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.
International Student Engagement Glass, Chris R.; Wongtrirat, Rachawan; Buus, Stephanie
2015, 2014, 2023-07-03, 2015-03-01
eBook
This book outlines deep approaches to the academic and social integration of international students at U.S. colleges and universities. It describes concrete examples of strategies to enhance the ...international student experience across a wide range of institutional types, and explores actions that have enabled colleges and universities to create more inclusive, connected, and purposeful campus environments for international students. It fleshes out the effects of these actions through the first-person narratives of international students themselves. It focuses on reinforcing an institution's existing strengths and capacities to help academic leaders at these institutions develop comprehensive strategies that will enable the creation of inclusive campus climates for international students.
International students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, ...comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment to minorities, including international students. This study aimed to understand the academic experiences and expectations of Chinese international students enrolled at historically black colleges and universities in the Southeastern parts of the United States from the lens of neo-racism. One research question guided this study, which was: How would Chinese international university students describe their academic learning experience, expectations, stress, and difficulties at one of the historically black colleges and universities? The interpretative phenomenological analysis (IPA) was employed to explore the academic experience, difficulties, stress, and lived stories of their academic voyage at one of the historically black colleges and universities in the United States. The findings indicated that discrimination based on skin color, nationality, and race, the gaps in academic expectations, and social unfairness of internship opportunities are still significant. The result indicated the directions and recommendations for leaders, policymakers, school administrators, and related professionals to redesign the current university planning and related counselling services to not only international students but all minority people.
This study provides conceptual and empirical arguments why an assessment of applicants' procedural knowledge about interpersonal behavior via a video-based situational judgment test might be valid ...for academic and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural knowledge about interpersonal behavior at the time of admission was valid for both internship performance (7 years later) and job performance (9 years later) and showed incremental validity over cognitive factors. Mediation analyses supported the conceptual link between procedural knowledge about interpersonal behavior, translating that knowledge into actual interpersonal behavior in internships, and showing that behavior on the job. Implications for theory and practice are discussed.
Canada has become one of the most popular destinations for international students at the higher education level. A number of complex factors and trends, both in Canada and globally, have contributed ...to the emergence of Canada as a destination for international higher education. However, more research is still needed to better understand the experiences of international students in Canada considering the rapid growth in numbers as well as the social, political, and linguistic singularity of Canada as a destination. "Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education" is an essential scholarly publication that explores international students' experiences in Canadian colleges and universities. It seeks to explore the various factors, aspects, challenges, and successes that characterize the international student experience in Canadian higher education from the perspective of international students and the academic communities to which they belong. Featuring a wide range of topics such as information literacy, professional development, and experiential learning, this book is ideal for academicians, instructors, researchers, policymakers, curriculum designers, and students.
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.
This qualitative study examined the perspectives of Black and Latino high school and undergraduate students involved in an aspirational peer mentoring program for college access. Our findings ...identified five central themes that contributed to the development of social capital for participants: program expectations and experiences, sustaining relationships, near-peer network support, connecting through symbiotic roles, and keeping the legacy going. Findings contribute to an understanding of the relationship among factors that facilitate social network development.
How can students’ competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact ...and influence peer assessment. From an analysis of 4 years of data from undergraduate classes in project management, it develops a model of causal relationships validated using the PLS-SEM method. It demonstrates relationships between these variables and considerers the influence of students’ competence and the mediating nature of feedback and self-regulation on the process. It points to how peer assessment practices can be improved whilst highlighting how evaluative judgement and feedback are two key elements that can be addressed to deliver the effective development of students’ competence.
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