Статті в журналах: "Student’s experience"

1

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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8

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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11

Eddy, Sarah L., Sara E. Brownell, Phonraphee Thummaphan, Ming-Chih Lan, and Mary Pat Wenderoth. "Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions." CBE—Life Sciences Education 14, no. 4 (December 2015): ar45. http://dx.doi.org/10.1187/cbe.15-05-0108.

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In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student’s social identities. In addition we explore whether three hypothesized barriers to participation may help explain participation difference in the classroom. These barriers are 1) students are excluded from the discussion by actions of their groupmates; 2) students are anxious about participating in peer discussion; and 3) students do not see value in peer discussions. Our results indicate that self-reported preferred roles in peer discussions can be predicted by student gender, race/ethnicity, and nationality. In addition, we found evidence for all three barriers, although some barriers were more salient for certain students than others. We encourage instructors to consider structuring their in-class activities in ways that promote equity, which may require more purposeful attention to alleviating the current differential student experiences with peer discussions.

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12

Theresia Octastefani. "ONLINE METHOD AS AN EMERGENCY SOLUTION FOR STUDENT’S COMMUNITY ENGAGEMENT PROGRAMS DURING THE COVID-19 PANDEMIC IN INDONESIA." Indonesian Scholars Scientific Summit Taiwan Proceeding 4 (August 17, 2022): 8–15. http://dx.doi.org/10.52162/4.2022153.

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There have been many studies related to Student’s Community Engagement (KKN) program during the COVID-19 pandemic, but no one has analysed it based on the student's experience. So, this study aims to explore the student experiences in implementing online KKN program during the pandemic. This study used qualitative methods and data collection carried out through observation, in-depth interviews, and literature studies. The results showed that as an emergency solution from the university, students as the core of online KKN are trying to adapt with the situation and the latest regulation during the pandemic. Then, because the activities are carried out from home and far from the KKN location, the internet becomes the main access to stay connected. Several lessons learned from the online KKN student’s experiences are: first, students are able to accept rapid changes in their life realities which are sometimes not in accordance with their ideals that have been planned. Second, in the new normal era, students still have to participate in empowering rural communities according to their capacity. Third, students have the opportunity to optimize their skills and information technology that has been obtained during lectures to be practiced in social life.

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13

Hervada-Page, Maria, Kristopher S. Fayock, Randa Sifri, and Fred W. Markham. "The Home Visit Experience: A Medical Student’s Perspective." Care Management Journals 8, no. 4 (December 2007): 206–10. http://dx.doi.org/10.1891/152109807782590628.

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Incorporating home care education into the medical school curriculum is essential for providing a learning experience not duplicated elsewhere. Students rotating through family medicine write a reflection paper on their experiences. The papers about home visits from July 2000 to June 2004 were analyzed by a constant comparison technique developing seven themes: student paradigm shift in their understanding of causes vs. effects of disease, misconceptions about treatment, access to care, a return to the roots of medicine, quality of family caregiving, broader implications of providing care, and controversial issues. The students’ papers demonstrate the unique environment of home visits.

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14

Song, Misook, and Hyein Park. "Nursing Student’s Experience of KALS Provider Course." Journal of Humanities and Social sciences 21 10, no. 1 (February 28, 2019): 1149–64. http://dx.doi.org/10.22143/hss21.10.1.80.

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15

Neustadter, Eli. "Working in Recovery: A Medical Student’s Experience." Psychiatric Services 70, no. 9 (September 1, 2019): 853–54. http://dx.doi.org/10.1176/appi.ps.701001.

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16

Wallace, Claire E. "Electronic health records: A graduate student’s experience." Clinical Practice in Pediatric Psychology 3, no. 2 (June 2015): 179–81. http://dx.doi.org/10.1037/cpp0000098.

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17

Rowlett, Emma Jane. "Accessibility in MSOR: one student’s personal experience." MSOR Connections 8, no. 1 (February 2008): 27–30. http://dx.doi.org/10.11120/msor.2008.08010027.

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18

Luchaninov, Dmitry, Ruslan Bazhenov, and Natalia Bazhenova. "Student’s information competence development: Experience and prospect." SHS Web of Conferences 37 (2017): 01011. http://dx.doi.org/10.1051/shsconf/20173701011.

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19

Awidi, Isaiah T., Mark Paynter, and Uwana Evers. "Visual Organizers and Scaffolding the Student Learning Experience in Higher Education." Journal of Educational Technology Systems 48, no. 4 (December 17, 2019): 518–38. http://dx.doi.org/10.1177/0047239519893051.

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Higher education institutions are leveraging the attributes of digital devices to enhance student’s learning. The capability of digital devices to present visual images is the subject of this article, specifically the potential for visual organizers (VOs) to support students in an undergraduate marketing research course. Students reported that VOs helped them to understand the course requirements and supported them to organize their study program. VOs were positively associated with student’s course participation, collaboration, and knowledge construction. We argued that VOs have the potential to enhance the student learning experience. Lecturers should therefore consider incorporation of VOs when redesigning their courses.

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20

Alfaiz, Alfaiz, Hendra Hidayat, Hengki Yandri, Aprilia Tina Lidya Sari, Fendahapsari Singgih Sendayu, Septya Suarja, and Arjoni Arjoni. "Identification of Perceived Self-Efficacy to Predict Student’s Awareness in Career Readiness." Islamic Guidance and Counseling Journal 4, no. 1 (January 31, 2021): 124–32. http://dx.doi.org/10.25217/igcj.v4i1.933.

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Research found that self-efficacy has an important role in the development of students’ career cognitive skills. Besides, there still needs further research in self-efficacy, particularly in career readiness. The authors conduct this continuing study is to determine the effect of understanding perceived self-efficacy on student’s awareness in career readiness (mastery experience, vicarious experience, social persuasion, and emotional arousal). Data collected using a self-report of the Self-Efficacy Scale in Career Readiness (SESCR), semi-structured interview, and observation of student’s behavior between both participants with the high and low level of self-efficacy. In the current study, 100 students involved based on their convenience. Results showed that 66% of participants have a high mastery experience, 69% with high vicarious experience, 76% have a high percentage in social persuasion, and 70% have a high level of emotional arousal to understanding their career readiness. The results also showed perceived self-efficacy predicts student’s awareness of career readiness based on gender.

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21

Patel, Darpan I., Vanessa Meling, Afsha Somani, Danila Larrotta, and David A. Byrd. "Summer undergraduate nursing research experience: Implementing a mentor-based research program for minority nursing undergraduates." Journal of Nursing Education and Practice 7, no. 7 (February 14, 2017): 37. http://dx.doi.org/10.5430/jnep.v7n7p37.

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The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

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Casinillo, Leomarich F., and Emily L. Casinillo. "Modelling Experiences And Its Factors In General Mathematics: The Case Of Grade 11 Students." Indonesian Journal Of Educational Research and Review 3, no. 2 (June 26, 2020): 25. http://dx.doi.org/10.23887/ijerr.v3i2.25670.

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Student’s experiences in learning plays an essential role in producing quality academic achievement. This study aimed to develop multiple regression models on the students’ experiences in learning mathematics in regards to its influencing factors. A simple random sampling of 112 grade 11 students in the first semester of school year 2018-2019 from Visayas State University were used as the respondents of this study. Result of the study reveals that grade 11 students’ learning experience in general mathematics is challenging and logical. However, it is found out that it is satisfying and rewarding since it develops their critical thinking and decision making in real life. The number of hours in studying and studying with internet positively influence the students’ learning experience in mathematics. It is also revealed that STEM students are more fond learning mathematics compare to non-STEM students. Furthermore, result also shows that a conducive learning environment and religious activities in the campus helps the students to have a peaceful and positive learning experience.

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A.Vyas, Prof Brijmohan, and Rashmi S. Shirur. "A STUDY ON SATISFACTION AMONG UNDERGRADUATE STUDENTSIN BAGALKOT." International Journal of Engineering Applied Sciences and Technology 7, no. 5 (September 1, 2022): 104–11. http://dx.doi.org/10.33564/ijeast.2022.v07i05.018.

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Student’s satisfaction can be defined as a shortterm attitude resulting from an evaluation of student’s educational experience, services and facilities. Earlier it was measured by common satisfaction frameworks but later higher education specifies satisfaction models were developed. Student’s satisfaction was a significant predictor of learning system. To know about the student satisfaction among the students of UG colleges as mentioned above, the several factors I have considered for this study and the objectives of the study are to measure the overall satisfaction of the students on their experience with college facilities. By analysing the literature review, it can be interpreted that, most of there are several factors of student’s satisfaction like infrastructure facilities, teacher’s support, service quality, curricular and co-curricular activities. And the majority of the students have satisfied for the overall satisfaction. Because, students satisfy with their all-learning aspects as well as equipment and services provided by their colleges. The purpose of the study is to know the satisfaction of student’s at UG colleges in Bagalkot because, students are the valuable asset of colleges as well as nation, they are the one who will spread the name and fame of the institute

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24

Noviyanti, Sari Dewi. "Student’s Perspective of Using Quora: An Authentic Learning Experience in Digital Platform." SAGA: Journal of English Language Teaching and Applied Linguistics 4, no. 1 (January 17, 2023): 45–52. http://dx.doi.org/10.21460/saga.2023.41.152.

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The purpose of this study was to explore the effectiveness of Quora based on the perception of higher education students at Islamic State University of Semarang, specifically about authentic experience of reading and writing practice in expression of asking and giving opinion. Descriptive method was used as the research design. Questionnaire and interview were used to investigate student’s attitude toward the Quora platform. Based on student’s questionnaire and interview result’s analysis, the experience of doing authentic practice is interesting. The study showed that more than 85% of students admit the effectiveness of Quora to give authentic learning experience and to help them adapt in the real situation.

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Novianti, Dwi Erna. "How the Student’s Error in Solution of Mathematics Problems?" JIPM (Jurnal Ilmiah Pendidikan Matematika) 8, no. 1 (September 27, 2019): 19. http://dx.doi.org/10.25273/jipm.v8i1.4163.

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<p>This qualitative descriptive study aimed to analyze student errors to solve mathematical problems in gender. The subject in this research were Mathematics Education students in the Linear Program subject. The sample selection used purposive sampling by looking at the results of student tests on linear program material categorized by gender. The analysis data using observation methods, test methods and interview methods, meanwhile to validity test of the data using triangulation of data source and triangulation method. Based on the results of the study obtained results: 1) Errors experienced by male and female students are almost similar, but the mistakes experienced by female students are fewer than male students, 2) Female and male students with high ability categories possess different types of errors, namely female students only experience process errors and results of errors, while male experience transformation errors, process errors, results in errors, 3) Female and male students with low ability categories have the same type of errors, namely misunderstanding, transformation errors, process errors, results errors. In this study also none of the subjects experienced reading errors.</p>

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Kaddu, Sarah B. "Information Ethics: a student’s perspective." International Review of Information Ethics 7 (September 1, 2007): 326–31. http://dx.doi.org/10.29173/irie35.

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Based on personal experience, and content analysis, this paper examines Information Ethics (IE) from a student‘s perspective. Within this framework the paper defines IE, outlines the history of IE and highlights incidences of IE violations in Uganda. The paper concludes with proposals towards better adherence to IE in Uganda. The paper presents personal experience, observation and a content analysis methodology.

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Tolero, Josue A., Delyn O. Tabile, and Jal M. Achacoso. "Experience of Science Teachers in Practicing Rewards System to Increase Students’ Participation in Class." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 12 (December 21, 2021): 1482–93. http://dx.doi.org/10.11594/10.11594/ijmaber.02.12.20.

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The study aimed to determine the Experience of Science teachers’ in practicing rewards system to increase student’s participation in class. A qualitative - phenomenology research design was adopted in this study. Interview guide question was used to examine the Experience of Science teachers’ in practicing rewards system to increase student’s participation in class. Data was collected through an interview. Total of 10 teachers were selected as a sample from 8 secondary schools in the Botolan District. The results of this study showed that reward system is effective in the performance of the students and encouragement to give the students good motivation in the learning process. Most of the participant find the rewards system as an effective tool in increasing student’s participation. Recognition such as giving praise and compliments is the usual form of rewards given by the teacher. In addition to extra grades, scores and test or homework exemptions. Preferred rewards of the teachers aside from giving praise and additional grades, are useful rewards such as school supplies, candies, and other food treats. Effective motivation of the student’s in participating in learning activities is the foreseen effects of rewards system.

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Benson, Phil. "Sleeping with strangers." Study Abroad Research in Second Language Acquisition and International Education 2, no. 1 (June 29, 2017): 1–20. http://dx.doi.org/10.1075/sar.2.1.01ben.

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Abstract Based on narratives from Hong Kong students on one-semester programmes at universities in Australia, Britain and Canada, this study focused on the emotional charge of expectations and day-to-day realities of homestay. It showed how, for many of the students, this emotional charge was related to the adoption of imagined identities as family members within the homestay. It also showed how a corresponding sense of inclusion or exclusion could arise from recognition or non-recognition of these imagined identities. The students’ experiences of homestay were often shaped by an expectation that a degree of emotional intensity within a family environment would lead to a successful language learning experience. Paradoxically, emotionally disturbing experiences could also contribute to a positive overall experience from the student’s perspective, if they led to a stronger sense of emotional inclusion. The experience was least satisfying overall in homestays where students were unable to feel this sense of inclusion.

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Korneenko, T. N., and I. A. Shcheglova. "Assessment of the student’s educational experience as a tool for making management decisions in the university." University Management: Practice and Analysis 25, no. 3 (December 15, 2021): 82–99. http://dx.doi.org/10.15826/umpa.2021.03.029.

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This article draws attention to students’ educational experience at a Russian regional university. Such experience is based on two aspects: on the one hand, it is a result of abilities integration, and on the other, it is an ability to act in a context of uncertainty. The latter aspect in understanding students’ experience is the most important for the personality formation in today’s complex world. Within the context of the higher education transformation, experience as an ability to act plays a significant role in individual development. That is why this study is aimed at analyzing the educational experience of first-year students and university graduates. Their educational experience is assessed based on their involvement in educational practices in class, in research activities at the university, and in self-educational activities. The results show that the first-year students’ experience and the graduates’ one at the university have functional differences. The first-year students’ academic engagement is higher as compared to the graduate students’. The research experience of both is expressed in a low degree. The self-educational experience at the university is not strategically formed. Comparing the first-year students’ and the graduates’ educational experiences, one can conclude that the structure of the latter is more functional due to the graduates’ limited involvement in educational activities. This means that the educational experience varies during the period of studies mainly in individual competencies, which are not connected with each other. The low level of the students’ involvement in educational practice reflects the weak development of their experience as an ability to act. It is the structure of a student’s motives that can be one of the main factors of his/her involvement in the learning process. Our findings contribute to the design of educational practices at the university and suggest the strong demand for a more responsible approach to designing the educational environment and educational practices at all university levels.

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Poh Heng, Philip Wee. "A Cerebral Palsy Student’s University Reading Lived Experience." AJELP: The Asian Journal of English Language and Pedagogy 5 (December 5, 2017): 80–89. http://dx.doi.org/10.37134/ajelp.vol5.7.2017.

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Prentice, James. "A Politics PhD Student’s Experience of Reaching Out." Excursions Journal 11, no. 1 (July 1, 2021): 177–78. http://dx.doi.org/10.20919/exs.11.2021.318.

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Kang, Moon Sun, and Youn Sook Ju. "4th-Grade Nursing Student’s COVID-19 Confirmed Experience." Journal of Kyungpook Nursing Science 26, no. 2 (August 31, 2022): 27–40. http://dx.doi.org/10.38083/jkns.26.2.202208.027.

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Faleeva, Liya, Ekaterina Bratukhina, Sergey Ezhov, Larisa Gorbunova, Anastasia Lopanova, Lubov Viaznikova, and Nina Kryukova. "Student’s Social Experience Forming in University Vocational Training." Eurasian Journal of Analytical Chemistry 12, no. 7b (October 1, 2017): 1127–35. http://dx.doi.org/10.12973/ejac.2017.00238a.

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Ghimire, Calvin. "A medical student’s experience of Nepal earthquake, 2015." Journal of Patan Academy of Health Sciences 7, no. 2 (August 30, 2020): 136–38. http://dx.doi.org/10.3126/jpahs.v7i2.31135.

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A magnitude 7.8 earthquake struck Nepal on April 25, 2015 killing nearly 9,000 people and injured nearly 22,000. The tremor at 11:56 am shook Nepal destroying lives and infrastructures, and most importantly dreams and hopes of people. I, as a medical student, express my experiences and joy of helping person in need during these devastating days.

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Greedy, Alyssa, and Cameron C. Lindsey. "One Student’s Experience at an Indigent Care Clinic." Journal of the American Pharmacists Association 44, no. 6 (November 2004): 644–50. http://dx.doi.org/10.1331/1544345042467272.

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Yulius Koesworo, Yulius Koesworo, and Anna Triwijayati Anna Triwijayati. "PENERAPAN METODE PROBLEM BASED, EXPERIENCE DAN EXPERIENTIAL LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATA KULIAH KEWIRAUSAHAAN." EKUITAS (Jurnal Ekonomi dan Keuangan) 10, no. 2 (February 2, 2017): 246. http://dx.doi.org/10.24034/j25485024.y2006.v10.i2.2193.

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Decreasing the motivation and learning outcome forwards entrepreneurship subject motivates the expertise and academician to create learning athmosphere of entrepreneurship condusively.This research is briefly stress to describe study activities of entrepreneurership learning in faculty of economic Widya Mandala Surabaya. The method implemented in this neglance are problem based method, experience and experiential learning. Also, identification of restriction in this method is conducted. Morover, students are subject and patner in this research. They are supported to participate actively in aims to increase learning outcome. Condusive learning athmosphere is a motivator of more variation of student activities. As a result, learning evaluation shows that student’s mark in odd semester 2003/4 is 3.310 in average standart deviation 0.3848, flowerer, student’s mark in odd semester 2004/5 is 3.359 in average with standart deviation 0.3189, respectively. Eventhough, studen’s mark in average after implementation of new method is better than before implementation, but the differences between mean marking is not significant.

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Koesworo, Yulius, and Anna Triwijayati. "PENERAPAN METODE PROBLEM BASED, EXPERIENCE DAN EXPERIENTIAL LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATA KULIAH KEWIRAUSAHAAN." EKUITAS (Jurnal Ekonomi dan Keuangan) 10, no. 2 (September 18, 2018): 246–62. http://dx.doi.org/10.24034/j25485024.y2006.v10.i2.322.

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Decreasing the motivation and learning outcome forwards entrepreneurship subject motivates the expertise and academician to create learning athmosphere of entrepreneurship condusively.This research is briefly stress to describe study activities of entrepreneurership learning in faculty of economic Widya Mandala Surabaya. The method implemented in this neglance are problem based method, experience and experiential learning. Also, identification of restriction in this method is conducted. Morover, students are subject and patner in this research. They are supported to participate actively in aims to increase learning outcome. Condusive learning athmosphere is a motivator of more variation of student activities. As a result, learning evaluation shows that student’s mark in odd semester 2003/4 is 3.310 in average standart deviation 0.3848, flowerer, student’s mark in odd semester 2004/5 is 3.359 in average with standart deviation 0.3189, respectively. Eventhough, studen’s mark in average after implementation of new method is better than before implementation, but the differences between mean marking is not significant.

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Gurko, Krista. "CAPES/FIPSE year one experience report: why begin with math learning objects?" ETD - Educação Temática Digital 12 (November 18, 2010): 252. http://dx.doi.org/10.20396/etd.v12i0.1212.

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This experience report describes one student’s perspective about being a part of the first CAPES/FIPSE exchange session that brought her to study at Universidade Estadual de Campinas (UNICAMP) in Brazil from Utah State University (USU) in the United States. In June and July 2010, this student joined two other university students to present the CAPES/FIPSE project and the related math learning objects at four schools in Campinas. This article provides an overview of the project and offers this student’s thoughts about possible reasons for the instructors’ immediate responses and future plans with the digital learning objects.

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Kimball, Thomas G., Renata R. Hernandez, Michael S. Mincher, and Anna L. Treviño. "Iron Sharpens Iron: A Student’s Perspective on Diversity Outreach." Journal of Recovery Science 1, no. 2 (September 22, 2018): 6. http://dx.doi.org/10.31886/jors.12.2018.20.

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POWER (Providing the Outside World with Empowerment and Resources), a student organization within the Texas Tech’s Collegiate Recovery Program established December 2015, elaborated on their members experience when engaging in the important effort of diversity outreach to persons in recovery from substance and alcohol use disorders and eating disorders. POWER describes their mission statement to provide a foundation and a voice for underrepresented individuals in recovery by delivering positive end results through opportunities for success with a vision to instill hope for a promising future. These members along with the director of the CCRC and another staff member shared what they have found to be most effective and ineffective when presenting to diverse groups in their community. The presenters provided educational and recovery resources used in reaching out but also the varying and tailored approaches and techniques utilized when conducting outreach work to specific marginalized populations. These materials and techniques have been honed through many presentations and experience since 2015. During their presentation, student leaders, and members of POWER, shared their own personal experiences of marginalization as well as their experience as presenters/peer leaders.

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Sheriff, Laura. "A Medical Student’s Elective Experience in Pediatric Rheumatology through the Canadian Rheumatology Association." University of Ottawa Journal of Medicine 8, no. 2 (November 15, 2018): 50–52. http://dx.doi.org/10.18192/uojm.v8i2.3576.

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This elective report provides an overview of the experience of a first-year medical student completing a pediatric rheumatology elective through the Canadian Rheumatology Association (CRA). Students apply to work with a rheumatologist and experience alternating schedules between inpatient and outpatient clinical medicine over the course of the summer. This elective is unique, as it exposes pre-clerkship medical students to learning experiences that will prepare them for clerkship and beyond. It provides practical experience as well as insight into research within the specialty at a world-renowned Canadian academic institution.

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Devi, Kiki Vista, and Danuri Danuri. "THE EFFECTS OF LEARNING EXPERIENCE ON MATHEMATIC SELF-CONCEPT OF FIFTH GRADE ELEMENTARY SCHOOL STUDENTS IN YOGYAKARTA CITY AND BANTUL REGENCY." Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an 9, no. 1 (January 16, 2022): 42–47. http://dx.doi.org/10.31316/esjurnal.v9i1.1888.

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This research aims to 1) find out the mathematics learning experience, 2) find out the mathematic self-concept, and 3) investigate the effect of mathematics learning experience towards mathematic self-concept at fifth grade elementary school students in Yogyakarta City and Bantul Regency. This research was conducted in the academic year of 2020/2021. This study used a quantitative survey research technique with a sample of 794 fifth grade elementary school students in the regions. The analysis technique used was descriptive analysis technique, prerequisite test, and simple linear regression analysis with a significance level (α) = 0.05. Based on the findings, it can be concluded that in both regions, 1). there is a high category in mathematics learning experiences among the students with a percentage of 52,77%, 2) a moderate category of mathematic self-concept of the students is in a percentage of 42,95% and 3) there is an effect of mathematics learning experiences on mathematic self-concept which is shown by the positive and linear independent variable, Y = 18.459 + 0.555 with a significance 0,000, if the value of the student’s mathematics learning experience is high, the mathematic self-concept will follow the high of experience and vice versa.

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SULUHAN, Derya, Selda ŞEN, Dilek YILDIZ, and Eyyup Sabri ŞEYHANLI. "FACTORS IMPACTING NURSING STUDENTS WORKING with CHILDREN with HEMATOLOGICAL and ONCOLOGICAL MALIGNANCIES DURING THE COVID-19 PANDEMIC." GOBEKLİTEPE Saglik Bilimleri Dergisi 5, no. 10 (December 30, 2022): 9–18. http://dx.doi.org/10.55433/gsbd.123.

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The aim of the present study was to investigate factors related to experiences faced by nursing students as they complete their pediatric clinical rotation during the COVID-19 pandemic. A qualitative research design was used in this descriptive study. Nineteen fourth-year nursing students were included in the sample. Inductive content analysis were used to assess the data for content analysis. The Consolidated Criteria for Reporting Qualitative Research (COREQ) was used to structure and report the study. Content analysis revealed two main themes, two categories of factors impacting nursing students working with children with hematological and oncological malignancies were extracted from the data. The two main themes included factors related challenges of clinical experience and facilitators for clinical experience. Factors related challenges of clinical experience consisted of four categories, including being a pediatric patient, physical problems, communication barrier, and negative feelings. Factors related facilitators for clinical experience consisted of four categories, including child’s behavior, student’s feeling, atmosphere in the ward, and characteristic of pediatric nurses. The COVID-19 pandemic increased negative feelings and experiences of nursing students in clinics, impacting their ability to cope with particularly challenging situations.

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Nogueiras, Gloria, Alejandro Iborra, and Saskia E. Kunnen. "Experiencing Transformative Learning in a Counseling Masters’ Course: A Process-Oriented Case Study With a Focus on the Emotional Experience." Journal of Transformative Education 17, no. 1 (May 8, 2018): 71–95. http://dx.doi.org/10.1177/1541344618774022.

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This case study investigates the transformative learning process and outcomes of a female master’s student in a semester-long counseling skills training course based on experiential learning. The data included the student’s longitudinal accounts (11 questionnaires on the emotions experienced in every session and three blog posts) and retrospective accounts (a final reflective written activity and an interview) of her experience in the course. Through a thematic holistic analysis, we identified (1) five phases in the student’s learning process, which illustrated her evolving meaning-making of the challenging demands and related changes in her emotional experience and (2) two learning outcomes, including the student’s insights into the meaning of learning and her increasing self-awareness. The findings are discussed with an emphasis on the value of tracking learners’ emotional experience to understand their transformative changes, the contribution of experiential approaches to trigger such changes, and the potential of a process-oriented approach to investigate transformation.

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Aulia, Annisa Rizqa, and Raden Sulaiman. "PROFILE OF STUDENT’S REFLECTIVE THINKING IN SOLVING PISA MATHEMATICS PROBLEMS BASED ON GENDER DIFFERENCES." MATHEdunesa 9, no. 2 (June 30, 2020): 363–71. http://dx.doi.org/10.26740/mathedunesa.v9n2.p363-371.

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Reflective thinking ability is important in solving problems so students can easily determine the right strategyto solve problems using the knowledge and experience they have. Reflective thinking is an activity or mentalprocess using knowledge or experience with an awareness of what is known and needed that is donerepeatedly and with full consideration of beliefs supported by clear reasons to find a decision or solve aproblem. This study uses four stages of reflective thinking which include (1) describing experiences basedon problems, (2) elaborating experiences to form a solution strategy, (3) analyzing experiences based onsolutions, and (4) evaluating experiences based on the solutions. The purpose of this study is to describe thereflective thinking profile of male and female middle school students in solving PISA mathematics problems.The participant of this research are male and female students of grade VIII in Surabaya. The method used inthis study is a qualitative explorative descriptive study. The results showed that at the stage of describingexperiences based on problems, male and female students use their experiences in solving problems. In thestage of elaborating experience to form a strategy for solving, male students specifically identifymathematical concepts contained in the problem, male and female students choose the right formula andstrategy to solve the problem. At the stage of analyzing experiences based on resolution, male and femalestudents explain the answers given, male students mention strengths and weaknesses related to problemsolving. In the stage of evaluating experience based on the solutions, male and female students state thereasons why the answers given have answered the problem, female students test whether the solution donehas answered the problem.

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Alsoud, Anas Ratib, and Ahmad Ali Harasis. "The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 5 (April 28, 2021): 1404–14. http://dx.doi.org/10.3390/jtaer16050079.

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Since the beginning of the COVID-19 pandemic Universities around the world are taking rapid actions to ensure students learning continuity and secure the well-being of their students. This study aims at exploring the student’s e-learning experience in Jordanian Universities as well as e-learning readiness during the pandemic. While each university is unique, we hope our assessment can provide some insights into how well the student’s e-learning experience was during the pandemic. A structural online questionnaire was distributed, followed by descriptive analysis. Students from remote and disadvantaged areas primarily faced enormous challenges such as technological accessibility, poor internet connectivity, and harsh study environments. This study also highlights the role of electronic commerce in transforming distance learning. Further investments and contingency plans are needed to develop a resilient education system that supports electronic and distance learning throughout Jordan.

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Inozemtseva, N. V. "STUDENT’S READING EXPERIENCE FORMATION IN THE INFORMATION EDUCATIONAL ENVIRONMENT." Vestnik Orenburgskogo gosudarstvennogo universiteta 235 (2022): 38–44. http://dx.doi.org/10.25198/1814-6457-233-38.

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The information space has “absorbed” Russian students, leaving them no time to read books and enrich their inner world and expand their knowledge. It is this factor that contributes to the decline of the cultural prestige of reading as a necessary source of important information. The steady decline of motivation to read among students, and, consequently, the deficit of knowledge, information, lack of reading experience, which is essential in the life of every person, has become quite urgent. For several years this issue worries not only teachers, librarians, but also parents. However, modern means of computerization, or rather their rational use in the educational process can help solve this problem. The purpose of this study is to consider the main reasons for the low level of formation of the students’ reading experience in the modern educational environment, as well as to identify possible ways of formation of the students’ reading experience in Russia. In theoretical research the analysis of psychological and pedagogical sources and opinions of experts engaged in research in this area allowed to define “reading experience” as “a phenomenon of individual and universal (mass), in general terms, correlated with the reading culture of society. During the survey among 1—2 year students of the Faculty of Philology (Russian and Foreign Philology) at Orenburg State University, it was found that reading has not lost its importance and is an important component of the life of a student of philology in the educational process. Thus, the main reasons for the low level of formation of students’ reading experience in the modern educational environment were identified: lack of professional staff, traditional approach to teaching reading, immersion of teenagers in the Internet and social networks. It was also found that the formation of the student’s reading experience is possible in the modern conditions of the educational space due to the national projects and activities aimed at maintaining an interest in reading, modern information technology, the revival of libraries and rational use of modern information technology, which is a component of the information space of the educational institution, as well as personal example of parents and the work of professionally trained personnel (librarians).

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Wilson, Carol B. "Caring Connections: Self-Disclosure of Students’ Stories to Teachers in Nursing." International Journal of Human Caring 4, no. 2 (March 2000): 19–25. http://dx.doi.org/10.20467/1091-5710.4.2.19.

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This phenomenological study explored nurse educators’ experiences of human to human connection through students’ disclosures of their personal stories to them. Through interviews with nurse educators and analysis of texts, an interpretation of the meaning of the experience for the participants is described. The interpretation is illuminated in the three patterns that emerged. 1.) Creating The Context For Knowing describes patterns of caring and human connection that may create a context for self-disclosure by the student. 2.) Knowing: What Do I Do With What I Know? describes the ethical and moral dilemmas surrounding how the teacher responds to the information disclosed in the student’s story. 3.) Privileged Intimacy: How Knowing Affects Teachers and the Teaching-Learning Situation describes how the person to person connection experienced in hearing students’ stories affects teachers.

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Srinivasa, Susheelabai. "College Student’s Stress and Associated Demographic Correlates." International Journal of Social Science Studies 9, no. 6 (September 26, 2021): 1. http://dx.doi.org/10.11114/ijsss.v9i6.5363.

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Several research studies consistently identified that college student’s experience stress. However, there is hardly any substantive research that compared stress and its demographic correlates among international and American students. The current study, to address the knowledge gap in the literature, gathered data from the participants with multiethnic and cultural backgrounds. It provides perspective and insight into the stressors affecting international and American students and differences between them. The study collected data using a survey instrument from a sample of 221 students (90 international and 131 American students) at a mid-size public university in Midwestern region in the United States. The study findings confirmed the results of prior research studies that international students experienced low levels of stress than the American students. Among the demographic’s particulars, gender emerged as a key predictor of stress among both the groups. In addition, age and socioeconomic background too emerged as significant correlates of stress among students in both sample groups. Lower economic status of students caused moderate to severe levels of stress in both American and international groups compared to high income students.

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Balcita, Rommel E., and Thelma D. Palaoag. "Augmented Reality Model Framework for Maritime Education to Alleviate the Factors Affecting Learning Experience." International Journal of Information and Education Technology 10, no. 8 (2020): 603–7. http://dx.doi.org/10.18178/ijiet.2020.10.8.1431.

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The maritime industry in the Philippines had several deficiencies that must be addressed seriously in order to maintain strong reputation in producing competitive seafarers worldwide. This affects student’s educational skills and knowledge before finishing their education and training. This research led in identifying several factors affecting learning experiences to be addressed by incorporating advance technologies to further enhance student’s learning experiences. The learning strategies used in this study are focused on using presentation, multimedia, simulator and hands-on. But these are not enough to satisfy students craving to learn due to some constraints during learning. In this study most of the factors identified are from literatures, monitoring reports, previous surveys and studies conducted in one of the maritime institution north of the Philippines. A descriptive research method was applied with the 32 marine engineering third year students as the respondents. Results extracted from questionnaires revealed important points that must be considered on the different learning strategies. The learning experiences of students on the different learning strategy used in the learning process exposed several learning factors to be regulated. The findings suggest that there is still an opportunity of improvement on student’s learning experiences by introduction emerging advance technology by developing an augmented reality model framework to enhance learning experiences.

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Kosowski,, Margaret, Carol B. Wilson,, and Kathryn Grams,. "Faculty Stories of Facilitating Caring Groups." International Journal of Human Caring 8, no. 1 (February 2004): 30–37. http://dx.doi.org/10.20467/1091-5710.8.1.30.

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Previous research findings from the student’s experience support caring groups as an experiential strategy for teaching and learning caring in a BSN program focusing on a caring philosophy. This study explores the caring group experience from the perspective of nine faculty members who served as faculty facilitators for caring groups. Data regarding faculty stories was essential to complete the understanding of the experience of student and teacher. Findings from this study include the belief that faculty viewed the caring group experience as essential in providing opportunities for students to learn and practice the art and science of caring. Through participation in caring groups as facilitators, faculty experienced increased self-awareness, personal growth, and opportunities to reexamine pedagogical practices. Faculty also identified inherent burdens in facilitating a caring group.

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