Traditionally underserved students (TUSs), including Black, Latinx, American Native, and low-socioeconomic (SES) students, have higher rates of departure from STEM undergraduate programs than their ...more privileged peers. These higher departure rates are associated with TUSs’ lower performance in STEM gatekeeper courses compared to non-STEM courses through their sophomore year. Flipped models of instruction when used in gatekeeper chemistry courses are broadly shown to improve student course performance (higher course grades; reduced W/D/F rates). However, there is no clear evidence that flipped models specifically improve course performance for TUSs. This study’s objective was to determine the impact of a flipped model on students’ course performance in General Chemistry I on the basis of their race/ethnicity and SES. Using a nonparallel quasi-experimental design, student performance by race/ethnicity and SES in the flipped model course was compared to that of students in the traditional course. Results show TUSs were significantly more likely to have higher course grades in the flipped model course as compared to the traditional course. Further, the performance gap was closed between Black and Latinx students and their White/Asian peers in the flipped model. However, a performance gap between low-SES and middle- to high-SES students emerged in the flipped model. The W/D/F rate was decreased in the flipped model for all student groups. Therefore, although flipped models are not a panacea, they can be one critical support strategy used in freshman and sophomore chemistry gatekeeper courses to mitigate TUSs’ departure from STEM undergraduate programs.
Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of 'reasonable adjustments' to support their learning. Nationally, 5.8% of the ...university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as 'learning challenge'. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design.
To report the current knowledge on the Chinese nursing students' learning at Australian universities. The intent is to provide educators and researchers with a background to the contexts, the ...methodologies, the emphases of various relevant studies, and to provide recommendations for future research.
Attracting international students has become an important part of Australian universities' business and contributes to their cultural diversity. Teaching international students has received considerable attention in the educational research literature. Experiences of international students can vary greatly depending on their country of origin. This paper critically reviews current literature relating to issues for Chinese students and in particular, Chinese nursing students, the biggest single group of international nursing students at Australian universities
Narrative literature review.
A comprehensive search of seven electronic databases for literature between 2003 and 2014 helped to identify qualitative and quantitative studies that addressed issues of Asian international students with English as a second language (ESL) (included nursing students) studying in Australia, New Zealand, the UK, the United States and China. Pertinent websites were also searched. The reference lists and bibliographies of retrieved articles were hand- searched to identify other relevant studies.
Fifteen studies met the inclusion criteria for the review. The majority of existing literature claimed that there is a range of challenges confronting international students including Chinese nursing students, in assimilation into their host country. These include issues with English language proficiency, cultural barriers, social problems, different learning styles, academic demands, perceived racism, homesickness, lack of assertiveness and financial problems.
There is limited research about the Chinese students' study in Australia. In particular, the learning experience of Chinese nursing students has not been fully explored nor understood. This paper highlights the need for further research into the lived learning experience of Chinese nursing students studying at Australian universities.
Figuration work Nielsen, Gritt B
2015., 20150701, 2015, 2015-08-19, Letnik:
27
eBook
What role should students take in shaping their education, their university, and the wider society? These questions have assumed new importance in recent years as universities are reformed to become ...more competitive in the “global knowledge economy.” With Denmark as the prism, this book shows how negotiations over student participation — influenced by demands for efficiency, flexibility, and student-centered education — reflect broader concerns about democracy and citizen participation in increasingly neoliberalised states. Combining anthropological and historical research, Gritt B. Nielsen develops a novel approach to the study of policy processes and opens a timely discussion about the kinds of future citizens who will emerge from current reforms.
Objective: The purpose of this study was to assess how perceptions of family support (instrumental and relational-emotional) are related to psychological distress among commuter students and whether ...household income, gender, year in college and first-generation status moderate this association. Participants: Undergraduate students at a suburban commuter college in the Northeast during October/November 2019. Methods: Students completed an online survey comprised of measures of psychological distress, family support and sociodemographic information. Data were analyzed using independent t tests, bivariate correlations, and regressions. Results: On average, participants exhibited "high distress," mean = 23.29 (SD = 8.93). Distress scores differed by income background and gender. Lower income students and females exhibited significantly higher levels of distress. Increased relational-emotional support was associated with decreased distress for lower income and female students. Instrumental support was not associated distress. Conclusion: A family component to mental health counseling could be beneficial for commuter students.
Learning communities are often associated with higher student engagement and academic achievement. Few studies to date, however, have examined the impacts of these practices among international ...students. To address this gap, the following questions led the current study: “To what degree is participation in learning communities associated with international students’ (1) engagement in educationally beneficial activities, (2) learning outcomes (e.g., general, practical, and professional development), and (3) overall satisfaction with their institutional environment and educational experience?” Drawing on student development theory, we designed a path analysis using a structural equation modelling to assess both the direct and the indirect effects. The results suggest that while students’ participation in learning communities positively correlates to student learning gains and satisfaction, the student engagement indicators are the significant mediating predictors for both outcomes, thus recommending that institutions interested in assessing the impacts of learning communities should determine not only the direct effects but also the indirect effects of these practices. Our results also show differences in participation patterns among international student subgroups. Institutions should be aware of such differences and make efforts to scale high impact practices like learning communities to provide opportunities for more students to become involved in these educationally purposeful activities. The findings call for future research aimed at identifying the environmental and individual conditions that are most conducive to the cultivation of these practices for international students.
Learning in the clinical environment of healthcare students plays a significant part in higher education. The greatest challenges for culturally and linguistically diverse healthcare students were ...found in clinical placements, where differences in language and culture have been shown to cause learning obstacles for students. There has been no systematic review conducted to examine culturally and linguistically diverse healthcare students’ experiences of their learning in the clinical environment.
This systematic review aims to identify culturally and linguistically diverse healthcare students’ experiences of learning in a clinical environment.
The search strategy followed the guidelines of the Centre of Reviews and Dissemination. The original studies were identified from seven databases (CINAHL, Medline Ovid, Scopus, Web of Science, Academic Search Premiere, Eric and Cochrane Library) for the period 2000–2014. Two researchers selected studies based on titles, abstracts and full texts using inclusion criteria and assessed the quality of studies independently. Twelve original studies were chosen for the review.
The culturally and linguistically diverse healthcare students’ learning experiences were divided into three influential aspects of learning in a clinical environment: experiences with implementation processes and provision; experiences with peers and mentors; and experiences with university support and instructions. The main findings indicate that culturally and linguistically diverse healthcare students embarking on clinical placements initially find integration stressful. Implementing the process of learning in a clinical environment requires additional time, well prepared pedagogical orientation, prior cultural and language education, and support for students and clinical staff. Barriers to learning by culturally and linguistically diverse healthcare students were not being recognized and individuals were not considered motivated; learners experienced the strain of being different, and faced language difficulties. Clinical staff attitudes influenced students’ clinical learning experiences and outcomes.
Additional education in culture and language for students and clinical staff is considered essential to improve the clinical learning experiences of culturally and linguistically diverse healthcare students. Further studies of culturally and linguistically diverse healthcare students’ learning experiences in the clinical environment need to be conducted in order to examine influential aspects on the clinical learning found in the review.
Augmented reality (AR) deepens learning interactions by imposing digital information on top of physical settings. This study implemented an AR-enhanced theme-based contextualized learning and aimed ...to examine the effects of captions (non-caption, English caption and Chinese caption) and English proficiency (less proficient and proficient) on junior high school students' English learning effectiveness, motivation and attitude. Six classes of ninth-graders voluntarily participated in the experimental learning sessions using tablets. A factorial design was employed, and the participants' learning performance, motivation and attitude were evaluated. The results indicated that captions did not affect knowledge comprehension, but English proficiency played a significant role in it. The effects of captions and English proficiency on knowledge application indicated that English captions placed high cognitive load and hindered less proficient learners' knowledge application, but proficient learners performed equally under different caption conditions. Generally, students demonstrated positive motivation toward learning from the AR-enhanced contextualized learning. The proficient learners were more motivated in terms of self-efficacy, proactive learning and learning value. All learners expressed positive attitude toward learning, among whom, those who learned without captions showed greater degrees of confidence and preferences, and the proficient learners showed greater degrees of confidence, preferences, learning process and learning strategy but lower degrees of anxiety.
In this study, our cross-case analysis of students' lives challenges the conventional home-university model of transition and highlights the importance of acknowledging the influence of this complex ...symbiotic relationship for students who attend university and live at home. We argue that as with stay-at-home holidays, or "staycations", which are of such crucial importance to the tourism industry, so stay-at-home students or commuter students are vital to higher education and the term utilised here is "stayeducation". Through the narratives of "stayeducation" students, we see how family and community aspects of students' lives are far more significant than previously realised, and our study suggests that these heavily influence the development of a student sense of belonging. Drawing upon biographical narrative method, this paper introduces three first-year Business and Economics students enrolled at different universities in London and explores their journeys through their transition through home, school and early university life. Ways in which key themes play out in the transition stories of our students and the challenges and obstacles for the individual are drawn out through the cross-case analysis. Findings support the existing literature around gender, class and identity; however, new insights into the importance, for these students, of family, friendships and community are presented. Our work has implications for academic staff, those writing institutional policies, and argues for the creation of different spaces within which students can integrate into their new environment. (HRK / Abstract übernommen).
PDF
