Non-experienced Students Research Articles

Studying the motivations in choosing study tour destinations: evidence from Asian university students

Purpose This study aims to explore university students' push and pull motivational factors towards their study tour destination choices and to investigate the differences between experienced and non-experienced students concerning their push and pull motivational factors. Design/methodology/approach The study collected surveys from Hong Kong university students. In total, 248 usable responses were gathered. Among the 248 respondents, 148 university students from various universities did not have experience on a study tour in their university lives while 100 students did. The study also conducted interviews and collected qualitative data to supplement the survey findings. Findings Top push and pull motivational factors were highlighted in the study tour context. This study also indicated that non-experienced students relatively have more concerns about geographic location, political stability and financial budget as pull factors and education as the push factor than experienced students. Education, as a high-level human need and push motivational factor, becomes less important for experienced students. Originality/value A large number of Asian university students participated in study tour programmes each year. Nevertheless, there are few research papers relevant to exploring university students’ motivation to choose study tour destinations. This study provides useful insight for the universities to design and implement appropriate study tours according to students’ motivation.

Perbedaan Kecemasan Menulis Siswa Berdasarkan Pengalaman Menulis

Indonesia is the 4th most populous country in the world after China, India and the United States. So that Indonesia is included in one of the developing countries in the world. However, in scientific publications, Indonesia ranks 48th in the world. This encourages researchers' interest in assessing the psychological condition of Indonesian university students in writing, because writing skills are not only cognitive but also emotional activities. The purpose of this study was to describe the anxiety conditions of students at MTs Negeri 2 Medan in writing and to examine the differences between experienced and non-experienced students. This type of research is descriptive, the research sample is 362 students consisting of 17.9% male and 82.1% female. The data was collected using a writing apprehension scale, consisting of 26 statements of anxiety about writing in general that were given online. The research data were analyzed using the Rasch model by testing variable maps, and subtotal specifications. The findings discovers that students who have never written will experience more writing anxiety than students who have had writing experience. In addition, teacher feedback is also one of the factors that influence students' writing anxiety, negative reactions by teachers and continuing to blame students will affect students' writing experiences in the future.

Novel virtual microsurgical training program during the COVID-19 pandemic

The COVID-19 pandemic has challenged the way microsurgery is taught. In response, a live online program was created for surgeons to improve their microsurgical skill set as well as for non-experienced students to be introduced to the field. The curriculum included recorded video modules and live online sessions with the instructor. Three different student workstation setups were analyzed for its microsurgery training efficacy. In this paper, we illustrate Columbia University’s development of a virtual microsurgery course and why the “scope to scope” workstation setup is the preferred method for microsurgical training.

Knowledge and self-perception comparisons between students with and without prior technician experience in community pharmacy lab courses

IntroductionIt is unknown if students with previous pharmacy technician experience benefit from a community pharmacy dispensing lab. Anecdotally, students with previous technician experience often do not feel a substantial benefit from the course. The purpose of this project was to evaluate pharmacy practice knowledge and perceptions of those with and without prior technician experience in a community lab course. MethodsDoctor of pharmacy students enrolled in the lab course were included in the study. All students were administered a pre- and post-course self-perceptions survey and knowledge assessment (20 scenario-based multiple-choice questions). The knowledge assessment evaluated understanding of community pharmacy law, workflow, inventory, insurance, and prescription verification. Survey variables analyzed included length of experience, confidence, and course expectations. Results were analyzed using student's t-tests. ResultsA total of 216 students completed the pre- and post-assessments and were included for analysis. Students with previous technician experience scored statistically significantly higher on the knowledge assessment than students without experience (pre: 57% vs. 33%, post: 67% vs. 53%, respectively). Students without prior technician experience had many statistically significant increases in perceptions of knowledge and confidence, while those with prior technician experience had few. ConclusionsThere is a baseline knowledge gap between students with technician experience and those without in a community pharmacy simulation lab. Results of this study have identified specific gaps which may be useful for course structure and design. This data supports investigation into ‘testing out’ or providing separate tracks in a community lab for experienced and non-experienced students.

Active Learning to Improve Student Learning Experiences in an Online Postgraduate Course

Post-graduate programs attract older students, who often work part-time or full-time and have child-care responsibilities. In the Information Age, online learning environments can help these students to meet their learning objectives more efficiently and provide a unique opportunity to address individual learning preferences. The aim of this study was to assess the learning experiences of postgraduate students in an online learning environment delivering content in a guided, self-directed way focusing on active learning opportunities. Two-hundred and eighty-seven students participated in the study. A pragmatic descriptive design with purposive sampling was used to examine the impact of a newly developed active online learning environment on student commitment, performance and satisfaction when compared to a passive, pre-recorded lecture. In contrast to our hypothesis that all metrics would improve with subject redevelopment, student performance and commitment did not improve in the active online learning environment; however, student satisfaction increased significantly. These findings might be partly attributed to the increased cognitive load associated to online learning. This study demonstrates how, for postgraduate students choosing online learning, active learning experiences can be used to provide students with a greater sense of satisfaction while acknowledging for the heterogeneity of the cohort and its different learning preferences. However, in the worldwide context of remote learning rapidly and urgently expanding, it also outlines that online learning needs to be carefully scaffolded to ensure deep learning and that the impact of the transition to online learning on performance and commitment should be considered, especially when directed at non-experienced students.

Could academic experience modulate psychophysiological stress response of biomedical sciences students in laboratory?

The aim of the present research was to analyse the subjective and objective psychophysiological stress response of experienced and non-experienced Pharmacy and Biotechnology students in laboratory practices. We analysed in 82 Pharmacy and Biotechnology degree students divided into two groups (non-experienced: n: 53; experienced: n: 29) the autonomic stress response by the analysis of heart rate variability (HRV) before, during and after and distress perception before and after a laboratory practice. Results showed how students in both groups presented a large anticipatory anxiety response at the beginning of the practise (low HRV values). During the entire laboratory practice, non-experienced students showed a maintained sympathetic modulation while experienced students presented a higher parasympathetic modulation (high HRV values) consistent with a habituation process. Laboratory practise performed by Pharmacy and Biotechnology students produced an anticipatory anxiety response independently of their experience, but, non-experienced students showed a lower habituation response in both subjective and objective stress records than experienced students at the end of the laboratory practice.

「ネットを介した出会い」経験者と非経験者のネット利用の差異 ―中学校Ａの調査結果に基づいて―

「ネットを介した出会い」経験者と非経験者のネット利用の差異 ―中学校Ａの調査結果に基づいて―

Physician assistant anatomy education: does prior anatomy experience predict performance?

Anatomy education in the Duke Physician Assistant (PA) program has been historically prosection‐based and heavily clinically oriented. Based on alumni feedback, in 2009 this course was transformed into a foundational anatomy course with studentperformed dissection. As part of this modification, data were collected describing incoming students’ prior anatomy experience. These data were used to combine experienced and non‐experienced students into lab groups to optimize group learning and maximize lab resource use. At present we have three years of data for students in this new anatomy curriculum. These data also allow us to evaluate whether past experience predicts course performance and/or performance on the Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT). Relationships between experience (e.g., number of semesters, dissection vs. prosection) and performance in the course and on the PACKRAT were examined using linear regression analysis and ANOVA. Contrary to our initial expectations, results indicate that prior anatomy experience is not a significant (P>;0.05) predictor of anatomy performance or PACKRAT scores. However, anatomy performance was significantly related to performance on the PACKRAT. We suggest there may multiple potential confounding factors that could be related to these outcomes, which will be incorporated into future analyses.Grant Funding Source: n/aSubmitted to PAEA 5/25/2012 (bqmelcher)

Application of Problem-Based Learning in a Large Class in Stomatology Course

To determine the feasibility of implementing problem-based learning (PBL) in a large class and whether previous PBL experience is necessary. A total of 236 students from 2 large classes at China Medical University were enrolled. One class (118 students) had had a previous small-group PBL experience and another class (113 students) had not. Each class was subdivided into 15 groups (7 to 8 students/group) and took 2 separate 100-minute PBL sessions per week with the same teaching faculty. Each PBL class had 2 facilitators, 1 content expert facilitator, and 1 nonexpert facilitator. The results of the theoretical examination and case analysis examinations were analyzed using the t test. Questionnaires were used to evaluate both student and facilitator perceptions. The feedback from both students and facilitators was positive. According to the questionnaires, both experienced and non-experienced students acknowledged that the teaching method was enjoyable and functional. The test results showed students had achieved the learning objectives. The results of the theoretical and case analysis examinations showed no significant difference between the PBL experienced class and the non-experienced class. The mean study hours spent weekly by the students after class on the course were about 6.3 +/- 1.1 hours for the non-experienced students and 4.7 +/- 0.981 hours for the experienced students (t = 11.94, P < .001). The non-experienced students showed more preference for the content expert tutor. Implementing PBL in a large class is feasible without extracting great demand on limited educational resources. Previous PBL experience is helpful but not necessary.

The Effectiveness of English Teaching in Japanese Elementary Schools

The effectiveness of early English education was investigated in this study to determine if English should be taught formally in Japanese public elementary schools. We administered English tests and questionnaires to 1466 elementary school students in 2004 and 2005. The results showed significant differences between the English-education-experienced and non-experienced students and indicated positive effects of early English education. Although we confirmed the effects, some researchers claim that the effects may diminish at the junior high school level. To examine the above claim, we conducted a proficiency test and gave questionnaires to the seventh-year students of two junior high schools in 2006. As most of the students of the two elementary schools, at which we had conducted our research for the previous two years, entered the two junior high schools, the results of our new research gave us follow-up data on how the English ability of these students changed. The results showed a significant difference between the English-education-experienced at elementary schools and non-experienced and also between the experienced outside of school and non-experienced. It was also found that early English education helps to enhance students' interest toward English and facilitates learning motivation toward English after entering junior high school.

Optimization of an Industrial Sensor and Data Acquisition Laboratory Through Time Sharing and Remote Access

This paper presents an educational laboratory that has been implemented for the practical education in sensors, data acquisition, and basic control skills. The use of the laboratory has been optimized by the availability of a remote access infrastructure that allows the definition and booking of time slots related to the laboratory sites. Given the many kinds of existing sensors, conditioning circuits, and actuators, setting up an educational framework is a complex (and expensive) task, even if only the main design alternatives are taken into account. An additional and fundamental issue to be considered for the optimization of any educational resource or teaching/learning methodology is the possibility to adapt it to the capabilities of different profiles, i.e., students enrolled in different courses. The proposed solution has been designed to be used by both nonexperienced students, who act as plain users testing predefined experiments, and advanced ones, who can demonstrate the design skills they have learnt, by developing their own applications and conditioning circuits. Accordingly, the remote access infrastructure allows different kinds of users to be defined, whose capabilities, restrictions, and software requirements depend on their level of knowledge.

A Long and Winding Road: Mature Students' Responses to Creative Experience

AbstractThis paper reports mature students' responses to a creative project, focusing on their own analyses to identify and demonstrate the conditions required to provide worthwhile creative experience for participants unused to such practices. In considering their reactions to the project brief, the paper demonstrates the lack of confidence felt by many when faced with creative work, arising out of myths about the exclusive nature of creativity. The report then identifies some ways in which a creative approach was fostered: by giving permission to non‐experienced students to work in a creative manner (by dismantling some of the mythology), by providing a personal space (both physical and mental) for this to take place, by encouraging a playful attitude to the project that enjoyed ambiguity and uncertainty, and by feeding the students' ideas with a programme of enhancement experiences. The place of one‐to‐one tutorials in developing an appropriate approach is evidenced. Throughout the paper, students' own responses provide forceful support for engagement in practical creative activity, demonstrating the sense of empowerment felt, and showing how the experience initiated long‐term developments in their thinking, both professionally and personally.

Learning Effects of Kinesthetic Perception on Dance Compostiton by Both Experienced and Non-Experienced Students

Learning Effects of Kinesthetic Perception on Dance Compostiton by Both Experienced and Non-Experienced Students