Student Experience Research Articles

Exploring students’ learning from home under a health emergency: the experiences of undergraduate students and postgraduate students

Purpose The outbreak of the COVID-19 pandemic led to the rise of online learning in Hong Kong. Online learning was identified as the only solution to meet students’ learning needs in the higher education sector during this chaotic period. This research aims to explore students’ perceptions of online teaching and learning from home under a health emergency via a comparison of undergraduate and postgraduate students’ experiences. Design/methodology/approach A total of 174 postgraduate students and 286 undergraduate students in various universities and colleges in Hong Kong were surveyed in this study. Findings The results show that postgraduate students generally gave more positive feedback on individual and environmental prerequisites, alongside pedagogical and institutional support, and were more motivated in online classes as compared to undergraduate students. Undergraduate students considered the shift to online education in light of the COVID-19 pandemic to be timely and rated their level of discipline with respect to online learning higher than did postgraduate students. Originality/value This study enables educators to better understand the first-hand experiences of students across different levels of study in Hong Kong, as well as to examine the possibility of establishing online education as a more prevalent mode of study in the future. The COVID-19 pandemic has educated us on the significance of being well-prepared to ensure quality education continues when emergencies and disturbances arise.

¡con Ganas! The Experiences of First-Generation Latinx Students at Predominantly White Institutions: Stories of Resilience and Persistence

ABSTRACT Despite the challenges that first-generation Latinx students (FGLS) face during their undergraduate careers at Predominantly White Institutions (PWIs), they are adapting in several ways and finding strategies to persevere and thrive. Through a narrative inquiry approach and utilizing Resilience Theory and Community Cultural Wealth, as theoretical frameworks, this study focuses on the personal stories of resilience and persistence among FGLS attending a PWI. Ten participants were recruited through a series of guest presentations and mass e-mails sent via multicultural centers and student organizations. From the interviews, two significant themes were uncovered: (a) “¡Sí, se puede!” or “Yes, you can!;” and (b) la comunidad or the community. Implications for practice include resources and interventions PWIs can implement to support FGLS.

"I'm here. We're here. My people and I exist": Exploring the psychopolitical experiences of Black immigrant college students attending predominantly White institutions.

Despite the ever-growing presence of Black immigrant college students in the United States, little is known about their unique campus experiences or their mental health outcomes as it relates to psychopolitical determinants of well-being. This qualitative study aimed to explore the unique psychopolitical experiences of 14, first- and second-generation Black immigrant college students attending predominately White institutions in the United States. Using the theoretical frameworks of critical race theory, intersectionality, and psychopolitical validity to guide our study, a phenomenological approach uncovered six themes and 11 subthemes: (1) collective well-being, (2) relational well-being, (3) individual well-being (purpose; health and wellness; critical consciousness), (4) collective suffering (neocolonialism, oppressive policies, and political violence; institutional oppression; barriers to mental health care), (5) relational suffering (implicit racial bias, stereotypes, and microaggressions; violence and brutality), and (6) individual suffering (ethno-racial trauma; isolation; school-related stress). We highlight implications for practitioners working with Black immigrant college students such as providing culturally responsive mental health care and advocating for decolonized and antiracist trainings at predominately White institutions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Standardized Application of Data Mining Algorithm Based on Computational Linguistics in English Teaching

With the rapid development of computational linguistics and data mining technology, the field of education is gradually exploring its potential applications in teaching. This paper proposes a standardized application method based on data mining algorithms, aiming to improve the systematicity and effectiveness of English teaching. Firstly, we apply data mining techniques to analyze the characteristics of English computer language in order to construct a data-driven teaching foundation. Subsequently, through in-depth analysis of these data, we designed and implemented an evaluation of the mining effect in English teaching classrooms. To ensure consistency and effectiveness in English teaching, we have established a computational linguistics English teaching model based on data mining algorithms. This model covers multiple aspects such as text classification, sentiment analysis, and semantic understanding, providing more accurate and personalized teaching and learning experiences for English teachers and students. After testing the model, we found that it can meet the requirements of teaching design and usage, bringing significant impact to English teaching. This paper provides a detailed introduction to the standardized application process of data mining algorithms in English teaching, and explores their positive effects on improving the quality of English teaching.

Addressing the links between and internal vs. external regulation factors, achievement emotions and gender in problematic use of ICT at university

ContextThe study of internal and external regulation in the use of Information and Communications Technology (ICT) and the analysis of academic emotions have become increasingly important due to their impact on academic life at university.ObjectivesThis research aims to investigate the links between internal vs. external regulation factors, achievement emotions, and gender in the problematic use of ICT among university students.MethodologyThe study recruited 317 university students, predominantly female (72.51%), using an ex-post facto design. The SRT-ERT scale was used to assess technology-related behaviors, and the AEQ Scales measured academic emotions before, during, and after class. Correlation analysis, multiple regression analysis, and ANOVA were employed to identify significant relationships.ResultsSignificant relationships were identified between regulatory behaviors, with male students exhibiting more dysregulated behavior and greater exposure to dysregulatory technology environments. Individual and contextual behavioral nonregulation and dysregulation in the use of ICT were significantly predictive of negative academic emotions.ConclusionThe findings suggest that both personal and contextual factors of regulation significantly influence the emotional experiences of students in academic settings. The study highlights the need for psycho-educational interventions to promote better regulatory behaviors among university students, particularly males.

Exploring the Post-COVID-19 Work Integrated Learning (WIL) Placement Experiences of Hospitality Students

The coronavirus disease 2019 (COVID-19) outbreak disrupted many industries including the hospitality industry. Work-integrated learning (WIL) placement within the hospitality sector was also affected by changes that occurred during the pandemic. The pandemic resulted in the closure of hospitality establishments, enforcement of health and safety protocols, retrenchments and a transformed hospitality work environment. All these changes affected the experiences of students under WIL placement. Accordingly, this study sought to explore the post-COVID-19 WIL placement experiences of hospitality students. The study collected data using the qualitative research methodology. The study population consisted of university students who were enrolled on a hospitality and tourism management course. A purposively selected sample of 20 participants was interviewed using semi-structured providing data on WIL placement experiences in the post-pandemic period. The data were analysed and presented using thematic analysis. The main findings of the investigation revealed that there is a significant change in employment readiness, skills gap as well as career prospects uncertainty. Furthermore, students are facing challenges in handling the transition, dealing with negative career prospects and coping with digital competence requirements. Based on these findings, the study recommends the restructuring of the curriculum to accommodate changes in the hospitality industry, stakeholder consultations regarding WIL placement activities and training to accommodate all changes that affect the efficient delivery of WIL placement within the hospitality industry.

Redefining Futures: Resilience and Empowerment Among Latinx DACA College Students in a Politicized Climate

ABSTRACT This study examined the experiences of Latinx DACA college students in the context of a highly politicized climate in the United States, marked by exclusion and xenophobia. The study employed a qualitative research design, which involved conducting interviews with 12 participants to explore how they responded to the exclusionary forces. The findings highlight that despite facing discrimination and microaggressions, the participants actively challenged negative stereotypes and redefined their identities as valuable members of the U.S. In addition, they distanced themselves from the threat of deportation and projected a future in which they continued to contribute to their community. The study emphasizes the significance of understanding and supporting DACA and undocumented students in higher education through faculty training, financial assistance, and the establishment of support programs.

Adrift down under: An integrative review of international students’ experiences in Australian higher education including shaping factors

Australia is currently one of the leading destination countries for International Students (IS), ranking third in popularity as a study destination. There is sparse research into the experience of IS including the factors influencing their experience within the Australian higher education system. This integrative review aims to synthesize knowledge on the IS’ experience in Australian higher education, including the factors influencing their experience. The review included 15 qualitative studies, three quantitative studies, three mixed methods studies and two literature reviews. IS perceived their study experience in Australia as challenging. They reported English unproficiency, poor academic performance, lack of academic support, low-quality courses, and work-study imbalance as factors that lead to insufficient learning engagement. IS reported difficulties in adjusting to the culture due to language barrier, negative emotions, and stronger acculturation orientation toward their heritage culture. IS reported the difficulties in establishing rapport with both domestic students, university teachers, and obstacles in building meaningful relationships within the local community as factors hindering the development of rapport with these entities. Despite encountering the challenges, IS have recognised the imperative of seeking avenues to foster connections with their fellow peers, their teachers, and the broader Australian community. They noted that their proactive efforts to connect with others, participation in work integrated learning, engagement in extracurricular activities, and prolonged residency in Australia were influential factors that facilitated opportunities for connectedness. These findings emphasise the significance of fostering networks between international students, domestic peers, university educators, and the Australian community. Such networks facilitate cultural understanding, elevate academic achievements, and contribute to the holistic well-being of students. The findings offer valuable assistance in equipping stakeholders and higher educational institutions with essential insights to effectively support IS and address their needs comprehensively. These insights are significant for global education providers aiming to support IS and cultivate a positive study environment. Further research should explore the experiences of international nursing, medical, and healthcare students, considering their involvement with patients and the healthcare team in the Australian system, potentially influencing their experience.

“Smooth seas never made a skilled sailor”: Indigenous students’ academic buoyancy and the locale of the learner

This article explores how academic buoyancy, a concept from the educational psychology literature, can be used to understand the experiences of Indigenous secondary students’ schooling. Academic buoyancy refers to students’ ability to overcome everyday challenges of schooling. In this project, 11 Indigenous secondary students in a remote school shared their experiences of school and how they developed a range of capabilities to overcome the everyday challenges. Factors often seen as cultural impediments for Indigenous students, such as the “shame factor”, can be viewed as agentic attempts by Indigenous students to develop new capacities, such as a strategy to deal with the fear of failure. It is through these attempts that students develop strategies to negotiate the classroom without giving up their own cultural positions. This article extends earlier research on resilience to focus on the development of academically buoyant capacities that allow students to better navigate the complexities at the locale of the remote Indigenous learner.

Ensuring quality higher education in Ukraine in times of war

This study focuses on exploring the issue of ensuring quality higher education in the conditions of Russia’s invasion of Ukraine. It synthesizes and analyzes literature sources, legal documents, secondary data, original (survey) data, and the author’s experiences with enhancing the quality of higher education. Using analysis of the legal documents, such as the National Doctrine of the Development of Education, the Law of Ukraine ‘On education’, and the Law of Ukraine ‘On higher education’, I study the legal framework for Ukrainian higher education. Using secondary data obtained from online sources, I find irrefutable evidence of mass destruction from Russian military aggression on educational institutions of Ukraine and the educational process in general, and specific initiatives from the Ukrainian state, Ukrainian universities, and international institutions to support the Ukrainian higher education system in wartime conditions. Using original data collected through surveys, I present first-hand information on the processes of changes in higher education in Ukraine under the conditions of Russia’s ongoing military aggression and the issue of ensuring quality higher education through the prism of the experience of students at the Ivan Franko National University of Lviv. Using the author’s personal teaching experience in the implementation of joint global classrooms, I analyze the possibilities of developed partnerships for motivating students and ensuring quality higher education in the conditions of war. Based on the analysis and synthesis of secondary data, I identify the main responses of the higher education system of Ukraine which enable it to maintain the quality of higher education as the realization of the Sustainable Development Goals during the war, namely (i) improvement and wider implementation of an online education system; (ii) organization of work of higher education institutions relocated from the occupied territories to territories controlled by Ukraine; (iii) support of international institutions; and (iv) partnership programmes with partner universities. The analysis of the results of the survey of students highlighted that the top priority of a Ukrainian university during wartime should be the safety of all participants in the educational and research process and high-quality education, and the most serious problems that create obstacles to ensuring the quality of education are the distressed psychological states of the participants in the educational process and organizational issues in the conditions of military aggression. By analyzing the experience of the implementation of joint global classrooms format, I also highlight that this format can be an effective additional measure in motivating students and ensuring the quality of higher education in the difficult conditions of war, and a developed partnership plays a crucial role in its implementation.

Student nurses experiences of moral distress: A concept analysis.

To understand how pre-registration student nurses experience moral distress and refine the concept in this population. The experience of moral distress has positive and negative effects for health professionals and negatively impacts on patient care. Moral distress is a fluid concept which permits the experience to be varied among different populations. Despite empirical research, a concept analysis has not been performed in the student nurse population. Electronic databases were searched via Ebsco Host Complete and included Cinahl, Medline, APA Psych in March 2024. Search terms included 'Moral Distress' AND 'Student', 'Moral Distress' and 'Baccalaureate.' Search limits included articles between 2014 and 2024, English Language. Twenty-five papers were included in the review and consisted of eight quantitative studies, 11 qualitative studies, three mixed methods studies and three literature/systematic reviews. An integrated mixed research synthesis (Sandelowski, Voils, Barroso 2006) was conducted and organized into Walker, Avant's (2005) framework of antecedents, attributes and consequences. Braun and Clarkes (2006) thematic analysis was then used to generate themes from the literature. Antecedents emerged as students having moral sensitivity, they recognize unethical circumstances. Attributes identified roots of moral distress. These roots include poor patient care, harm to the patient and unsafe care. Students experience of morally reprehensible events is exacerbated by the disempowerment they experience as being 'just a student'. Student nurses who do not exhibit moral courage and do not oppose immoral practices do so due to internal constraints which transpire as fear of conflict, withdrawal of learning opportunities, and fear of disruption to learning. This is influenced by their registered nurse supervisor relationship. Consequences of moral distress identify negative feelings, coping mechanisms and positive effects. The attributes of moral distress in the student nurse population have distinctive features which should be considered by nurse educators and in empirical research. None, as this is a concept analysis that contributes to theory development and is not empirical research.

Network analysis of graduate program support structures through experiences of various demographic groups

Physics graduate studies are substantial efforts on the part of individual students, departments, and institutions of higher education. Understanding the factors that lead to student success and attrition is crucial for improving these programs. One factor that has recently started to be investigated is the broadly defined students’ experiences related to support structures. The Aspects of Student Experience Scale (ASES), a Likert-style survey, was developed by researchers to do just that. In this study, we leverage the network approach for Likert-style surveys (NALS) methodology to provide a unique interpretation of responses to the ASES instrument for well-defined demographic groups. We confirm the validity of our findings by studying the stability of the NALS themes and investigating how they are expressed within demographic-based networks. We find that for all four themes in the original ASES study, certain thematic trends capturing students’ experiences vary across the demographic-based networks in meaningful ways. We also reveal that for some demographic groups, there is an interesting interplay between, and mixing of, the original themes. Finally, our study showcases how NALS can be applied to other Likert-style datasets. Published by the American Physical Society 2024

Undergraduate mentorship in science: A qualitative synthesis

ABSTRACT Mentoring is a common practice in higher education institutions and scientific fields. Undergraduates approach faculty members who are working on topics that match their research interests. We conducted a study to compile a qualitative synthesis of research on the mentorship experience of undergraduate science students with faculty mentors. We used the stages of meta-ethnography to guide our study. Meta-ethnography involves identifying concepts from qualitative studies to translate them into a line of argument. We screened 2,888 titles and abstracts, 71 full texts, and included 13 studies in the synthesis. We identified and organized nine conceptual categories into two themes: student success and engagement, and barriers to student progression. The findings show that faculty mentorship is key to supporting student retention and increasing the scientific pipeline.

Midwifery students' experiences of learning to be ‘with woman’: a scoping review

Background/Aims Being ‘with woman’ is a fundamental concept of midwifery and profoundly impacts maternal and infant wellbeing and outcomes. Understanding student midwives' experiences is vital in shaping learning strategies for positive and effective student-centred learning outcomes. This scoping review's aims were to gain meaningful insight into existing literature on students' experiences of learning to be ‘with woman’. Methods The scoping review searched the CINAHL, PubMed, AusHealth, Medline and PsycInfo databases in July 2023, October 2023 and April 2024. The search included qualitative and quantitative research studies published in English between 2018 and 2024. Articles were screened for eligibility by title, abstract and full-text review by three reviewers. Results A total of 1172 articles were screened, with nine articles included in the review from various countries. Key themes identified were ‘continuity of care’, ‘partnership with woman’, ‘preceptor and practitioner impact’ and ‘context and contrast’. Conclusions Limited literature exists to explore and provide an understanding of the learning experiences and outcomes of midwifery students providing woman-centred care and developing a midwifery philosophy to be ‘with woman’.

Teaching and Learning in a First-Year Writing Skills Transfer Course: Investigating College Professor and Student Experiences

When Seneca Polytechnic replaced EAC150, an essay-based English course, with COM101, a first-semester writing course based on writing skills transfer, we saw the opportunity to investigate both professors’ and students’ experiences of the new approach. Specifically, we wanted to know how professors conceptualized and taught COM101 and also how students connected their writing for COM101 with other writing they did at Seneca, their workplaces, and in their personal lives. From 2018–2020 we conducted qualitative surveys with professors and mixed-method surveys with students and applied inductive, thematic coding to all qualitative data. The data results were encouraging: student responses indicated that COM101 positively affected their writing and reported transferring writing skills to other areas of their lives. In addition, professor responses indicated that they actively engaged with skills transfer pedagogy, despite the fact that COM101 demanded a significant change in approach. In professor responses that indicated resistance to the new approach we found valuable lessons about the core ideas of transfer, including negative transfer, and the difficulties that anyone – professors and students alike – face in new learning situations.

Participatory Design in Suicide Prevention: A Qualitative Study of International Students' Experiences of Adapting the LivingWorks safeTALK Programme.

Current suicide prevention approaches are not adapted to international student needs, and participatory design is a method that may facilitate the development or adaptation of appropriate programmes for this group. This qualitative study investigated the experiences of international university students studying in Australia who participated in a co-consultation process to adapt the LivingWorks safeTALK suicide prevention programme. Eight international students from the co-consultation workshop completed semi-structured interviews about their workshop experience. The data were analysed using reflexive thematic analysis. The findings showed that participants found the co-consultation process empowering and engaging. They also reported that the experience promoted mutual learning and challenged simplistic views of suicide. No students reported experiencing distress. Suggestions for improving participatory design for international students focussed on enhancing participant interaction, supporting quiet voices to be heardand ensuring understanding of mental health and suicide through shared language. This study underscores the value of participatory design in suicide prevention, emphasising its potential to empower international students and facilitate culturally sensitive programme adaptations. International students were involved in the co-consultation process to redevelop the training content and provided a series of recommendations for improving such processes for international students in the future. The two researchers who conducted the interviews and data analysis were former international students.

Hear Us Out: The Lived Experiences of Non-White OT Students Being Educated With Predominantly White Peers

Abstract Date Presented 03/22/24 This qualitative study explores the lived experiences of five non-White OT students being educated in predominantly White OT classrooms. This study uplifts their voices to create awareness and provide suggestions for our profession to move forward. Primary Author and Speaker: Tamar Mor Additional Authors and Speakers: Therese Meily, Flaminia Avantifiori, Kijai Herring, Rachel Lanzalotti, Laurie Knis-Matthews

Virtual teaching and learning for autistic students amidst the pandemic: a systematic literature review

Teaching and learning for autistic students during the COVID-19 pandemic pose challenges for educators. This systematic literature review (SLR) aimed to explore the effectiveness of virtual teaching and learning (VTL) by employing the reporting standards for systematic evidence syntheses (ROSES) framework. Articles from databases like Scopus, Web of Science, and Google Scholar were systematically examined, focusing on themes such as support, coping strategies, teaching methods, flexibility, and communication. The review identified 14 sub-themes within these categories, providing tailored coping and teaching strategies for parents, teachers, and caregivers working with autistic students. From 706 initially identified articles, 376 were selected, with 17 specifically relevant to virtual teaching for autistic students during the pandemic. These findings contribute insights to the existing literature and offer practical implications to enhance VTL experiences for autistic students facing pandemic challenges.

Alleviating stressfeeding in the emergency department: Elucidating the tensions induced by workplace lactation space issues.

Women remain underrepresented in the emergency medicine (EM) workforce, academic EM, and institutional leadership. In order to support women physicians in EM, we must explore factors that contribute to attrition and workplace satisfaction. For example, tensions between workplace and familial roles are important to consider as women navigate careers in EM. The logistics and stressors of workplace lactation pose a particular challenge during an already stressful time for a new mother returning to work in a busy emergency department (ED), but limited empirical data exist regarding this experience. We aimed to explore the stressors associated with workplace lactation spaces in order to better inform the creation of lactation spaces for individuals working in EDs. Our team used an exploratory qualitative design to investigate lactation-specific stressors and understand their relationship to individuals' needs when lactating in EM workplace environments. A total of 40 individuals were interviewed, highlighting post-pregnancy return-to-work (RTW) experiences of medical students, residents, advanced practice professionals, nurses, fellows, and faculty. Interviews were coded and analyzed using thematic analysis. We identified both tangible and intangible characteristics of lactation spaces that contribute to stress for lactating individuals. Additionally, we discovered that participants frequently noted a desire to work simultaneously while pumping in order to feel they were self-actualizing in their dual roles of parent and clinician. Among tangible items, access to a computer within lactation space was a key driver of ability to fulfill dual roles. Among intangible characteristics, we identified three distinct, yet interrelated, subthemes, including the need for lactation spaces to be respectful of individuals' time, privacy, and general health and well-being. This study suggests that meeting basic lactation needs with thoughtfully designed lactation spaces can empower individuals in their roles both as a lactating parent and a clinician. EM leadership can evaluate existing lactation spaces to ensure they meet the tangible and intangible needs of lactating physicians, trainees, advanced practice professionals, and nurses.

Behind the Scenes: The Untold Stories of School Heads handling Integrated Senior High Schools

The goal of this research was to describe the experiences gained by the school heads in integrated senior high school in Monkayo East District, Davao de Oro, Philippines. Employing phenomenological approach among six participants, in-depth interview was conducted which answered the four fundamental questions. Findings highlighted the critical role of adaptive strategies, including collaborative efforts among staff, proactive resource management, and continuous professional development for educators. These approaches fostered resilience and innovation within educational settings, enhancing the quality of student learning experiences. Moreover, the study underscores aspirations to equip students with 21st-century skills, provide high-quality education, and foster supportive learning environments. These aspirations drove efforts to improve curriculum relevance, infrastructure, and community partnerships. Overall, the research emphasizes the importance of effective leadership and strategic planning in addressing challenges and advancing educational practices in integrated senior high schools.