Experiences Of First-year Students Research Articles

Teaching Self-Regulated Learning Through Reflective Writing: Experiences of First-Year Medical Students With the Master Adaptive Learner Model

Teaching Self-Regulated Learning Through Reflective Writing: Experiences of First-Year Medical Students With the Master Adaptive Learner Model

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

IMPROVING STUDENTS’ VOCABULARY THROUGH WORDWALL APPLICATION

This article used the library research method to gather information by understanding and researching theories from various sources such as books, journals, and existing studies. The method used qualitative research that focuses on gathering information about the natural environment and using researchers as the main instrument. This study aims to analyze the responses and experiences of first-year high school students and how the Wordwall application helps them improve their English vocabulary during their studies. Literary research method is used. The data collection method used is the documentation method. Content analysis was used as a data analysis technique. In order to maintain the accuracy of the evaluation and avoid false information, the material was analyzed by cross-checking and re-reading the literature, and the evaluator's comments were taken into account. The result of this study is that Wordwall proves to be an effective teaching method that helps improve students' vocabulary in preparation for future assignments. Word wall apps can also be used while studying, which is very useful for developing students' vocabulary

Navigating academic and everyday life challenges in the US: the role of social media for international graduate students

PurposeThis paper aims to explore the adaptive experiences of first-year international graduate students at a US university. It aims to understand the challenges they encounter, strategies they adopt with social media to navigate these challenges and tensions that emerge in their social media interactions.Design/methodology/approachThis study uses a qualitative multiple-case research design to collect data from 22 semistructured interviews with 11 participants. Additionally, 110 social media artifacts were collected, focusing on international students’ use of social media in everyday and academic contexts.FindingsThis paper offers empirical insights into social media’s role in helping international students address practical challenges and fulfill learning needs in academic studies, assistantships, cultural understanding and the constructions of ethnic and peer groups for emotional and social support. Additionally, it identifies tensions such as addiction, distractions, emotional distress and the creation of filter bubbles.Research limitations/implicationsGiven the qualitative approach of this paper, the generalizability of study findings is limited. Future studies can focus on different sites to explore context-related issues, students across different years or use a longitudinal research design to further explore international students’ experiences in relation to social media use and its role in their adaptation over time.Practical implicationsThis paper proposes implementing social media curricula in universities to educate students on media literacy and digital competence and create peer groups to support international students beyond classrooms.Originality/valueThis paper adds value to informal learning literature focusing on international students.

Student nurses' experiences with a digital educational resource supporting learning in nursing home placements: A qualitative study

BackgroundNursing education should improve clinical placements in nursing homes to foster and enhance student nurses' learning experiences. Initiatives for digital educational resource used to teach and supervise students to complement learning are increasingly being adopted and considered important in nursing education. However, little is known about how digital educational resources can facilitate learning in placements. Research on the value of such resources from student nurses' perspective is required. AimTo explore first-year student nurses' experiences with a digital educational resource developed to support learning in nursing home placements. DesignThis study has a qualitative explorative design and is part of a larger research project in which a digital educational resource named DigiQUALinPRAX was developed. SettingsThis study was conducted at three publicly funded nursing homes affiliated with one Norwegian university. ParticipantsTwenty-three first-year student nurses. MethodsData was generated through pre- and post-placement group interviews and analysed using reflexive thematic analysis. Standards for Reporting Qualitative Research were applied in this stud. FindingsOne overreaching theme and three subthemes related to student nurses' experiences with a digital educational resource were identified. The digital educational resource gave a feeling of being acknowledged as a learner by (1) providing a structure and preparation that made the placement feel less overwhelming, (2) supporting professional reflection and assessment practices, and (3) facilitating collaboration when all stakeholders used the resource actively. ConclusionsThis study indicates that student nurses' learning process in nursing home placements can be supported through digital educational resources customised for this learning arena. The findings indicate that the digital educational resource facilitated pre-placement preparedness, provided structure and flexibility, and enhanced reflection and assessment practices during clinical placement. However, encouraging tripartite usage is essential to exploit the full potential of digital educational resources.

Attachment theory, organizational identification, and communication engagement strategies of successful college students: A retention study

Institutional attachment (belongingness) is the single strongest predictor of college student retention (Credé & Niehorster, 2012) and the preponderance of retention research has focused on the first-year student experience. The present study investigated attachment theory, organizational identification, and the communication engagement strategies of 189 graduating seniors from two universities. As graduation is the ultimate goal of retention, more can be learned from seniors who have successfully navigated the college experience. Attachment theory explicated varying approaches that students use to develop belongingness. College seniors demonstrated a high level of organizational identification and levels differed between attachment styles. Quantitative analysis demonstrated functional outcomes for both secure and preoccupied attachment styles for student engagement. In contrast to previous research (Bernier et al., 2004; Larose et al., 2005; Mattanah et al., 2011), which has associated a preoccupied attachment style with dysfunctional outcomes, the preoccupied style of attachment in the present study demonstrated the highest level of organizational identification and proved to be the most engaged student. Qualitative thematic analysis of responses to four scenarios describing college student challenges revealed insight as to the communication strategies based on the four-attachment style model. Implications for attachment theory, retention research, and student support services are discussed.

Perceptions and Experiences of Nursing Students in Caring for People Living with HIV/AIDS in South Africa: A Qualitative Study

Background: Although previous studies focusing on nurses’ perceptions of caring for people living with HIV (PLHIV) have been done in numerous countries, little is known about first-year student nurses’ perceptions and experiences regarding their role in caring for PLHIV in South Africa. To ensure quality care for PLHIV, it is essential to explore first-year student nurses’ roles in caring for PLHIV.Purpose: The study aimed to describe and explore the perceptions and experiences of first-year nursing students on their role in caring for PLHIV in South Africa.Methods: A qualitative exploratory descriptive design was employed in this study and a purposive sampling method was used to recruit 18 participants. Data were gathered using two focus group discussions, one consisting of eight participants and the other ten participants. The collected data was analyzed using thematic analysis.Results: Four main themes were drawn from two focus group discussions, including (1) students’ unpreparedness in their role to care for PLHIV, (2) disclosure practices and student safety concerns, (3) personal backgrounds and attitudes towards PLHIV care, and (4) physical and psychological wellbeing of students while caring for PLHIV. Furthermore, thirteen (13) sub-themes were subsequently drawn from these main themes. Thematic sub-themes and individual focus group responses were relied on to reach data saturation despite the small number of focus group discussion sessions.Conclusion: First-year nursing students had negative and positive perceptions and experiences when caring for PLHIV. There is a need for these students to acquire adequate theoretical knowledge and practical skills to enhance clinical preparation for their role in clinical facilities. This could improve their perceptions regarding caring for PLHIV in the clinical setting and result in improved care.

The impact of cohort relationships on BIPOC genetic counseling students: Results from a longitudinal qualitative study.

The transition to graduate school is marked by stress, with academic demands and interpersonal interactions being primary concerns for genetic counseling students. For Black, Indigenous, and People of Color (BIPOC) graduate students, additional stressors caused by the "minority tax" and microaggressions impact their sense of belonging and inclusion. This prospective longitudinal study employed a constructivist grounded theory approach to investigate the experiences of first-year BIPOC genetic counseling students as they transitioned into the first year of their graduate training. We conducted semi-structured interviews with 26 first-year genetic counseling students at three key time points during their first year and analyzed them using reflexive thematic analysis. Here, we report themes related to stressors when transitioning into the genetic counseling training environment, the role of relationships as a source of support in navigating these challenges, and the impact of cohort dynamics on the training experience. Stressors included managing academic rigor and time demands, navigating microaggressions, reactions to discussions about diversity, equity, inclusion, and justice (DEIJ), and managing mental health. Peer relationships emerge as pivotal source of support, but challenging dynamics within the cohort negatively impacted participants, highlighting the importance of fostering an inclusive training environment. Since programs have less control over the composition of each cohort with the advent of the Match system in 2018, we recommend the use of community-building and debriefing activities to strengthen healthy relationships and address problematic dynamics. We recommend that training programs be proactive in creating mentoring relationships between faculty and students rather than waiting until students ask for help. Ultimately, we advocate for a holistic approach to genetic counseling training that maintains academic rigor but also prioritizes the creation of supportive, inclusive, and culturally sensitive learning environments for all students.

Student-active lectures in legal education

ABSTRACT This mixed methods study examined the experiences of first-year law students attending online and on-campus lectures at a Norwegian university. Interviews with six students and a survey completed by 261 students revealed a preference for on-campus lectures, citing higher lecture quality, better focus and better retention. Online lectures faced technical challenges and disengagement, although students found the use of instant messaging for questions beneficial. In on-campus lectures, students favoured some form of student involvement, such as digital multiple-choice questions or digital open questions with short peer discussions, as opposed to lectures without student activity. Group work was deemed more suitable for other course components. The findings suggest that incorporating well-designed digital questions combined with peer discussions can enhance student engagement, attention, self-assessment and learning. Additionally, the study emphasises the importance of holistic planning when designing a course, ensuring alignment between different components.

First year and adjustment in university life: A qualitative study to determine the needs of first year university students

This study was conducted to identify the adjustment needs of first-year university students during their transition to university. The first year at university is a time when students review and organize their needs, their expectations from the university, the quality of their communication with other students, academic and administrative staff, the rules and working methods of the new academic environment, and the personality traits that students bring to the university. In the first year, most university students have to deal with many stress factors such as economic difficulties, academic difficulties, loneliness and homesickness, and difficulties in establishing social relationships. Based on this information, this study aims to explore in depth the needs and experiences of first-year university students in Turkey. In this study, the case study model, which is one of the qualitative research methods, was used to determine the adjustment difficulties and first-year needs of first-year university students. The participants were asked 11 open-ended questions with a semi-structured interview form. Content analysis, which is a qualitative data analysis method, was conducted by creating themes and codes for the data obtained from the interviews. The findings from the research were discussed in the context of the literature.

A caring approach to the first-year university student experience

This paper presents a case study of a revised approach towards orientation and welcome for commencing students at a research-intensive university in Australia. First-year students, at undergraduate and postgraduate levels, face a range of challenges during their transition to university. This paper describes how we have translated research into practice by taking an evidence-based approach, designed in collaboration with students, and informed by three key aspects in student experience literature: engaging students, building an inclusive community, and fostering a sense of belonging. The approach is informed by key principles of care ethics theory, highlighting the importance of care as a concept in the design of first-year experience initiatives. The case study includes quantitative and qualitative data from admission and attendance rates and a student survey (n=1052). Student survey data is analysed through a reflexive thematic analysis approach using both inductive and deductive coding. The findings and discussion outline the key success outcomes of the approach both in relation to engagement, community, and sense of belonging and how these contribute towards supporting first-year student transition. Areas for future research are suggested.

Investigating the Major Contemporary Issues facing First-year Students at a South African University of Technology

This qualitative research study investigated critical contemporary issues faced by first-year students at a University of Technology in South Africa. Drawing from interviews with five participants, the study illuminated three major challenges: academic pressures during the transition, financial constraints, and technology integration. The findings revealed that adapting to new pedagogical methods and academic expectations causes stress and a sense of inadequacy. Financial burdens stemming from tuition fees and living expenses hinder engagement while technology’s integration presents both opportunities and challenges, accentuating the need for digital literacy education. The study underscored the importance of comprehensive orientation programs, financial aid initiatives, digital literacy training, and peer mentoring to address these issues. Recommendations also encompass flexible learning pathways, holistic well-being support, and collaborative spaces. By recognizing and proactively addressing these challenges, higher education institutions can facilitate smoother transitions, foster inclusive environments, and ultimately enhance the overall first-year student experience. This research contributes valuable insights to guide policy development and support mechanisms, ensuring the academic success and holistic well-being of first-year students in the dynamic landscape of higher education. Keywords: First-year students, Contemporary issues, Higher education, Transition challenges, Academic pressures.

Entering University during Times of Disruption: Experiences of First-Year Students from a Historically Disadvantaged University in South Africa during the COVID-19 Pandemic

The study, premised on the interpretive paradigm explored the experiences of First Year students from a historically disadvantaged university in South Africa during the COVID-19 pandemic. The study was underpinned by one research question namely, what are the experiences of first-year students from a historically disadvantaged university during the COVID-19 pandemic? Convenience sampling was used to select 52 students from one diploma programme. Data was generated through open-ended online questionnaires designed using Google Forms and was analysed thematically. The Technology Acceptance Model was employed as a theoretical lens to frame the study. Findings highlighted the following themes namely, challenges with device ownership and Learning Management System Use, Student Access to the Learning Management System due to connectivity challenges in rural areas, interaction experience with other students online and challenges associated with interacting with Lecturers online. From the findings, the study recommended that deliberate efforts at the national level be undertaken to bridge the digital divide between students from historically disadvantaged universities and historically advantaged universities through the provision of requisite technology infrastructure. Further, the study recommended thorough capacity building in the use of information communication technologies for students from historically disadvantaged communities who may not be privy to the technologies. Keywords: Covid19, Historically Disadvantaged University, Learning Management System, WiSeUp

First-year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment.

Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance. The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment. Participants were 294 first-year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women). Students completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment. Four emotional profiles emerged: positive; moderate; negative; mixed-valence (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group. The findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.

Before and After COVID-19 : A Comparative Analysis of EFL Learning Responses Among First-year College Students

This study explores the impact of the COVID-19 pandemic on the perspectives and experiences of first-year college students in EFL learning. Employing a comprehensive research approach, the study utilizes three primary research tools: surveys, self-evaluations, and academic performance grades. The primary objectives are to understand the shifts in first-year college students’ levels of anxiety and confidence, attitudes, self-perceptions on Englis proficiency, and academic outcomes influenced by the pandemic and to contribute valuable insights to the field of EFL education after the pandemic era.Through a comparative analysis, the study contrasts the responses of 62 first-year college students in 2018, unaffected by the pandemic during their secondary education period, with those of 69 first-year college students in 2023 who experienced the disruptions caused by the pandemic. Contrary to initial assumptions of a negative shift post-COVID-19, the study reveals predominantly positive sentiments in 2023, marked by a significant increase in positivity toward English learning. However, a polarized distribution in self-evaluations emerges, reflecting a significant divergence in students' opinions regarding their English proficiency.The study further explores the academic performance of first-year college students, comparing those before and after the pandemic. An examination of their academic performance grades reveals that the number of first-year college students scoring 80 or higher did not significantly differ between the 2018 and 2023 classes. However, there appears to be a trend towards lower academic scores in 2023 compared to 2018. Concurrently, multiple factors may contribute, one being the observed increase in absenteeism among first-year college students of 2023. This suggests a lasting impact, influencing attendance scores, class attitudes and participation, assignment submissions, and even exam performance. The rise in lower academic scores in 2023, particularly those below 70 (D or below), highlights challenges faced by students in the post-COVID-19 era. This underscores the difficulties encountered by these students during the pandemic period. A clear contrast emerges between first-year college students in 2018 and 2023, as well as among 2023 first-year college students with well-adapted abilities and those facing difficulties.Recognizing and addressing these distinctions is imperative for educators and institutions to provide effective support, acknowledging and nurturing the strengths while aiding students who require additional assistance. This study may contribute to bridging the gap in understanding these differences and challenges among students after the pandemic.

SOCIAL-PSYCHOLOGICAL ADAPTATION OF FIRST-YEAR STUDENTS TO THE UNIVERSITY LEARNING PROCESS

This study investigates the social-psychological adaptation of first-year students at Al-Farabi Kazakh National University, focusing on the transition from high school to university life. This transition is a critical phase, characterized by significant changes and challenges that can impact students' academic success and overall well-being. The research aims to explore the multifaceted nature of this adaptation process, examining both the social and psychological dimensions. The social aspect of adaptation involves students' integration into the university community, including the development of new social networks, participation in campus activities, and building relationships with peers and faculty. The psychological dimension encompasses students' adjustment to the university environment, which includes managing academic stress, developing effective study habits, and coping with the emotional challenges of this new phase of life. Employing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews to gain a comprehensive understanding of the experiences of first-year students. The survey explores various factors, such as perceived academic preparedness, levels of social engagement, and psychological well-being. The qualitative interviews provide deeper insights into students' personal experiences, challenges faced, and coping strategies employed during their transition to university life. This research is significant as it contributes to a deeper understanding of the factors that facilitate or hinder the successful adaptation of first-year students. The findings are expected to inform the development of targeted support programs and interventions at Al-Farabi Kazakh National University, aimed at enhancing student adjustment and promoting a positive university experience.

Self-compassion as a Mechanism to Facilitate the Adjustment of first-year Students to University Environments

Despite high enrolment rates at higher education institutions, a perturbing number of first-year university students discontinue their studies. As first-year students constitute a vulnerable group, it is important to investigate ways in which to facilitate their adjustment to university. Extant research within student populations, including first-year students, deems self-compassion to be a robust protective factor in adjustment to university. However, studies rely largely on quantitative research designs, overlooking the voices and everyday experiences of first-year students. Accordingly, this study aimed to qualitatively explore experiences and practices of self-compassion amongst first-year students when faced with the challenges of adjusting to university. To capture in-depth, rich, thick contextual data, 12 South African first-year students participated in semi-structured interviews in their first semester, while follow-up interviews were conducted with 9 participants in the second semester. Themes generated through reflexive thematic analysis highlighted the yin and yang of self-compassion as a valuable conceptual tool to understand and promote first-year students’ experiences and practices of self-compassion. Further, students’ experiences of self-compassion are more nuanced and contradictory than previous research has indicated. Lastly, receiving social support and being self-compassionate constitute reciprocal processes that students engage with in distinct ways, affecting both the depth and breadth of their experiences. Based on this research, self-compassion is vital for strengths-based mental health programmes amongst first-year students. Programmes should promote the practice of the yin and the yang of self-compassion, foster an accepting approach to experiences, and recognise the nuanced, potentially contradictory nature of self-compassion.

Exploring the effectiveness of online social integration among first-year students: a daily diary study

ABSTRACT Short-term social integration at the initial stage is particularly important for first-year college students and often plays a key factor in determining newcomers’ subsequent socialization outcomes. Recent years have witnessed the growing popularization and impacts of online social integration (OnSI) among college students. Drawing on dominant theoretical perspectives on the impacts of ICTs (information communication technologies), this study aims to reconcile previous mixed effects of OnSI on new college students’ social adjustment at the initial stage. One hundred fifty-seven college newcomers were recruited and asked to report their daily social integration and experiences over ten consecutive days soon after they entered university. Results from multi-level analyses revealed that the relationship between OnSI and social adjustment was not significant; however, daily offline social integration (OffSI, i.e. participating in offline social activities) was positively related to social adjustment, which in turn, increased person-group fit and life satisfaction. Besides, we also found that OffSI moderated the relationship between OnSI and social adjustment such that, the relationship was positive when OffSI was at a low level but negative when it was high. This research delves into the effects of OnSI and OffSI on the initial short-term socialization experiences of first-year college students and further explores their implications for first-year students’ social adjustment.

First-year students’ experience with engaging with curricular online at a private higher education institution during COVID-19

The year 2020 witnessed a paradigm shift commonly referred to as the "new normal" because to the unprecedented COVID-19 pandemic, which had a profound impact on the lives of several students across the globe. The significant transformation posed a perplexing situation for freshmen at higher education institutions. The implementation of COVID-19 limits precipitated an abrupt digital transformation for students, necessitating the surmounting of significant obstacles. This study aimed to investigate the experiences of first-year students enrolled at a private postsecondary institution in the context of online learning. The study additionally aimed to ascertain the difficulties encountered by individuals while accessing online learning amidst the current tumultuous circumstances. The study employed a qualitative methodology in response to its inherent character. A sample size of six students was chosen from a cohort of first-year students, while three lecturers who teach first-year students were picked using random selection techniques. The data was gathered through various methods, including face-to-face interviews, focus group talks, and questionnaires. Subsequently, the data was subjected to analysis utilizing the Nvivo program. The findings derived from the research indicate that it is imperative to comprehend the experiences, computer literacy skills, and perspectives of first-year students in order to offer suitable assistance to forthcoming first-year students engaging in online learning and ultimately enhance lecturers' online instructional methodologies. The findings additionally indicate that students encountered difficulties not only in adapting to online learning but also in dealing with various social and emotional elements that had an impact on their learning experience, hence exacerbating the issues they faced.

Using Flexible Learning Design in Teaching English: Narratives of First-Year College Students of Southern Philippines Amidst Pandemic

This study explored the experiences of first-year college students in learning the English language using the flexible learning modality during the COVID-19 Pandemic. It described students' experiences using the phenomenological approach, specifically during the lockdown period. The data were gathered using semi-structured interview guide questions to ten first-year college students who were purposely chosen. The interview was done individually and face-to-face, following the standard health protocols. Results showed that participants' experiences were categorized as favorable and negative. Participants enjoyed using the internet to learn and explore during their free time. Technology and instructor guidance helped them learn independently. However, they found it unfavorable when they could not interact with their peers because classes were situated online, and some did not have smart devices. Students also noted that poor internet connectivity restricted their online learning. Also, students faced difficulties. However, offline tasks like doing assignments, watching downloaded pre-recorded video lectures, and asking peers for help addressed these issues. While the study found that flexible learning cannot replace face-to-face instruction, it was noted that student ICT abilities were beneficial.