Student Survey Responses Research Articles

The role of subjective norms in developing entrepreneurial intentions in university students

PurposeEnabling and encouraging entrepreneurial activity has long been of interest to scholars and practitioners. Previous research is partly based on the theory of planned behavior. This research has consistently shown that personal attitudes and perceived behavioral control are correlated with entrepreneurial intentions. However, previous findings have found the relationship between subjective norms and entrepreneurial intentions to be inconsistent. This paper proposes a resolution to these discrepancies and tests these hypotheses in a university setting.Design/methodology/approachUsing nearly 1,000 student survey responses, this paper uses an inter subject linear regression model to test elements of the theory of planned behavior that have been inconsistent in the literature.FindingsThis paper finds that personal attitudes and perceived behavioral control mediate or partially mediate the relationships between subjective norms and entrepreneurial intentions. Extension for theory development and practice are discussed.Research limitations/implicationsWhile very insightful, this paper is limited by the use of a within-subjects survey research design and the inherent limitations with such research. Additionally, using college students as respondents limits the ability to generalize the results to any population outside similar college-age populations.Originality/valueThis paper provides a unique test of a set of controversial findings in research on the theory of planned behavior. Identifying unique mediators between social norms and entrepreneurial intentions expands this theory and provides fertile opportunities for future research.

How the Cereal Crumbles

Concepts relating to enzymes and energy are central to understanding chemical and biological processes at the molecular level. Student learning of these crosscutting concepts can be challenging, so it is important to identify misconceptions and remediate them early, especially in introductory classes. Here we describe an activity in which undergraduate introductory biology students timed themselves crushing pieces of cereal to simulate and quantify the progress of an enzymatic reaction in the presence of competitive and noncompetitive inhibitors, and we asked students to connect the cereal analogy to concepts of thermodynamics. We developed an assessment and short surveys to evaluate the impact of the activity and to identify persistent misconceptions. Measurable improvements of assessment scores and qualitative student survey responses demonstrate the value of including a hands-on activity along with other modes of instruction.

Attending lectures in person, hybrid or online—how do students choose, and what about the outcome?

As a consequence of the COVID-19 pandemic, most courses at a large technical university were adapted so that students had a free choice of whether to attend lectures on-site or online; in addition, in many courses, lecture recordings were available. At the subsequent exam session, over 17,000 student-survey responses were collected regarding attendance choices, learning behavior, interest in the course, perception of the exam, and recommendations to future students. A total of 27 learner attributes and their relationships were investigated. In addition, conditional attributes and free-response statements were analyzed, and the students’ exam grades were retrieved to gauge their performance. We found only minute differences with respect to exam performance, but the analysis indicates distinctly different preferences and constraints in taking advantage of learning opportunities. We also found some indications that performance differences might be larger for interactive-engagement courses. The results of the analysis may be key to answering why at many universities, faculty report that live-lecture attendance has decreased more strongly than expected with the availability of new, virtual attendance modes.

A Four-day Pharmacy Course Schedule

ObjectiveTo discuss the results of implementing a 4-day student didactic course schedule. MethodsThe change from a 5-day to a 4-day course schedule was implemented in spring 2021. Students in the classes of 2023 and 2024 and faculty course coordinators were surveyed in fall 2021 regarding their experience with the new schedule format. Baseline data from fall 2020 were also collected for comparison. Quantitative data was described using frequencies, percentages, odds ratios, and 95% confidence intervals. Open-ended questions were evaluated using qualitative thematic analysis. ResultsAlmost all students (n = 193, 97%) who responded to the course planning survey in fall 2021 wanted to continue the 4-day course schedule. Students perceived the benefits of the 4-day schedule, to include more time for studying/preparing for classes (69%), and for self-care and wellness activities (20%). Student survey responses showed increased odds of engagement outside of the class. Qualitative analysis found that students reported increased engagement and liked the improved course structure. Students disliked the longer time spent in class. Academic performance was reported as somewhat or significantly improved by 85% of respondents. Faculty (n = 31; response rate 80%) reported that the 4-day course schedule positively impacted (48%) or had no impact (42%) on their job responsibilities. Work-life balance (87%) was noted as the most positive effect from faculty respondents. ConclusionA 4-day course schedule was well received by both students and faculty. Institutions may consider a similar approach to allow students the flexibility of this novel schedule so as to have more time to prepare for class and wellness activities.

Sleep as a mediator of the relationship between social class and health in higher education students.

A substantial body of research indicates that higher education students from lower social class backgrounds tend to have poorer health than those from higher social class backgrounds. To investigate sleep as a potential mediator of this relationship, online survey responses of students from five large Australian universities, one Irish university and one large Australian technical college were analysed in three studies (Study 1 N=628; Study 2 N=376; Study 3 N=446). The results revealed that sleep quality, sleep duration, sleep disturbances, pre-sleep worries and sleep schedule variability mediated the relationship between social class and physical and mental health. Sleep remained a significant mediator when controlling for related variables and other mediators. Thus, the findings suggest that sleep partly explains social class differences in health. We discuss the importance of addressing sleep issues among students from lower social class backgrounds.

Student perspectives on the use of universal design for learning in virtual formats in higher education

Universal design for learning (UDL) in higher education may be a useful tool in supporting the heterogenous higher education student population, specifically in supporting student academic outcomes and retention. With more students enrolling in digital formatted education, specifically international students, a strong framework must be established to support non-geocentric students. Using survey responses of undergraduate degree-seeking students, this mixed-methods study explored the students’ perceptions and impact of UDL in virtual learning modalities (online courses, independent studies, and virtual study groups). A sample size of 57 participants used a Likert-type survey to assess the student-reported prevalence of UDL techniques in higher education in various virtual learning modalities. Students also discussed the strategies that impacted their experience as learners and the mode of study in which they felt most successful. Implications for practice and research are also presented.

Investigating a Language Learner Identity in the International Baccalaureate Diploma Programme

This localized, classroom-based, qualitative ethnographic study, conducted during 2019-2021 at a foreign national, English-medium high school in Türkiye investigates the development of a language learner identity in the English courses of the International Baccalaureate Diploma Programme. The target population is mixed-gender high school students enrolled in the Diploma Programme. In the entrance and exit course surveys, students disclosed their views about themselves as language learners, their impressions of language learner assumptions, tacit and explicit teacher expectations, and their reactions to the International Baccalaureate syllabus and their perceived progress. Each of these factors had a significant but not equal impact on their choice to study English A: Literature and Language, either at standard level or higher level or English B: Language Acquisition higher level. The extent of the development of a language learner identity aligned to the language policies of the International Baccalaureate is seen through the student survey responses and the instructors’ anecdotal commentary. A language learner identity can be seen to develop within the context of the program as students experience improvement in their language skills, make shifts in perspectives, and interact in the target language with others in the school environment. The study begins to fill a gap related to language identity development in the International Baccalaureate Diploma Programme English courses and may be of interest to Diploma Programme teachers, coordinators, and school policymakers

When Everyone Wins: Dialogue, Play, and Black History for Critical Games Education

In this article, we reflect on the process and outcomes of using dialogue, play, and a focus on Black women’s history to support critical media literacy in game design education. Over three years we developed a dialogue-based introductory undergraduate course in the game design program at Rensselaer Polytechnic Institute intended to deepen engagement by students in game design practice. We specifically focused on critical approaches to explore the history and culture of games, utilizing dialogic pedagogy to develop transformative learning environments rooted in social justice education, and helped students develop skills for intercultural dialogue and communicating “across difference.” The dialogue experience created a powerful learning environment that resulted in higher quality and more critical student game design work. This was evident in the 2019 iteration of the course, which included two sections of students and in which we had a semester-long group project on the history of Harriet Tubman, culminating in a selection of student games being shown at a local gallery in an exhibition celebrating Tubman’s legacy. The Tubman project was liberatory not only for students, but also instructors, as we learned together how to navigate discomfort and gain a more critical understanding of the material realities of white supremacy in games, self, and each other. This article shares details from the design and methodology of our course, outcomes as evidenced by student work, survey responses, and instructor observations, and concludes with reflections on areas for further research and opportunities for other educators to incorporate new methods in design education.

Escaping the Laboratory: An Escape Room to Reinforce Biomedical Engineering Skills

Commercial escape rooms have grown in popularity as an enjoyable experience that also doubles as an exercise in communication and collaboration. Educators can take advantage of these natural qualities to engage and support students in a low-stress learning environment. The primary goal of this study is to share the development and application of an educational escape room as a tool to provide biomedical engineering (BME) students with an immersive and practical experience. A BME laboratory course-specific escape room was developed and beta-tested on an initial group of BME students. The first set of feedback enabled improvements to the design and difficulty of the escape room, which was followed by the final release of the activity for the intended undergraduate BME course. Across an academic year, 74 participants agreed to provide survey feedback for this study. Despite a moderate escape rate (29%), students reported high satisfaction and enthusiasm for the activity. Student survey responses indicated that participants were engaged and empowered to successfully escape even without external motivators. Responses supported the effectiveness of the escape room as a BME learning environment, allowing students to practice and retain course-related knowledge in a challenging but low-risk activity. The foundational structure of escape rooms offers a beneficial environment for experiential knowledge application. We conclude that educational escape rooms show promise as a pedagogical tool in promoting enhanced knowledge retention through immersive, game-based learning.

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course.

The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based chatting during synchronous remote instruction is a simple form of student-student and student-instructor interaction. The importance of student participation has been documented, as have clear disparities in participation between those well-represented and those under-represented in science disciplines. Thus, we conducted an investigation into who is texting, what students are texting, and how these texts align with course content. We focused on two sections of a large-enrollment, introductory biology class offered remotely during Fall 2020. Using an analysis of in-class chatting, in combination with student survey responses, we find that text-based chatting suggests not only a high level of student engagement, but a type of participation that is disproportionately favored by women. Given the multiple lines of evidence indicating that women typically under-participate in their science courses, any vehicle that counters this trend merits further exploration. We conclude with suggestions for further research, and ideas for carrying forward text-based chatting in the post-COVID-19, in-person classroom.

Diverse Goals but One Heart with Mixed Reality in Information Systems


 
 
 The use of Mixed Reality (MR) in Information Systems learning and teaching pedagogies is becoming more widely accepted as providing a reflection of possible realities. The aim of using MR in learning design is to extend the student experience by helping them not only to ‘see the unseen’ through the capacity of MR but also to visualise and interact with complex and abstract concepts. This study expands on the current literature by applying design science to use, survey and evaluate Microsoft HoloLens, a MR device, in an Information Systems classroom. The significance of this study is the use of MR in an Information Systems class to understand and learn the technology and provide an authentic learning experience to prepare the students for technological disruption and the future of work. Student survey responses were positive, with high student satisfaction in the classroom, demonstrating critical and creative engagement with the technological limitations and challenges with the user experience. This paper concludes with suggestions of specific pedagogical models that could be used in Information Systems education.
 
 

Developing reflection and critical thinking in a leadership education course: leading learning and change

ABSTRACT In higher education learning environments, critical thinking is often an assumed skill; however, many students require explicit support to effectively achieve in this area. This research focuses on the application of scaffolded learning experiences to promote reflection and critical thinking in a post-graduate educational leadership course. It particularly recognises the unique challenges for international students, managing their transition into a culturally different learning environment while meeting the academic and critical thinking demands of higher education. This research draws on two main data sources: student survey responses regarding reflections on the concept of leadership and researcher reflections on student engagement and critical thinking. Descriptive analysis provided profiles of the student cohort and their views on leadership. Three themes emerged from the analysis of open-ended responses regarding views on leadership: diverse understandings of leadership; the importance of leadership actions for change; and evaluating leadership – self and others. Reflections from one researcher on the conduct of the course and student work provided a link between the initial design and student outcomes. Two levels of positive outcomes were found. Firstly, a greater level of early engagement in course learning activities was observed which continued across the course. Secondly, students’ learning and achievement were greater than a previous cohort implying the benefits of early modelling of reflective practices to scaffold students’ critical thinking. Importantly, stronger tutorial engagement supporting critical reflections is likely to translate to other post-graduate studies. Recommendations for further research on students’ engagement and critical thinking are proposed.

The Impact of Incorporating Indigenous and Other Nontraditional Ways of Mathematical Knowing into a University-Level Geometry Course

During the Fall 2021 semester, the author taught a university-level geometry course into which they incorporated texts and discussions on mathematics and mathematical epistemology from outside of the “Western” tradition typically centered in college math curricula. Analysis of student survey responses and students’ reflections on their work offer some evidence that even minimal engagement with these nontraditional perspectives, facilitated intentionally, led to increases in students’ appreciation of other epistemic traditions. Though the smallness of the sample size prohibits drawing broader conclusions, the significance of some findings suggests a critical need for further study of these pedagogical practices.

“First years' information literacy backpacks: What's already packed or not packed?”

This survey-based research explores whether first-year college students who have had previous interactions with library instruction, services, and resources at the high school level are better prepared to undertake information literacy challenges and are better equipped to adapt to the rigors of academic research. In this collaborative project, academic librarians across six colleges in New Jersey surveyed first-year students regarding their research preparation and their experiences in high school and in their first year of college. Additionally, the team surveyed a group of vetted, certified high school librarians in New Jersey regarding their resources and instructional practices and followed members of their senior class to college Based on student survey responses relating to their high school experiences, the team was able to identify, study, and compare three groups of first-year students: novice researchers, non-novice researchers, and a subset of non-novices from the high schools with vetted librarians. These were labeled alumni non-novices. The team found that students with prior high school research experiences (non-novices), especially those followed from schools identified as having certified librarians (alumni non-novices), felt more prepared for academic research and performed at a higher level relating to their understanding and use of research tools and strategies. The results point to equity concerns and suggest that students require differentiated attention at the college level.

‘I can say I was a journalist during a global pandemic’: Australian students’ experiences of a newsroom in lockdown

The COVID-19 pandemic presented university journalism educators with a dual challenge: transitioning subjects online and helping students navigate an industry that is experiencing disruption to work practices and job losses. The impact was particularly felt in practice-based subjects such as student newsrooms. While work-integrated learning programmes have become ubiquitous in journalism courses to produce job-ready graduates, the pandemic required educators to implement swift changes to accommodate online learning in them. The pandemic provides an opportunity to explore how students perceive the value of curriculum-related newsrooms during significant industry upheaval. Many studies have examined these practical journalism education programmes; however, the student perspective is often lacking. This case study, based on student questionnaire responses and educators’ observations, chronicles the experiences of working remotely in a curriculum-related newsroom during the 2020 COVID-19 lockdowns. It situates this within ‘pedagogical newsroom’ that blends pedagogical and journalistic principles to simulate practice within a flexible environment. Due to this flexibility, educators were able to adapt content for unanticipated online delivery to meet learning outcomes and even to create new learning opportunities. Student survey responses showed that despite the disruption, they believed the programme offered vital preparation for industry and generally remained optimistic about their career prospects.

Watching or Waiting?: Effects of In‐Person Active Learning Sessions on Student Engagement with Lecture Recordings and Course Resources

It is no surprise that the Covid‐19 pandemic severely affected higher education during the 2020‐2021 academic year. However, these effects continue to be felt throughout many classrooms as students and instructors struggle to return to any semblance of normalcy. Our research sought to investigate the following question: How do students’ interactions with lecture recordings and perceptions of their study strategies differ between the Fall 2020 and Fall 2021 semesters? We examined this question in a large undergraduate anatomy class in the Midwest. During the Fall of 2020, all of our lectures were pre‐recorded and posted online. During the Fall of 2021, these same recordings were used again, but in‐person active learning sessions were also provided to enhance student engagement with the material. We hypothesized that students having in‐person active learning sessions would help students to stay caught up with the lecture recordings compared to when there were no in‐person sessions. We also hypothesized that student study strategies would change with the presence of in‐person active learning. The present study utilized learning analytics from the course management system to assess student engagement with the video recordings and student survey responses to examine student perceptions and study strategies for each semester. These data were then compared with both lab and lecture exam grades and course outcomes to determine how effectively students are interacting with these materials within the context of each semester. The results found that students continue to struggle with staying caught up on lecture recordings and are even less likely to engage with the lecture recordings when in‐person active learning sessions are offered as well. However, this lack of engagement with these resources also corresponded with a significant drop in the average exam grades for the course despite the availability of additional resources. These results have significant implications for course management and student expectations as we (hopefully) move forward from the Covid‐19 pandemic.

Implementing a Senior Statistics Practicum: Lessons and Feedback from Multiple Offerings

A Statistics Practicum course is offered as another option besides an internship or research experience for students to fulfill a required statistics major capstone experience. This article discusses the first and fourth offering of this practicum course, which provides a unique perspective on the initial implementation of the course and its development over time. The course offers students opportunities to carry out statistical consulting projects with external clients. Students were given multiple reflection assignments throughout the course. Challenges of the projects were discussed in the reflections, which included issues of data cleaning and analysis. Students also responded to both Likert-scale and open-ended questions on an end of semester survey. These responses provided information on sentiment regarding the consulting projects and perceived usefulness of various components of the Statistics Practicum course. Both student reflection assignments and survey responses were analyzed in this study. Explanations of the thought processes that went into setting up and running the course are included. Advice and suggestions for course improvements and successful administration are also presented.

Student Perioperative Experience Supports Recognition of Safety Concepts

PurposeThis study aimed to evaluate student perception of knowledge gained and intent to apply perioperative safety concepts. DesignA mixed-method design analyzed themes from student reflections as well as frequencies of student survey responses after a one day, 10-hour, perioperative observational experience. MethodsStudents participated in a one day, 10-hour, observational clinical experience following patients from the preoperative area to the operating room, postanesthesia care unit, and discharge from a surgery center or admission to a hospital room. After the experience, students completed a survey and a reflection assignment. A modified Delphi method was used for thematic analysis. Frequencies and averages were used to analyze the survey items. FindingsStudents gained knowledge of and reported intent to apply perioperative safety concepts within their nursing practice. Some students noted an interest in perioperative nursing as a career choice. ConclusionsThese findings provide evidence to support implementation of perioperative experiences in nursing programs and reinforce the role of the registered nurse (RN) to ensure safe and quality care. In addition, the perioperative experience may be a recruitment tool for enhancing the perioperative workforce.

A Preliminary Evaluation of Students' Learning and Performance Outcomes in an Accelerated 3-Year MD Pathway Program.

Little outcome data exist on 3-year MD (3YMD) programs to guide residency program directors (PDs) in deciding whether to select these graduates for their programs. To compare performance outcomes of 3YMD and 4-year MD (4YMD) students at New York University Grossman School of Medicine. In 2020, using the Kirkpatrick 4-level evaluation model, outcomes from 3 graduating cohorts of 3YMD students (2016-2018) were compared with the 4YMD counterparts. Descriptive statistics compared outcomes among consented student cohorts: 92% (49 of 53) 3YMD, 87% (399 of 459) 4YMD-G, and 84% (367 of 437) 4YMD-S. Student survey response rates were 93% (14 of 15), 74% (14 of 19), and 89% (17 of 19) from 2016 to 2018. PDs' response rates were 58% (31 of 53, 3YMD) and 51% (225 of 441, 4YMD). Besides age, 3YMD and 4YMD cohorts did not differ significantly in admissions variables. Other than small statistically significant differences in the medicine shelf examination (3YMD mean 74.67, SD 7.81 vs 4YMD-G mean 78.18, SD 7.60; t test=3.02; P=.003) and USMLE Step 1 (3YMD mean 235.13, SD 17.61 vs 4YMD-S mean 241.70, SD 15.92; t test=2.644; P=.009 and vs 4YMD-G mean 242.39, SD 15.65; t test=2.97; P=.003) and Step 2 CK scores (3YMD mean 242.57, SD 15.58 vs 4YMD-S mean 248.55, SD 15.33; t test=2.55; P=.01 and vs 4YMD-G mean 247.83, SD 15.38; t test=2.97; P=.03), other metrics and overall intern ratings did not differ by pathway. Exploratory findings from a single institution suggest that 3YMD students performed similarly to 4YMD students in medical school and the first year of residency.

Toward a higher education playfulness pedagogy (HEPP) for pre-service early childhood Work Integrated Learning courses

ABSTRACT In this “Reflection on Practice” paper we reflect on an early childhood Work Integrated Learning course redesign that explored new ways of developing and applying playfulness theory to higher education instructional approaches. Our experience was that the higher education students required more support to deepen their understanding of course content. In response, we engaged with emerging playfulness pedagogy theory to develop a Higher Education Playfulness Pedagogy instructional model that reflects the principles of pleasurable, immersive intellectual engagement and risk-taking. The focus was on creating the conditions in which students can risk-take amid an environment of academic rigor and authentic engagement. First, we outline the Higher Education Pedagogy of Playfulness model that was developed for the course rewrite, then provide information about the course redesign with the view that others may replicate some of our practices or approaches. Last, we draw on anonymous student survey responses to discuss the potentials of HE playfulness pedagogy for early childhood Work Integrated Learning programs, and suggest areas for future study and exploration.