Student Frustration Research Articles

Students Behaviors and Factors Affecting Online Learning During the COVID-19 Situation of Students in Saun Sunandha Rajabhat University

The objectives of this research paper are study online learning behaviors, the success factors of online learning and perspectives on online learning during the Covid-19 situation. It is survey research. The population is 127 students of the Faculty of Science and Technology, Suan Sunandha Rajabhat university. The sample group enrolled in microbiology courses, semesters 1 and 2 of 2020 academic year. Research tool is a questionnaire. Data are analyzed by finding the average, percentage and standard deviation. The results show that online learning behavior during the Covid-19 situation are on moderate levels. Overall academic success on study is also at moderate levels. Most students have no difficulty using technology due to their familiarity but the main problem lies in the access to the Internet signal. These students are not satisfied with online learning, so the help of teachers and related agencies can resolve student frustrations in order to make online learning in the future more efficient and to be favorite by learners.

Implementation of the Experimental Design Outcome in the Chemical Engineering Degree Program at Technical University of Madrid (GIQ-ETSII-UPM)

This paper presents an insight on the pedagogy and strategic design of the organization of the four experimental subjects of the Chemical Engineering Degree Curricula at the Universidad Politécnica de Madrid (GIQ-ETSII-UPM). Outcome-based learning is applied, focused on the student’s work, centering explicitly in Experimental Design outcomes. These skills are necessary not only for research, but also for innovation activities that will be fundamental for future engineers and chemists, and students should be encouraged to practice them during their time at university. The learnings are graduated following the requirements of the courses, and experimentations are realistic and easily approached as guided or free experimentation. Students must apply previous knowledge and acquire new ones, implement attitudes, work in teams, and make their own decisions. Among the students’ free comments collected in teacher surveys carried out on more than 400 students over 10 years, there are recurrent evaluations such as “We are able to put into practice what we have studied in other subjects”. These subjects are the ones students perceive as very important toward their future. Feedback is essential to improve their experimental proposals and make them viable to avoid student frustration. The number of teachers involved is between a minimum of 3 and a maximum of 7 for 30–40 students and 14 sessions in each subject. It is essential to note that the teacher’s engagement is indispensable for the performance of this framework.

Impact of the COVID-19 Pandemic on Mental Health and Lifestyle in Thai Occupational Therapy Students: A Mixed Method Study.

The impacts of the COVID-19 pandemic have led to global reports of hazards to mental health. However, reports regarding lifestyle changes due to the COVID-19 pandemic are lacking. Using a convergent mixed methods design, we conducted individual interviews with twelve occupational therapy students and interpreted the results by content analysis. We completed a survey of Thai Sensory Patterns Assessment (TSPA) concerning perspectives from occupational therapy students (n = 99). They identified two major themes: (i) adaptive responses were consistent with areas of occupation during the COVID-19 pandemic; (ii) multidimensional challenges were related to sensory patterns of purposeful and meaningful activities. The participants reported both positive and negative impacts of the COVID-19 pandemic on their lives. It had both positive and negative effects on the lifestyle of students affected by the COVID-19 pandemic. The positive effect was that most students learned better ways to protect and care for themselves. During the COVID-19 pandemic, occupational therapy students were most concerned about their online learning activities, economic problems, isolation from society, and lifestyle. The negative effects of this include stress, anxiety, loneliness, frustration, boredom, and exhaustion for occupational therapy students. As an impact of the COVID-19 pandemic, occupational therapy students adapted to new lifestyles and experienced mental health issues related to their studies, families, friends, economics, social climate, and future job opportunities. Educators may use the findings of this study to prevent negative impacts on mental health and promote academic achievement in the future, as well as general well-being, efficacy, and empowerment of students in the new normal post-COVID-19 pandemic era.

Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration

AbstractUsing a cross‐sectional design, this study examined the relationships between parental guilt, shame, need frustration, and homework stress in students with learning disabilities (LD) and typically developing students (TD) and their parents. One hundred and eight parent‐child dyads (54 LD, 54 TD) completed questionnaires to assess homework stress, parental need frustration, guilt, and shame. Parents of students with LD reported more stress, need frustration, shame, and guilt than parents of TD students. For the LD group, shame mediated the association between parental need frustration and parental and child stress whereas guilt mediated the association between parental need frustration and parental stress. The theoretical and practical implications for lessening homework stress for students with LD and their parents are discussed.

Bridging the Gap: Micro-credentials for Development

This paper describes current trends and issues in implementing micro-credentials. The Covid19 epidemic, combined with the increasing cost of higher education; employer concerns about graduate skills and competencies; increasing inequities in access; and student frustrations about lack of job opportunities have all been a catalyst for universities, colleges, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum in terms of open education and micro-credentials. Students desire more options at lower costs to combine their education and training for jobs. Employers want entry-level employees with better skills and capacity to learn. As a result, major colleges and universities are now actively engaged in granting and/or recognising micro-credentials. Standardising qualifications based on time competencies is an essential requirement for credit transfer among institutions. Micro-credentials are important in ensuring the acceptance and stackability of credentials from different institutions, while providing employers with a secure and unalterable permanent digital record of applicants' abilities to perform skills of high value in the workplace. The OERu (Open Educational Resources universitas) provides an example of how one international consortium is supporting SDG4: Education for All by implementing micro-credentials allowing for maximum transferability among institutions in different countries. The lesson for strategic leaders is simplicity. Micro-credentials should be well Integrated into current institutional programs, rendered easy-to-use with clear validation metrics, providing a value-added benefit for all stakeholders. A list of recommendations to institutions, governments, UNESCO and Non-Governmental Organizations (NGOs) is provided.

Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation

The presented research aims to show that satisfaction and frustration of students' basic psychological needs for autonomy, competence and relatedness is directly tied to the development of students' learning goal orientation. This assumption was investigated through a longitudinal survey study (N = 1059 German undergraduate students, assessment covering the first four semesters at university). Latent growth curve modeling showed that students' learning goal orientation declined over time, while students simultaneously experienced increasingly stronger autonomy frustration. Parallel-process modeling indicated stable associations between need satisfaction and students' learning goal orientation. Additional moderated cross-lagged panel models showed that feelings of autonomy and competence during the first semester predicted an increase in learning goal orientation over time (direct effect) and also increased the malleability of this goal orientation (moderation effect). This result pattern suggests that need satisfaction plays an important role in the development of a learning goal orientation.

To Tidy or not When Teaching R Skills in Biology Classes

An essential skill for STEM undergraduates is the ability to understand the world by manipulating, visualizing, and analyzing data to make or evaluate claims. Current online debate, without peer-reviewed literature, explores which of two common R syntax environments (base R or tidyverse) is best for teaching novice R users. In an in-person undergraduate course on evolutionary biology, we implemented two coding curricula: one using base R (n = 49 students) and the other using tidyverse (n = 58 students). We compared these two curricula using several dimensions of student success: interpretation of syntax, creation of appropriate data visualizations and analyses, and an absence of sex bias in performance. A linear model revealed prior experience had the largest estimated effect, followed by syntax environment; sex had the smallest effect. Pedagogical approaches that ensure students have repeated opportunities for practice and that implement techniques to overcome student frustration and anxiety are likely more important than syntax environment when learning coding in biology classes. Furthermore, the small effect of sex combined with the high proportion of females in the biological sciences suggests introducing computer programming in biology may allow females to discover interest and ability that they may not have had if computer programming was the sole propriety of computer science departments.

Is Lower Trust in COVID-19 Regulations Associated with Academic Frustration? A Comparison between Danish and German University Students.

Despite the proximity of both countries, Danes and Germans differ in the level of trust in their government. This may play a role with respect to the disruptive impact of the COVID-19 pandemic on university students. This study investigated the association between trust in governmental regulations, trust in university regulations, risk perceptions, and academic frustration among Danish and German students. As part of the COVID-19 International Student Well-being Study, an online survey was distributed among university students in participating European and non-European universities. In Denmark, 2945 students and Germany, 8725 students responded to the questionnaire between May and July 2020. Students from both countries reported approximately the same level of academic frustration concerning their progress and quality of education. However, German students perceived a higher risk of contracting SARS-CoV-2 compared to Danish respondents. Danish students showed higher trust in their government’s COVID-19 regulations than German students. Lower trust in government and university COVID-19 regulations and higher risk perception were associated with higher academic frustration. These results indicate that the level of trust in COVID-19 regulations might have an impact the overall frustration of students regarding their study conditions.

Getting More out of Less

Homework is an integral component of most science courses but can have an impact on student learning only when students actually complete the assignment. Low completion rate of homework, then, is an impediment to student success in science courses, and a source of frustration for instructor and students alike. Here, we outline a set of design principles supported by research in how students learn, intended to streamline outside-of-class assignments to address course goals, improve student buy-in and motivation, and provide instructors better formative assessment data. We also share examples of outside-of-class assignments aligned to these principles to aid instructors in shortening and focusing the homework they choose to assign in their courses.

Frustration in technology‐rich learning environments: A scale for assessing student frustration with e‐textbooks

Abstracte‐Textbooks and e‐learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible and customizable learning opportunities for students. However, the same technologies that support learning can serve as a source of frustration. Research on frustration with technology is limited, especially in educational settings. This study examined student frustration with e‐textbooks and the factors contributing to the frustration within undergraduate general biology courses through the development of an E‐Text Frustration scale (ETFS). Exploratory factor analysis of the ETFS revealed a three‐factor structure that provides quantified support for frustration with (1) e‐textbook interactions on the screen, (2) problems with technology and (3) e‐text curriculum integration. This structure was supported by a confirmatory factor analysis. The construct validity of the scale was established using a correlation analysis that revealed significant relationships among the three e‐text frustration measures, cognitive load and motivation variables. Furthermore, the measurement invariance analyses indicated that the scale measures the same construct in the same way in males and females. Overall, the study findings suggest that the ETFS is a useful instrument with high reliability and validity evidence that can be used by researchers and practitioners. Implications for future research on frustration in technology‐rich learning environments are discussed. Practitioner notesWhat is already known about this topic Prolonged student frustration can be harmful to learning. Educational technology may introduce an additional layer of factors that contribute to end‐user frustration with technology. Research on frustration with educational technology is scarce. What this paper adds We developed and validated a scale for assessing students' frustration with e‐textbooks. The E‐Text Frustration scale includes three factors: frustration with technology, e‐text screen interactions and e‐text curriculum. The three factors correlated with students' e‐text cognitive load and motivation to learn. Implications for practice and/or policy The identified factors represent barriers to students' successful learning with e‐textbooks. Educators can reduce student frustration by aligning the curriculum with e‐text materials. Student sources of frustration with technology should be studied systematically to reduce frustration in technology‐rich learning environments.

المعوقات النفسية والاجتماعية والبيئية للتعليم الإلكتروني في المنطقة الغربية

The most important results of the study: The emergence of the most important obstacles affecting students' adaptation to e-learning programs, including poor electronic skill, weak communication networks, and political and security instability constitutes frustration. Great in adapting to the requirements of e-learning, the family burdens of those married to them, the difficulty of understanding scientific lessons, the weakness of trust between family members, the magnitude of the scientific material that leads to the frustration of the student, and the state’s lack of interest in providing e-learning techniques. As for the specialization, the study showed the occupation of an obstacle of weakness Communication networks without benefiting from e-learning were ranked first, and with regard to gender, the students ’economic weakness came first among males with an average of (4.33), and fifth among females with an average of (4.32). The magnitude of the scientific material leading to student frustration ranked second among males with an average of (4.32) and the second among females with an average of (4.43), and the complaint came equally among both sexes, which shows us the importance of this obstacle and taking into account the exceptional circumstance, this is what the Ministry of Higher Education and Scientific Research emphasized in taking into account the students ’social conditions. As for the social situation, the student’s weakness of the economic aspect was a major obstacle to the first place among married people and the last rank among singles, and this phenomenon came as a result of the prevalence of the phenomenon of early marriage for both sexes, which is a phenomenon that leads With the youth due to the lack of adaptation as a result of the early burdens that fall on their shoulders as they draw their future, they have a double role to fulfill the requirements of daily life. Also, the obstacle of the enormity of the scientific material that leads to the frustration of the student occupied the third rank among the married and the second among the bachelors, which is a close result and has already appeared to the same degree in As for the rest of the variables, as for the social environment, the obstacle of the state’s lack of interest in providing e-learning technologies came second in both environments, and this is an indication that it is an urgent need for the Ministry of Higher Education to put it among the priorities by providing audio laboratories and other modern science techniques. One of the most important recommendations: is to mobilize all The scientific and skillful capabilities of a faculty member whose role has become an organizer and facilitator of the training process Badly; In order for the new experience to succeed, as for the ministry, it is incumbent upon the ministry to provide appropriate conditions by providing audio laboratories and other modern learning techniques, and coordinating between the Ministry of Higher Education and Communications to support the Western Region by providing electronic reception and broadcasting devices, and holding training courses for faculty members for e-learning and urging them to own Good skill, lightening the momentum of the process article to suit the requirements of the stage.

PSII-B-23 Implementation of a design thinking approach to problem-based learning in an animal science capstone

The objective is to present a strategy for attainment of capstone course objectives using design thinking. Problem based learning has long been incorporated into STEM, and yet inclusion of a formalized design thinking strategy is a novel approach for student-led cooperative learning. Relevancy of content and potential student impact upon the industry was established via the inclusion of stakeholders representing state livestock commodity groups who, via Zoom, met with students to present an overview of challenges facing their respective industries. Students, working in teams, used these conversations to formulate complex problems as the basis of their design thinking process. Subsequent steps of convergent and divergent thinking and low and high-fidelity prototyping led to creation of prototype solutions, which were continuously revised based upon feedback received after deployment. Solutions were prepared for dissemination to varied audiences using multiple communication strategies. Students were required to develop a technical report, scientific poster, infographic, narrated video, and oral presentation. The necessary buy-in from instructors, guest lecturers, students, and stakeholders is significant and a potential challenge to be addressed from the onset of the course. Further, use of design thinking typically requires students to transition from traditional course delivery and assessments to real world situations in which they receive process guidance, but must develop problem solutions themselves. Students required both prompting and restraint to follow the design thinking process. Frequent and transparent communication are helpful in ameliorating student frustration. The student group dynamic was heavily influenced due to covid-19, as teams contained a mix of students physically attending classes and those working remotely. Preliminary feedback suggests that all students engaging remotely via a Zoom meeting helps to create a more equitable and productive working environment. In its first iteration, students are engaged in design thinking and achieving capstone course objectives on schedule.

Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?

Student frustration with the level and content of feedback is well-noted, especially in relation to new or unfamiliar assessment types. At the same time, students are often unlikely to engage with marking and feedback processes, including the use of rubrics or marking criteria before submission. The aim of this project was to build students’ assessment and feedback literacy through engagement sessions both before and after submission in two departments at a UK university. Following discussions with students on their perceptions of feedback, assessment-specific marking criteria were developed. Students were provided with an opportunity to discuss these criteria and assess exemplars before submission and then, after return of marks, discussed the helpfulness of the feedback provided. Feedback Studio® was used to provide electronic feedback via comment libraries, general comments and qualitative rubrics. Both staff and students found that the combination of engagement sessions and online feedback was a positive improvement, although questions were raised about the timing and frequency of engagement sessions and students’ ability to apply marking criteria to their own work. The conclusions summarise recommendations for the use of timetabled engagement sessions to support students in the use of assessment-specific marking criteria.

Using Voice Recognition in E-Learning System to Reduce Educational Inequality During Covid-19

During the COVID -19 pandemic, educational institutions around the world faced problems that have to do with the frustration of students for whom traditional education has been replaced by the online format. Students are experiencing technical difficulties in the digitalization of education. International monitoring of education systems has shown that quite a few countries were ready to move to distance learning, both for technical and economic reasons. The covid pandemic has caused an increase in educational inequality. Elearning systems were expected to reduce inequality in education, but empirical research has shown that learning in this format not only does not reduce, but can increase inequality, increasing the gap in educational outcomes between students with different socioeconomic status. The article describes applications of using voice recognition technology based on artificial intelligence which, by our opinion, may reduce educational inequality during covid-19. We presented a comparative analysis of existing examples artificial intelligence in the educational process. Artificial intelligence uses in specialized software it makes educational process more convenient for both the students and the teachers. There is a description of an application “Academic phrase bank" developed by author. The application consists of two specialising actions for Google assistant. The application allows to increase academic vocabulary, train of creating grammatically correct academic expressions, and memorize templates of academic phrases. In active mode, this application helps to create correct phrases of academic English and improve the abilities of understanding English speech.

ONLINE TEACHING AND LEARNING BETWEEN TEMPORARY SOLUTION AND FUTURE NECESSITY

The Covid-19 pandemic pushed the limits and limitations of all educational systems, teachers and students around the world. The solution adopted – distance, online teaching, learning and assessment – has proven to be of a longer duration than initially anticipated, to the frustration of students, parents, and teachers alike. Nonetheless, following a careful analysis of these processes over the last (two) semesters, surprising findings point out to the fact that the digital experience has brought forth, at least at the higher-education level, substantial positive outcomes that cannot be neglected. It has strengthened the digital skills that both students and teachers will need in a technology dominated future and has made the actors of the educational process aware of the constant need for an innovative look and creative approach toward sharing and assimilating the impressive amount of knowledge existent nowadays. The present article aims at discovering both the strengths and the weaknesses, the motivational factors and the technical difficulties that have characterized the recent online educational process; it also inquires to what extent this type of learning will be an integral part of our daily lives in the academia, once the on-site courses will be resumed.

Adjusting Intervention Intensity to Support Students With Autism Spectrum Disorder

Special education and related professionals often understand the importance of adhering to intervention procedures (i.e., fidelity), but may be less familiar with concepts of intervention intensity. In some cases, professionals may correctly apply an intervention, but with insufficient intensity. This can result in an intervention failing to produce the expected benefit, which can add to student frustration, lost resources, and teacher burnout. Students with autism spectrum disorder (ASD) often benefit from intensive intervention that contains high rates of opportunities to respond. This article provides an overview of a practical guide for adjusting intervention intensity for students with ASD through a three-step process that includes identifying when to adjust intensity along with three ways to adjust intervention intensity. Additional considerations are included for analyzing student responses for data-based decision-making.

Pedagogical Consciousness-Raising: Teaching Race, Gender, and Science in the Pandemic

In this personal essay I explore how the pandemic crisis has helped transform my general education undergraduate course, Race, Gender, and Science, into an experience of pedagogical consciousness-raising, especially for members of vulnerable student groups that have often felt understandably negative toward, and alienated from, science. I base my observations on student comments and anecdotes shared during my fully online Fall 2020 semester. I conclude that STEM-adjacent classes such as mine might productively leverage the pandemic crisis —including the legitimate outrage and frustration of students of color and women —to facilitate a stronger sense of emotional investment by students in the value and practice of science even as legitimate critiques of science are strengthened and deepened.

“My Entire World Stopped”: College Students’ Psychosocial and Academic Frustrations during the COVID-19 Pandemic

The COVID-19 pandemic disrupted normalcy for college attending young adults which resulted in a loss of the campus environment and classroom setting. This change in setting may interfere with a student’s personal and academic wellbeing. This study used an online survey to evaluate college students’ academic and psychosocial frustrations during the COVID-19 pandemic. Data were collected from March–April 2020 at a land-grant university in the Appalachian region. Data were available from 2643 undergraduate and graduate students. There was a 65.8% and 15.7% increase in the number of students who reported their learning and health as fair, poor, or very poor after the COVID-19 pandemic, respectively. Qualitative responses were coded and 8 themes and 24 subthemes emerged. College students expressed frustrations regarding technology, classwork, research, family, social, emotional, behavioral, and financial aspects of life. These results can be used by higher education administration, faculty, and staff when planning for online courses. Ensuring that student frustrations and barriers to success are recognized and considered may help prevent students departing from higher education during this time.

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

Understanding how software works and writing a program are currently frequent requirements when hiring employees. The complexity of learning programming often results in educational failures, student frustration and lack of motivation, because different students prefer different learning paths. Although e-learning courses have led to many improvements in the methodology and the supporting technology for more effective programming learning, misunderstanding of programming principles is one of the main reasons for students leaving school early. Universities face a challenging task: how to harmonise students’ education, focusing on advanced knowledge in the development of software applications, with students’ education in cases where writing code is a new skill. The article proposes a conceptual framework focused on the comprehensive training of future programmers using microlearning and automatic evaluation of source codes to achieve immediate feedback for students. This framework is designed to involve students in the software development of virtual learning environment software that will provide their education, thus ensuring the sustainability of the environment in line with modern development trends. The paper’s final part is devoted to verifying the contribution of the presented elements through quantitative research on the introductory parts of the framework. It turned out that although the application of interactive features did not lead to significant measurable progress during the first semester of study, it significantly improved the results of students in subsequent courses focused on advanced programming.

Социальная фрустрированность студентов Аграрного Университета

Социальная фрустрированность студентов Аграрного Университета