lecture format, Methodology (2) Targeted physical or hands-on experiences where students are exposed to a controlled system/process commonly seen in industry, and Methodology (3) Direct student participation in the design of certain aspects of course materials.
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Reports on the topic "Student’s experience"

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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Dorhout, Jacquelyn Marie. Student Experience at LANL. Office of Scientific and Technical Information (OSTI), September 2017. http://dx.doi.org/10.2172/1378929.

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Aucejo, Esteban, Jacob French, and Basit Zafar. Estimating Students' Valuation for College Experiences. Cambridge, MA: National Bureau of Economic Research, February 2021. http://dx.doi.org/10.3386/w28511.

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Lee, MiYoung, and Juhyung Woo. Fashion Major Students’ Internship Experience: Using Photo Elicitation Interviews. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1699.

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Bamford, Jan Katherine. Improving International Students' experience of studying in the UK. Bristol, UK: The Economics Network, February 2008. http://dx.doi.org/10.53593/n152a.

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Root, Margaret, and Katrina Koehler. SEE LANL: Student Educational Experience at LANL. Office of Scientific and Technical Information (OSTI), October 2020. http://dx.doi.org/10.2172/1688723.

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Blankstein, Melissa, Jennifer Frederick, and Christine Wolff-Eisenberg. Student Experiences During the Pandemic Pivot. Ithaka S+R, June 2020. http://dx.doi.org/10.18665/sr.313461.

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Gruber, Samuel H. The Bimini Research Experience for ONR Science High School Students. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada628274.

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Roelse, Katya, and Adriana Gorea. Using Technology to Improve Student Experience with Critique. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-402.

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