Student Experience Research Articles

Faculty Mindset, Goal Orientation, and Likelihood of Seeking Feedback About Teaching

Growth mindset and learning goal orientation are related to positive outcomes and experiences for both students and instructors in the higher education context. The present study examined growth mindset and learning goal orientation toward teaching as predictors of instructors’ likelihood of seeking feedback about their teaching. Considering that all feedback may not be perceived as equally valuable, we also examined the sources from which instructors were likely to seek feedback. Full-time faculty members (n = 103) responded to measures of general mindset, teaching mindset, teaching goal orientation, and likelihood of seeking feedback about teaching from multiple sources. They reported being more likely to seek feedback from students and department colleagues than from more distant colleagues. Learning goal orientation mediated the relationship between teaching mindset and likelihood of seeking feedback from students; instructors with more of a learning goal orientation reported a more growth-oriented mindset for teaching and greater likelihood of seeking feedback from students. We conclude that instructors who are learning goal-oriented are more likely to perceive teaching as a skill to be developed and thus are more likely to seek feedback, especially from students and close colleagues. Professional development programs (and reward systems in universities) may do well to focus on encouraging learning goal orientation in order to improve instructor performance.

AN EVALUATION OF MERDEKA STUDENT EXCHANGE PROGRAM FOR EFL INBOUND STUDENTS: A QUALITATIVE STUDY

This study aims to evaluate the Merdeka Student Exchange Program for EFL inbound students at Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA). Using a qualitative phenomenological approach, this study explores the subjective experiences of exchange students while participating in the program. Data were collected through semi-structured interviews with six inbound students from different universities in Indonesia. The findings revealed two main themes: challenges and benefits. Challenges included adjusting to a new environment, cultural differences, and communication styles. Students also reported several benefits, such as meeting new people from different backgrounds, exploring new places, and experiencing a different classroom environment with different teaching methods and facilities. Significantly, students experienced personal growth through an increased understanding of global diversity, intercultural skills, and the development of qualities such as critical thinking, adaptability, and openness to difference. These findings are consistent with the literature highlighting the personal development of student exchange programs. The Merdeka Student Exchange Program at UHAMKA was proven to be a valuable initiative in promoting academic mobility, enhancing students' skills and knowledge, and fostering personal development. This research confirms the importance of exchange program in preparing students to become qualified global citizens capable of navigating the complexities of an interconnected world.

Environment or behavior: Which childhood nature experiences predict nature relatedness in early adulthood?

Childhood nature experiences have been identified as critical factors of Nature Relatedness (NR) at the individual level. This exploratory study delved into the distinct contribution of different forms of childhood experiences to NR in early adulthood, focusing on the living environment and actual contact with nature, along with nature education and the influence of people around. NR scores and self-reported experiences of Chinese college students (n = 431) were collected using a questionnaire survey. Objective environmental indicators (normalized difference vegetation index, land cover, and nighttime light) in 13 buffers of different sizes were adopted to precisely depict their historical living environments. Based on the results of bivariate correlations and hierarchical linear regressions, the quantity of natural components in the childhood living environment did not predict long-term NR. Nighttime light and impervious surface at large geographic scales had significant but weak negative correlations with NR. Experiences of actual contact with nature, especially the experiences of interactive behaviors rather than merely visiting natural spaces, are better predictors than the objective environment. The interactive behaviors of observing natural processes and cultivating plants had significantly independent contributions to NR, even when other factors were included in the regression models. Nature education could not replace the role of actual contact with nature. This study implies that an urbanized living environment will not necessarily reduce the level of NR of future generations. Rather than simply increasing the quantity of natural components in urban areas, it is more important to support children’s interactive behaviors with nature.

Exploring the impact of university green spaces on Students' perceived restoration and emotional states through audio-visual perception

A growing body of evidence suggests that university green space (UGS) can substantially enhance students' perceived restoration. This study employed virtual reality technology to assess the characteristics of audio-visual elements in three types of UGS, then utilized Peason correlation analysis and structural equation modeling (SEM) to explored environmental audio-visual perception, perceived restoration, and their associations with emotional state. Findings indicate that: (1) Within the same UGS type, the dominance of different audio-visual elements was relatively consistent across various locations. However, there were differences among different UGS types: artificial sounds were dominant in Commuter Green Spaces, while natural sounds were more prominent in Natural Green Spaces, and the perception trends for visual elements were similar to those of the sound sources. (2) Soundscape pleasantness was significantly positively correlated with three dimensions of perceived restoration and positive emotion, negatively correlated with negative emotion, and had similar findings to soundscape pleasantness in visual perception and soundscape eventfulness. (3) The SEM results showed that soundscape pleasantness and eventfulness could directly influence visual perception and positive emotion. In addition, our study also found a cascading mediating effect with visual perception and perceived restoration as core elements. These findings deepen our understanding of how audio-visual perceptions influence emotional restoration and well-being, potentially enhancing both student experiences and the quality of UGS. Furthermore, the findings underscore the complexities involved in perception assessment, influenced by variations in social backgrounds, cultural factors, and individual characteristics. This emphasizes the need for future research to consider these variables comprehensively, aiming to provide a deeper understanding of the specific physical attributes of restorative environments.

Elementary student experiences from digital safety immersion summer program

ABSTRACT Digital Safety refers to the knowledge and skills needed for the intentional protection of users in the digital environment. With children having access to digital devices at a young age, it has become essential for them to be educated on how to be safe in the digital world. Through a week-long summer camp on digital safety, elementary-age learners were introduced to four topics (digital identity and digital footprint, cyberbullying, netiquette, and digital security and privacy). This study found that the digital safety immersion camp was beneficial to elementary school learners based on the achievement, attitude, and behavior data that were collected. Posttest scores were statistically significant from the pre-test. Cyberbullying topic had the highest pre- and post-knowledge, whereas netiquette and online behavior, and digital security and privacy had comparatively lesser scores. Students demonstrated positive attitudes in the post-camp survey and they also included several lessons learned from the camp in the Pixton comic strip, which they created as the final project from the camp. The findings from this study contribute to the current literature on preparing elementary school students’ knowledge and skills related to digital safety and have implications for students, teachers, administrators, and parents.

Learning from graduate students’ non-formal evaluation experiences in university-based centers

This paper examines graduate research assistants' informal applied learning experiences on the evaluation team at a university-based agricultural safety and health research center. The case study aims to identify the specific learning outcomes derived from the experience, as described by students, and the factors that facilitated them. The research team used a semi-structured focus group tool, and the focus group participants conducted their own analysis and interpretation of the data. An inductive qualitative analysis revealed that students had new perspectives on evaluation, greater evaluation knowledge, and comfort using evaluative tools. Students expressed that key factors like trust, respect, and reflective practice effectively fostered learning. These data were corroborated using deductive analysis using Fink’s Taxonomy of Significant Learning. Ultimately, the study supports the value of informal applied learning experiences for students, particularly in the field of evaluation, and describes a model of support to facilitate learning in various contexts.

Student voices within Indigenous social work practicum recommendations and the Seven Grandfather Teachings

This article examines the integration of Indigenous perspectives, particularly the Seven Grandfather Teachings, in Indigenous social work education and field practicum, focusing on student experiences. Colonization has had significant impacts on Indigenous communities, leading to intergenerational trauma, which calls for the need for culturally appropriate social services. Historically, mainstream social work has been complicit in the oppression and genocide of Indigenous peoples, leading to negative perceptions among Indigenous communities. Western theoretical hegemony in education has marginalized Indigenous perspectives, emphasizing the need for inclusivity. Indigenous social work, rooted in acknowledging colonialism and oppression, promotes self-determination and cultural revitalization, highlighting the importance of Indigenization in the profession. Field education is emphasized as crucial for students, encouraging self-reflection and cultural sensitivity. The Seven Grandfather Teachings—love, respect, bravery, honesty, humility, wisdom, and truth—are introduced as guiding principles in ethical behaviour and relationships. The integration of these teachings into coursework and practicum experiences is highlighted, aiming to prepare students for culturally responsive social work practice. Student narratives are utilized to illustrate personal experiences and the application of the teachings in real-world settings. Overall, the article underscores the importance of cultural competency, self-reflection, and community engagement in addressing the unique needs of Indigenous peoples in social work practice.

Application of large language models in engineering education: A case study of system modeling and simulation courses

In modern engineering education, the application of digital technologies has significantly improved teaching effectiveness and student learning experiences. This study explores the innovative use of large language models (LLMs) in system modeling and simulation courses. Specifically, LLMs were applied to assist in MATLAB programming tasks, allowing students to learn MATLAB commands and programming techniques more conveniently. Additionally, interactions with LLMs guided students in acquiring cross-disciplinary knowledge related to modeling and simulation. In the context of system modeling and control problems, LLMs were utilized to aid in mathematical logic analysis and reasoning by providing potential solutions. These measures have demonstrated that students’ understanding and mastery of complex concepts were improved, and their interest and initiative in learning were stimulated. This paper summarizes the experiences of integrating LLMs in teaching, discusses their potential advantages and challenges in engineering education, and highlights the importance of incorporating digital technologies, particularly large language models, to support educational innovation.

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 Role of Social Media in Medical Education And Training

Objective: Social media (SM) is an integral part of life. Our study aims to investigate how SM impacts the educational experience of medical students and seek to acquire a better understanding of the scope of studies pertaining to the influence of social media on medical education. Materials and Methods: The participants were given a questionnaire developed by the researchers with a completion time of approximately 5 minutes. The questionnaire comprised inquiries that were designed to evaluate the extent to which students employed SM in their academic pursuits, drawing based on a review of relevant literature. Results: The social media platforms that were predominantly entered were Instagram and YouTube. Moreover, a majority of respondents (48.4%) expressed a preference for a hybrid educational framework that integrates conventional and digital practices. A substantial majority of respondents (70.3%) held the belief that SM does indeed have an impact on medical education. Conclusıon: With the impact of developing technology, SM has become an important part of information and medical education. Although the conventional clinical teaching approach remains firmly established in medical education, there is a growing recognition towards the need to integrate technology to enrich the educational experience. In the coming years, educational institutions will prioritize enhancing online education experience and instructors' competencies, as well as facilitating students' disciplined and comfortable participation, so as to add a new dimension to education through the use of technology.

The Role of Religious Teachers in Increasing the Motivation of Students in Grade VII Catholic Religious Education and Budi Pekerti Subjects at Tri Sakti-1 Medan Junior High School

This study aims to determine the learning motivation of seventh grade students in the subject of Catholic Religious Education (PAK) and Budi Pekerti at Tri Sakti-1 Medan Catholic Junior High School, as well as the role of PAK teachers in motivating students. In this context, PAK teachers have a crucial role in improving learning motivation by providing appropriate encouragement and motivation to students. We expect this research to enhance the quality of education and boost students' learning motivation in schools. To be role models for students, PAK teachers must act as educators who not only teach religious values but also have broad insights and strong characters. The research methods used in this study are qualitative and quantitative. We used the qualitative method to delve deeper into students' perceptions and experiences of learning motivation from PAK teachers, while the quantitative method objectively measured the level of student learning motivation. We expect the results of this study to offer recommendations to PAK teachers, aimed at enhancing students' learning motivation and fostering the development of effective learning strategies at Tri Sakti-1 Medan Catholic Junior High School. Thus, this study has important implications for improving the quality of religious education and student character through the active and inspiring role of PAK teachers.

IMPLEMENTASI AUGMENTED REALITY (AR) DI PERGURUAN TINGGI MENGGUNAKAN UJI-T BERPASANGAN

Today, higher education faces growing challenges in integrating technology to enhance unique and innovative student learning experiences. One technology that has been in the spotlight in recent years and is very widely used today is Augmented Reality (AR). Considering that currently, there are still many students who have difficulty understanding learning concepts well, have difficulty applying the material studied in everyday life, it is hoped that the use of Augmented Reality (AR) in higher education can be a solution. Augmented Reality (AR) can change the way students view learning as well as its extensive use which can also be felt by all elements of the academic community at universities as tertiary institutions. Thus, this research aims to find out how much influence the use of Augmented Reality (AR) has in universities, namely lecturers, students and universities. The method used in this research is paired t-test. From the research results, it is known that the application of Augmented Reality (AR) has a significant effect in higher education with an effectiveness value of 70% which is included in the interpretation category of effectiveness as quite effective

Building community college capacity to enhance student success and equity in dual enrollment

AbstractThis article uses Austin Community College (ACC) as a case study to illustrate how community colleges can build institutional capacity to provide dual enrollment. First, the manuscript synthesizes background literature on the growth of dual enrollment and implications for community colleges. Then, drawing on interviews from relevant stakeholders and institutional data, the authors describe how ACC reorganized internally to streamline dual enrollment structures and processes. In turn the college was able to strengthen partnerships with the school districts, manage growing enrollments, improve the student experience, and prioritize equity.

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.

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.