Perspective Of University Students Research Articles

Understanding Development from the Perspective of University Students in Bangladesh

The meaning of the term "development" is common parlance. Although its limited meaning is one of improvement, its broader significance is far-reaching. But the exact significance might be different for each individual. Some people may anticipate a certain breakthrough while others may not. College kids have a huge impact on society. And the ideas they have deserve recognition. College students in Bangladesh have divergent views on what constitutes progress in the country. While many students believed that progress could be ensured only through personal growth, others held that development required changes to their physical environment. Many people believe they are living a fully developed life, but in reality, they are not. Alternatively, dimensions may have a range of connotations. The question is whether these factors are seen as crucial by the graduates. How well-versed they are in the concept of growth. There are also developmental roadblocks to consider. The main goal of this research is to find out the thoughts of university students of Bangladesh and get to know what is the meaning if development to them. For more in-depth analysis there are some objectives to get information about development and to get the opinions and analyze them.

Perspectives of College Students With Intellectual Disability on Peer Mentoring Relationships

Abstract This study aimed to understand how students with intellectual disability perceived mentoring relationships with nondisabled peers within an inclusive mentoring course. Data sources included a variety of course-related products created by mentoring partners as well as their reflections on the course and their mentoring relationships. Qualitative analyses proceeded through multiple rounds of deductive coding utilizing a conceptual framework of effective mentoring practice and inductive coding to identify critical themes from the perspectives of students with ID. A central finding related to how particular mentoring course concepts (e.g., person-centered) and structures (e.g., shared goal setting) supported students with ID to view themselves as active agents in their mentoring relationships and experience reciprocity with nondisabled peers. Students valued social coaching but desired connections to a wider range of peers. Consideration is given to situating elements of the course-based approach within campus programs not focused exclusively on students with disabilities and the importance of acknowledging students’ intersectional social identities.

Roles and Rationale of Using English on social media

Many people utilize social media as one of the instruments in information and communication technology to communicate ideas in regular communications. The current study identified Tribhuvan University students at various levels who used social media to increase their English language skills. Since this study aimed to gather specific information about social media usage in developing English language competency from the perspective of college students, a survey research design was used. The responses' results demonstrated that social media (SM) platforms play various roles in enhancing EFL learners' English comprehension. Most respondents fervently concurred that using social media significantly contributes to developing English ability.

Correlation of financial accounting and corporate governance from the perspective of Chinese and Japanese university students in Tokyo

The purpose of this study is to explore the perspectives of Japanese and Chinese university students who are taking up global management courses on financial education and corporate governance. It aims to examine how the students’ age, nationality, and sex are related to their financial knowledge and views on corporate governance practices. It is motivated by the gap in the literature on the moral and ethical aspects of financial education and corporate governance, as well as the cultural factors that influence corporate decisions. The study also seeks to understand the perceptions and expectations of future professionals and business leaders from different cultural backgrounds regarding financial accounting and corporate governance systems. It is based on a literature review, a survey and semi-structured interview of 44 students from one of the top-ranked private universities in Tokyo. The research uses descriptive statistics, correlation analysis, and regression analysis to analyze the data. The study expects to find significant differences between the students’ financial knowledge and corporate governance views according to their age, nationality, and sex. It also expects to find positive relationships between the students’ financial knowledge and their corporate governance views. It also seeks to contribute to the existing literature by providing insights into the perspectives of Japanese and Chinese university students on financial education and corporate governance. The result of the study informs policies, education programs, and corporate practices related to financial accounting and corporate governance in Japan, China, and potentially other countries as well.

Evaluation of the Overall Quality of the Health Technology Assessment Educational Program from the Perspectives of University Professors and Learners in Iran

Background: Failure to evaluate, examine, and assess the requirements and determine the quality level of the educational program of educational fields will result in low-quality and obsolete curricula. It will prevent the academic areas from achieving their goals.
 Objectives: This study aimed to evaluate the overall quality level of the health technology assessment (HTA) educational program from the perspectives of university professors and students.
 Methods: The study was conducted with 127 university professors, students, and HTA graduates at Tehran, Iran, Kerman, and Yazd Universities of Medical Sciences. A researcher-made questionnaire did the data collection. Cronbach’s alpha coefficient for the entire questionnaire was 91%, and the intra-domain correlation coefficient was 87%, indicating that the instrument was appropriate. The data were analyzed with descriptive and analytical tests based on their normality or non-normality using Kruskal-Wallis and Friedman test and ANOVA or two-way ANOVA.
 Results: This research was completed by 114 out of 127 participants. According to a review of diverse perspectives, the quality of the educational program in terms of design elements in special courses and executive elements in compensatory courses was within the range of average (1.66< mean <2.32) and renege of favorable (mean>2.32). In addition, the majority of executive elements from special courses and design elements from compensatory classes were in an unfavorable position, with a (1.66> mean) the average position (1.66< mean <2.32)
 Conclusions: Problems and inadequacies were observed in a few educational program implementation elements. Therefore, modifications should be made to remedy the inappropriate details and remove implementation obstacles to enhance the interested groups’ capability and practical skills.

Learning Transition from Covid-19 Pandemic to Post Pandemic Era: EFL University Students’ Perspective

Following a more than two-year closure due to the COVID-19 pandemic, schools are gradually reopening. The pandemic significantly changed the learning spectrum and school systems when compared to pre-pandemic times. Each student's journey is different, though, due to the personal circumstances that require adjustment to a new environment, each student's transition from online to offline learning is unique. Several studies have been conducted to examine the transition from offline to online, but the transition from online to offline has gotten less attention. Research on students' experiences of transitioning from online learning to offline was conducted to 4 selected students based on several considerations. Narrative experiences which focused on the perspectives of university students in transitioning their online to offline learning was a subject of this research therefore a qualitative design was used. Bridges transition model was adopted as the framework of this study. After conducting semi-structured interviews, the information obtained from the interview transcripts was divided into various coding systems in order to examine the insights. It was discovered that everyone who participated felt differently about the switch to offline learning. In the end, some people perceived the change negatively while others did not. Due to the various challenges, they encountered in both online and offline learning, participants had varying opinions of the learning transition.

The usage of social media for learning and teaching in the built environment: a perspective from students

Advancement in information and communication technologies has led to the emergence of Social Media (SM). SM platforms are used to facilitate information sharing and learning. Literature shows that SM platforms have been associated with effective learning and improved student academic performance. Despite the recorded successes, the use of SM platforms to support students’ learning in built environment programmes has not been fully investigated. To address this knowledge gap, the current study examines the barriers and drivers encouraging the use of SM technologies to support learning and teaching in built environment programmes based on the perspective of university students. The data for the study were collected using semi-structured interviews and questionnaires. The mean score (MS) was used to analyse the quantitative data, while the qualitative data were analysed using thematic analysis. The top-two drivers for using SM technologies are the need for collaboration among students and compatibility with a twenty-first-century education. The top-two barriers to using SM platforms are the cost of internet subscriptions and the quality of internet services available in a particular location. The result shows that students are willing to incorporate elements of online learning. The research contributes to the current body of knowledge by highlighting the drivers and barriers to using SM to support learning. Moreover, the outcome of this study may guide administrators in higher institutions and other education policymakers, specifically for developing countries, to make informed decisions regarding integrating SM technologies into learning and teaching.

Changes In English Language Education And Strategies For Coping Against Chat GPT's Effects

The intelligent chatbot model known as Chat GPT has made a significant impact on English language education, and since its introduction, both students' and teachers' behavior has changed. At the same time, it has brought up issues and queries that have never before been present in modern English education. This paper analyzes the changes brought about by Chat GPT to English language education and the challenges it caused from the perspectives of Chinese university teachers and students, respectively. It then proposes countermeasures that can be applied in the face of the impact of Chat GPT from the perspective of English language education, in anticipation of promoting the proper development of student-teacher relationships and providing reference for the digital development of English language education.

Nursing teaching development, from the perspective of university students

The training of professionals focuses on a onedimensional and pragmatic perspective, with attitudes such as constructive criticism of what happens in reality, the panorama of university teaching, conceived as the transmission of contents or the formation of competences, on the practice based on the reality in which the transformation represents the new social environment. Objective: To understand the perception that university students have regarding the development of teaching in the Nursing Degree at the Universidad Autónoma Metropolitana-Xochimilco. Methodology: Descriptive study, with a representative sample of nursing students from the 5th quarter of the Universidad Autónoma Metropolitana. The statistical analysis was carried out through SPSS 21. Contribution: This article will allow universities to have a perspective of the teaching that is taught, the strengths, weaknesses and areas of opportunity, to improve the quality of teaching-learning, training professionals capable of facing the problems of the Mexican reality.

Is class worth their time? College student perspectives on class structure and attendance

While prior studies have primarily relied upon quantitative methods to understand student attendance, the goal of this study was to extend prior research by utilizing qualitative data to gain additional insight into college students’ perceptions of class attendance. Data from five focus groups with undergraduate students revealed four primary themes impacting attendance: (1) students’ use of time, (2) class content and type, (3) the student-professor relationship, and (4) university and course policies. Overall, students believe they are the best judge of how to use their time, campus culture and overcommitment play a critical role influencing attendance, and there are practical strategies to promote student engagement and class attendance. Based on these findings, recommendations are provided to institutions and professors on how to promote class attendance and optimize the student learning experience.

THE RELATIONSHIP BETWEEN RESILIENCE AND LEARNING MOTIVATION IN COLLEGE STUDENTS: THE MEDIATOR ROLE OF PERSONAL PROTECTIVE FACTORS


 To understand the effect of college students' resilience on learning motivation, this study used a questionnaire to investigate the effect of personal protection factors and environmental protective factors in the resilience structure of college students on their learning motivation and to verify the mediating effect of personal protection factors. The study found that: (1) Environmental protective factors in the resilience structure of college students have a facilitative effect on personal protection factors. (2) Sociability and Self-Regulation are not only not significantly related to learners' motivation but also do not have a mediating role. The value of this study is to be the first to explore value of this study is that it is the first to explore the mediating effect of personal protection factors in the structure of resilience and to provide a reference for interventions for students' motivation from the perspective of college students' resilience.

"It's On Me": Perspectives of College Students Without Complex Medical Needs Learning to Manage Their Healthcare.

Most of the transition literature examines adolescents and young adults with special healthcare needs, though many youth will eventually transition to adult healthcare providers, regardless of medical complexity. This study addresses this gap by examining transition needs and experiences specifically within a college student sample of emerging adults without complex medical needs. 108 college students (Mage=20.93 years, SD=1.14) completed interviews and questionnaires regarding transition. The most difficult and easiest aspects of healthcare self-management were thematically coded. Differences in questionnaires were assessed across sources of transition education. 52% of college students reported receiving education about managing healthcare from medical providers versus 95% from caregivers. Notably, 57% desired more support. Those receiving medical provider education reported higher responsibility. Students reported most difficulty managing health insurance. Results were similar across racial and ethnic groups and genders. Gaps in transition preparation include low rates of medical provider education and support regarding health insurance. College students receiving education from medical providers reported greater healthcare responsibility. Provider-led transition education is needed for college students without complex medical needs. This study suggests that college students without complex medical conditions experience gaps in transition preparation. Although half reported talking to their medical provider about transition to adult care, many desired more support, with the greatest difficulty reported in learning to manage health insurance.

Online Educational Experiences in Some Majors of Eszterházy Károly University

Abstract Introduction: In Hungary, as in many parts of the world, a crisis situation has arisen with the start of the quarantine period associated with the coronavirus, which presented the education system with a serious challenge. Social inequality (also in terms of network access and device availability) was expected due to, that differences will only increase the gap in education. Digital connectivity and the digital environment became the main arena for students and faculty over the course of a weekend. That's a real question, of course, can we talk about real digital education during this period? Was online education effective or was it rather a blind spot? Methods: In our research, we examined it from the perspective of geography teachers, kindergarten teachers, and university students attending teaching courses learning and teaching „switching online” betweem March, 2020 and April, 2021 at the Eszterházy Károly Catholic University (then even EKE). Our sample consisted of 108 people. We used an online questionnaire study to assess students' experiences with the effectiveness of distance learning and the development of their digital competence, about the possibilities of implementing professional internships. We were looking for student answers to, how each segment of distance learning can be integrated into the normal education system. We compared our results with similar Hungarian and international research results. Results: Most students felt that online education was effective. The digital competence of students has evolved. Due to changed circumstances of traineeships, students could not gain enough experience, which could later affect their work. Discussion: The changes that have occurred can be highlighted as secondary benefits, this educational environment could be more sustainable in the future, than the traditional educational environment, however, the consequences of isolation cannot be ignored. Limitations: The research shows data valid only for Hungary. Conclusions: Consideration of the experience of students for the effectiveness of their education in the coming years.

대학생의 미래시간관과 진로준비행동의 관계에서 학습몰입의 매개효과

The Purpose of this study was to investigate the mediating effect of learning flow between future time perspective and career preparation behavior of university students. The subjects of this study were 295 university students. In order to confirm the relationship between variables through SPSS statistical program, correlation analysis was conducted and the mediating effect was confirmed by hierarchical regression analysis. The results of this study are as follows. First, there was the significant positive correlation among future time perspective, career preparation behavior, and learning flow. Second, learning flow had a mediating effect on the relationship between future time perspective and career preparation behavior. Since future time perspective and learning flow showed positive effects as factors that can promote career preparation behavior, it is meaningful that it identified a psychological mechanism that can explain the career preparation behavior of university students.

Entrepreneurship Education, Entrepreneurial Alert and Entrepreneurial Tendency

From the perspective of college students' perceptions, we firstly construct a model of the influence of entrepreneurship education on entrepreneurial tendency under the mediating role of entrepreneurial alertness based on literature review and design a related questionnaire. Secondly, based on 264 valid questionnaires, SPSS 20.0 and Mplus7.0 software were used to conduct empirical analysis. The findings show that entrepreneurship education has a significant positive effect on entrepreneurial tendency of college students in both college entrepreneurship education and social entrepreneurship education dimensions. The full mediating effect of entrepreneurial alertness was confirmed. The entrepreneurial tendency of college students is influenced by entrepreneurship education in colleges and universities and entrepreneurship education in society, so the government should pay more attention to entrepreneurship education for college students, and college students should acquire relevant entrepreneurial knowledge and improve their entrepreneurial practice ability through receiving entrepreneurship education, so as to promote the formation of entrepreneurial alertness and thus improve the entrepreneurial tendency of college students.

Research on the Development Needs of Campus Life Campus Public Platform Based on The Perspective of College Students

This paper focuses on the development requirements of a campus life communication platform based on college students' perspectives. With the rapid development and widespread adoption of information technology, mobile internet has become an indispensable part of college students' campus life. However, the existing campus communication platforms on the market lack practicality and convenience, failing to meet the diverse needs of college students effectively. Therefore, there is a need to develop a campus life communication platform that is both practical and convenient from the perspective of college students. By conducting questionnaire surveys and collecting user feedback, we validated and improved our proposed requirements and design. The results indicate significant potential and promotional value in conducting research on the development requirements of a campus life communication platform based on college students' perspectives.

The pass/fail grading system at Jordanian universities for online learning courses from students’ perspectives

This study aimed to investigate the perspectives of Jordanian university students toward the pass/fail grading system (PFGS) that was used during the COVID-19 pandemic. To achieve this goal, a questionnaire was prepared, consisting of 37 items in its final form; divided into four subscales: advantages, drawbacks of (PFGS), the reasons for its use by students, and their attitudes toward it. This questionnaire was applied to a sample of 6,404 male and female students from four Jordanian universities: Al al-Bayt University, Balqa Applied University, The Hashemite University, and The University of Jordan. Out of the 6,404 responses, we rejected 263 responses due to careless survey filling and/or incomplete answers. The results revealed that most students were satisfied with applying the PFGS to all courses, especially among the freshmen. They believed that the PFGS was the best choice for grading due to online exams and full distance learning lectures. The results showed significant differences at α = 0.05 in how students evaluated the PFGS; namely: its advantages, drawbacks, reasons, and their attitudes toward it, based on participants’ gender, school, and academic level. As for the relationship between GPA and students’ perspectives on the PFGS, it was clear that the correlation coefficients indicated weak but significant correlations.

Mediating effects of future time perspective on the relationship between mindfulness and learning burnout in college students: A cross-sectional descriptive study.

With the rise of positive psychology, educators gradually pay attention to the construction of psychological capital of college students. Mindfulness is linked to learning burnout; however, little research has examined how mindfulness is associated with learning burnout via future time perspective. The aims of this study were to investigate the relationship between mindfulness state, future time perspective and learning burnout of college students, and explore the mediating effect of future time perspective on mindfulness and learning burnout. A cross-sectional design was used. A total of 358 college students were enrolled from Harbin Medical university. General information questionnaire, the Five Facet Mindfulness Questionnaire (FFMQ), the learning burnout scale and The Future Time Perspective Scale were used for investigation. Calculations were performed using SPSS Statistics, version 25. There was negative correlation between positive mindfulness and learning burnout (r = -0.41, P < .01), and positive correlation between future time perspective and mindfulness (r = 0.38, P < .01), and negative correlation with learning burnout (r = -0.37, P < .01). Furthermore, future time perspective (β = -0.40, P < .01) had a significant mediating effect on the relationship between mindfulness and learning burnout. Educators should improve the mindfulness of college students by developing and implementing future time perspective, in order to improve their learning burnout.

Benefits and challenges of online teaching: Lessons and perspectives gained during the COVID‐19 pandemic

AbstractThough universities have offered online education options since the 1990s, the coronavirus (COVID‐19) pandemic led to increased online course development and implementation worldwide. Transitioning to online learning during the pandemic created challenges and opportunities for instructors and students alike, especially in the soil and environmental sciences, where laboratory and field work is essential for training students. Our review of the available literature and the authors' personal experiences suggests that many students struggled with the transition, with a lack of adequate internet access representing a significant barrier for many university students. Similarly, some instructors struggled with transitioning away from in‐person learning, while others took the opportunity to create novel resources, institute new learning frameworks, and develop unique online course content. Here we seek to describe some of the major challenges and benefits related to the transition to online learning during COVID‐19 as well as the efficacy of different online course types, including the perspectives of both university students and instructors based on both the authors’ experience at three universities in two countries and on the published literature. Based on these findings, we also make recommendations regarding future online course development in soil and environmental science fields.

Research on the psychologically restorative effects of campus common spaces from the perspective of health.

Contemporary college students are suffering from increasingly serious psychological health problems, such as attention fatigue, psychological stress and negative emotions. A growing body of evidence has revealed that restorative environment design is conducive to psychological health. As the main choice of venue for students' daily activities, campus common spaces are supposed to be restorative to some extent. Given the above, the author studied 22 common spaces in the South China University of Technology (SCUT) Wushan Campus from the perspective of college students' behavioral patterns based on theories pertaining to restorative environments, then constructed a structural equation model (SEM) analyzing the psychologically restorative effects exerted by the characteristics of campus common spaces upon college students through a scale design and questionnaire survey. With the analysis of 478 valid questionnaires, the research found that the characteristics of campus common spaces with psychologically restorative effects mainly comprise the architectural environment, landscape environment, rest facilities and activity facilities. Among them, the characteristics of activity facilities and the landscape environment have the greatest impact on psychologically restorative effects, accounting for 33 and 30% of the total effects, respectively; they are followed by those of the architectural environment, which accounts for 21% of the total effects; those of the rest facilities have the least impact, accounting for 16% of the total effects. The research also found that the characteristics of campus common spaces can both directly influence college students' psychological recovery and produce psychologically restorative effects mediated by college students' behavioral patterns. The mediation effect of college students' behavioral patterns accounts for approximately 41% of the total effect of psychological restoration, in which the psychologically restorative effect of dynamic exercise behaviors is 2.5 times that of static leisure behaviors. The research reveals how the characteristics of campus common spaces promote the psychological restoration of college students, and it provides inspiration for healthy environment design in campus common spaces.