Learning Preferences Of Students Research Articles

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

Medical students' preferences for asynchronous online or face-to-face learning strategies in learning gross anatomy and neuroanatomy during the COVID-19 pandemic.

Gross anatomy and neuroanatomy are fundamental subjects in medical education. However, learning different anatomical terms and understanding the complexity of the subjects are often challenging for medical students. At National Taiwan University, the 2020-2021 cohort adopted a face-to-face (F2F) learning strategy for gross anatomy and neuroanatomy lecture and laboratory courses until May 17, 2021. After the aforementioned date, the same cohort learned the rest of the gross anatomy and neuroanatomy courses via asynchronous online learning. This study aimed to evaluate the benefits of and students' preferences for F2F and asynchronous online learning strategies in learning gross anatomy and neuroanatomy. A survey with closed-ended and open-ended questions was used to quantitatively and qualitatively explore medical students' learning preferences for two teaching strategies in gross anatomy and neuroanatomy. The results identified different learning preferences among students in learning gross anatomy and neuroanatomy-satisfied with both learning strategies, satisfied with only F2F learning strategy, satisfied with only asynchronous online learning strategy, and satisfied with neither learning strategy. The survey results with closed-ended and open-ended questions showed that medical students preferred F2F learning for anatomical laboratory courses but favored asynchronous online learning for neuroanatomical laboratory courses. In addition, medical students considered peer discussion more critical in learning gross anatomy than neuroanatomy. These findings provide valuable information about medical students' preference for gross anatomy and neuroanatomy courses, which anatomy teachers can consider when planning to enhance their curriculum in the future.

Learning styles, approaches and academic performance of second and third-year medical students of a medical college of Kathmandu- A descriptive cross-sectional study

Background: The research is based on a questionnaire to study the different learning styles among medical students, and their approach to intellectual development. Methods: This is an observational, cross-sectional study conducted on 140 participants. Initially after the informed consent process, the second-year and third-year medical students were requested to respond to the questionnaire without consulting friends. Data were analyzed descriptively and comparison was made. Results: In this study, the students were mostly visual learners, followed by solo learners, audio learners, verbal learners, and social learners. The majority of the students in our study (84.56%) studied less than four hours per day beyond normal lecture hours. Similarly, 45.71% of students studied continuously for 30-60 minutes. During break, 63.57% of students used social media, watched television, and videos, and listened to music. Most students (75%) preferred to study in a hostel room and only 12.85% used the library as their study place. The majority of the students (65.71%) of students slept between six to eight hours. The University’s suggested medical textbooks and reference materials were consulted by 94.3% of the students. The 47.85% of students favored self-directed learning with 56.42% preferring to read and write to retain the learned materials. Self-prepared notes were commonly used by the majority of students (60.7%). Conclusions: This research evaluates the preferred learning preferences of medical students and their relationship to academic performance, which will improve the effectiveness of teaching and learning between teachers and medical students.

Fostering Pedagogical Excellence: Theoretical Foundations for Designing a Teaching Module on Chinese Ancient Poetry Art Songs for Undergraduate Students in China

This paper explored the fundamental theoretical aspects involved in creating a comprehensive teaching module tailored for undergraduate students in China, with a specific emphasis on Chinese ancient poetry art songs. The process of constructing an effective teaching module was intricate, demanding a thorough exploration of various models and educational theories that laid the foundation for its development. The paper offered an overview of the theoretical framework employed in this undertaking, incorporating the ADDIE Model and key educational theories such as Jean Piaget's Constructivist Theory, Lev Vygotsky's Sociocultural Theory, and Howard Gardner's Multiple Intelligences. The ADDIE Model provided a structured approach to module development, guiding the systematic design, implementation, and evaluation phases to ensure that teaching materials were well-organized, efficient, and adaptable to diverse learning environments. Furthermore, the paper delved into the educational theories influencing the design of the teaching module. Piaget's Constructivist Theory emphasized active learning through hands-on experiences, Vygotsky's Sociocultural Theory underscored the role of social interaction and cultural context in learning, emphasizing collaborative learning experiences, and Gardner's Multiple Intelligences theory recognized the diversity of students' cognitive strengths, emphasizing the need for varied instructional strategies to cater to different learning styles. Through the integration of these theoretical foundations, this research aimed to develop a comprehensive, engaging, and effective educational resource tailored to the unique needs and learning preferences of students. The anticipated outcome of the teaching module was to enable educators to cultivate a greater understanding and appreciation of Chinese ancient poetry art songs among students.

Managing assessment during curriculum change: Ottawa Consensus Statement

Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of “minor” changes that in combination over time may produce a substantially different programme. However, reviewing assessment practices is less likely to be a major consideration during curriculum change, overlooking the potential for unintended consequences for learning. This includes potentially undermining or negating the impact of even well-designed and important curriculum changes. Changes to any component of the curriculum “ecosystem “- graduate outcomes, content, delivery or assessment of learning – should trigger an automatic review of the whole ecosystem to maintain constructive alignment. Consideration of potential impact on assessment is essential to support curriculum change. Powerful contextual drivers of a curriculum include national examinations and programme accreditation, so each assessment programme sits within its own external context. Internal drivers are also important, such as adoption of new learning technologies and learning preferences of students and faculty. Achieving optimal and sustainable outcomes from a curriculum review requires strong governance and support, stakeholder engagement, curriculum and assessment expertise and internal quality assurance processes. This consensus paper provides guidance on managing assessment during curriculum change, building on evidence and the contributions of previous consensus papers.

Academic Success of Students in Vocational Education in the COVID-19 Era: Learning Style Preferences

This essay examines the various learning styles that students can choose from, depending on their preferences. In the COVID-19 era, lectures have been discontinued in classrooms all across the world, but the teaching and learning process is still possible through online platforms. There are learning types with unique characteristics that like to work alone or in groups, as well as visual, auditory, tactile, and kinesthetic learning styles. While some students will adjust to the lecturers' teaching approach, it can be challenging for lecturers to accommodate each student's unique learning preferences. In order to accommodate various student learning styles, lecturers must create their instructional materials in this manner. This article's goals are to: 1) describe and classify the idea of learning styles; 2) emphasize the significance of determining the research participants' preferred learning styles; and 3) emphasize that if a lecturer's teaching style reflects the preferences of the student's preferred learning style, the student's learning outcomes will be enhanced. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work.

Optimizing Traffic Congestion in Route Planning Using a Simple Path Algorithm

This essay examines the various learning styles that students can choose from, depending on their preferences. In the COVID-19 era, lectures have been discontinued in classrooms all across the world, but the teaching and learning process is still possible through online platforms. There are learning types with unique characteristics that like to work alone or in groups, as well as visual, auditory, tactile, and kinesthetic learning styles. While some students will adjust to the lecturers' teaching approach, it can be challenging for lecturers to accommodate each student's unique learning preferences. In order to accommodate various student learning styles, lecturers must create their instructional materials in this manner. This article's goals are to: 1) describe and classify the idea of learning styles; 2) emphasize the significance of determining the research participants' preferred learning styles; and 3) emphasize that if a lecturer's teaching style reflects the preferences of the student's preferred learning style, the student's learning outcomes will be enhanced. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work.

Exploring the Optimization Model of University English Blended Teaching Mode Combined with Deep Learning

With university English blended teaching mode combined with deep learning marks a significant advancement in language education. With integrating deep learning techniques into blended teaching approaches, educators can leverage vast amounts of educational data to enhance the effectiveness and personalization of English language instruction. Deep learning algorithms analyze student interactions, performance data, and learning preferences to tailor instructional content and activities to individual needs. This model enables educators to create dynamic and adaptive learning experiences that blend traditional classroom instruction with online resources and digital tools. The paper presents a comprehensive examination of blended teaching methodologies within the realm of English education, integrating principles of deep learning to enhance learning outcomes. Through a series of experiments and analyses, the study investigates the effectiveness of various teaching components, the utilization of online resources, and the application of diverse deep learning architectures. Findings underscore the significance of a balanced integration of traditional pedagogies and digital resources, with online materials emerging as a pivotal aspect of the teaching strategy. The study conducted experiments evaluating the effectiveness of blended teaching methodologies in English education, with numerical scores ranging from 4.2 to 9.0 across different parameters. Results indicated that experiments with higher scores for traditional teaching effectiveness (ranging from 6.5 to 9.2) and deep learning integration (ranging from 3.9 to 9.1) tended to yield superior overall learning outcomes (ranging from 4.3 to 9.0). Furthermore, online resources received consistently high weighted scores (ranging from 7.2 to 9.5), underscoring their significant contribution to the overall teaching strategy.

Predict student learning styles and suitable assessment methods using click stream

Adaptive learning, which aims to give each learner engaging, effective learning experiences, is one method of offering modified education. Adaptive learning seeks to consider the student's unique characteristics by personalizing the learning course materials and evaluation procedures. To determine the student's preferred learning strategies, we first ascertain their attributes utilizing VAK learning styles. In this study, we developed an integrated model to classify learners based on their learning activity clicks by combining machine learning algorithms like K-Nearest Neighbor (KNN), random forest (RF), and support vector machine (SVM) and Logistic regression (LR) with semantic association, which is used to help us map learning activity with VAK learning style. This enables us to classify learners, determine their preferred methods of learning, and offer the most suitable; as a result, we were able to group pupils according to their learning styles and provide the best evaluation technique or strategies. To assess the effectiveness of the suggested model, several tests were executed on the actual dataset (Open University Learning Analytics Dataset, or OULAD). According to studies, using a Random Forest algorithm, the suggested model can predict which evaluation strategy or strategies will be most effective for each student and can classify individuals with the highest degree of accuracy—98%.

IJCM_241A: Perception of the effectiveness of small group teaching and didactic classes among Health Science students

Background: The global trend towards the teaching and learning process is becoming more dynamic and interactive compared to traditional didactic lectures. Medical schools are changing their teaching strategies to ensure that students are prepared for lifelong. Objectives: To determine the perception of the effectiveness of small group teaching and didactic classes among health science students. Methodology: This was a cross-sectional study conducted among 300 undergraduates of Kasturba Medical College, Mangalore, and undergraduates of Manipal College of Dental Sciences, Mangalore. Data was entered and analyzed using SPSS version 29.0. The results were expressed in the form of tables and graphs. Results: Among the BDS students most of them were in the Second year (53.3%) and Third year (28.3%). Around 17% of students preferred SGT as it was an interactive session, 17% preferred it as it helps the application of knowledge and 23% of students chose SGT as it provides them an opportunity to present, and as their confidence 28% favored SGT as it enhances thinking ability 15% selected SGT as was a mode self-learning. Conclusion: Most of the undergraduates supported SGT over DIDACTICS. SGTs were found to be the method that provides an opportunity to clear doubts. Under the type of SGTs, many students preferred problem-based learning type, followed by seminars and flip classes.

NEEDS ANALYSIS OF DEVELOPING INSTRUCTIONAL TEACHING PLAN IN WATER CONSERVATION FOR PRIMARY SCHOOL

This study utilizes a qualitative methodology to explore the development needs of instructional teaching plans to improve knowledge, attitudes, and practices related to water conservation among primary school students. Through semi-structured interviews and drawing analysis, participants are selected from three primary schools in Penang’s north district using purposive sampling. This approach ensures the gathering of detailed and pertinent data by involving four science teachers and five students who offer insights into the instructional requirements and obstacles encountered in teaching water conservation. The primary objective is to grasp the specific needs, perspectives, and learning preferences of both students and teachers. It facilitates the creation of instructional materials that resonate with the target audience, leading to increased engagement and effectiveness. The research is motivated by the critical role of needs analysis in guiding educational content development, underscoring the significance of aligning instructional materials with the distinct demands of the educational setting. By manually analyzing interview data thematically, the study sheds light on issues such as time constraints, resource shortages, student readiness, teaching methodologies, and student needs. Additionally, drawing analysis reveals prevalent misconceptions, indicating a limited understanding of pollution causes/effects and conservation concepts. This investigation adds to educational research and seeks to enhance the implementation and impact of water conservation practices in primary education.

Half-baked essays: the embedded use of writing exemplars to encourage active learning for radiography students

This paper discusses the implementation of exemplar essays within an undergraduate first-year diagnostic radiography module to encourage active learning and the development of academic literacies. Nine essays (~400 words each) were provided over six sessions, using lecturer-guided discussion to explore the academic virtues and pitfalls demonstrated alongside assessment criteria. Exemplars were based upon a fictitious baking profession to illicit student interest and eliminate the risk of imitation or plagiarism. The quality of essays varied, with overt examples of common mistakes in spelling, essay structure and selection of appropriate literature. Upon completion of the sessions, and prior to summative assessment, students were surveyed with regard to their opinion of the teaching intervention. Feedback was obtained from 65% of the cohort (n=31/48), who reported an improvement in essay writing confidence. Students found the marking of the essays in class useful and the baking analogy was well received. Not all students found the classroom activities engaging though, with some wishing greater interactivity due to boredom and repetition. Furthermore, there was a slight reduction in pass rates and average marks across the cohort when compared to the previous module delivery. Nevertheless, there was a substantial increase in students attaining marks of 80% or more. This study highlights exemplar essays as a low-tech, low-cost option to increase assessment literacy but accepts the wide diversity in student learning preferences and experience. The efficacy of exemplar essays cannot be guaranteed, and teaching staff must be cognisant of individual student learning needs.

FACTORS MOTIVATING STUDENTS TO CONTINUE USING YOUTUBE AS A LEARNING AID POST-COVID-19 PANDEMIC

During the COVID-19 pandemic, the process of teaching and learning had to be conducted online, such as through Zoom meetings, due to physical meeting restrictions, including in higher education. However, this was not entirely effective due to various factors, such as individual student learning preferences. To enhance comprehension, students utilized video-sharing platforms like YouTube, which, as it turns out, was effective. Hence, this study aims to investigate what factors motivate students (both school and university students) to continue using YouTube as a learning medium post-COVID-19 pandemic. A theoretical lens of the Expectation Confirmation Model is used with the addition of external variables: Perceived Herd and Parasocial Interaction. A total of 242 respondents from both educational levels in Manokwari Regency were obtained and analyzed using Partial Least Square - Structural Equation Modelling (PLS-SEM). The study's results explain that students experience satisfaction in using YouTube, which motivates them in Manokwari to continue using it as a learning medium post-COVID-19. This satisfaction is influenced by variables such as confirmation (C), perceived usefulness (PU), and perceived herd (PH). However, the PU factor's impact on continuance usage (CU) has a t-statistic value <1.96 and a p-value >0.05, indicating it lacks significant influence. There is also a rejection of the parasocial interaction (PI) variable's influence on satisfaction (S). Furthermore, the use of control variables such as age and gender has shown significant influence on this study, with research findings indicating that age and gender significantly impact satisfaction and continuance usage.
 
 Keywords: Control Variables, COVID-19, Expectation Confirmation Model, Parasocial Interaction, Perceived Herd, YouTube

Fuzzy association rule mining for personalized the Chinese language teaching from higher education

Chinese Language learning grows ever more essential to develop the students’ personalities and values as the curriculum, thereby improving teaching strategies based on students’ learning preferences are more crucial. Students’ participation in learning the Chinese Language is generally minimal and typically operates in a passive learning mode. The development of the Chinese Language instruction in these higher educational settings will be impacted by the absence of an organized strategy for teaching the Chinese Language. An algorithm is called the Fuzzy Pattern-driven Personalized Teaching (FPPT) has been proposed to identify the association between the students learning patterns and interests in the Chinese Language in the higher education for providing the personalized teaching to solve these challenges. Fuzzy sets are incorporated into FP-Growth for personalized the Chinese Language learning to improve the suggestions by considering the ambiguous preferences and the proficiency levels. The fuzzy pattern is unrevealed by implementing the Frequent Pattern (FP) growth algorithm to find patterns in the students learning activity and preferences so that personalized the teaching methods can be developed to meet the needs of each student and maximize their motivation for the language learning. Using the support and the confidence measures, these identified Fuzzy association relationships of student learning interest results in personalized the Chinese Language teaching in the higher education. The experimental results showed that the proposed FPPT system significantly improved each student’s learning outcome, communication effectiveness, learning motivation, and the Language proficiency level.

Learning Style and Reading Performance of Grade 8 Students

Every student absorbs and processes knowledge in a different way, which distinguishes each from one another. Some students may have a combination of learning styles. In order to apply a variety of teaching strategies that are ideal to accommodate all types of learners in the classroom, it is crucial for a teacher to understand the learning preferences of his or her students. This study was carried out to investigate the students’ learning style and reading performance, and determine if there is a significant correlation between the two variables. The VAT learning style, which stands for visual, auditory, and tactile, was the only focus of this study. This study employs a descriptive-correlational analysis of variables to discover whether there is a significant relationship between the two variables and to describe the variables. There were 72 Grade 8 students from Libertad National High School, Libertad Misamis Oriental, Philippines who participated in this study. The Learning Style Survey Questionnaire was utilized to determine the students' preferred learning styles, and three reading passages with a total of 30-item questions were used to determine the students' reading performance. In this study, the percentage and chi-square test were both employed to obtain the results. The findings indicate that the majority of students’ response is auditory. Regarding their reading performance, most students are at the instructional level. As the p-value of 0.6086 is greater than the 0.05 level of significance, the results showed that the student's learning style is not significantly related to their reading performance. Thus, a student's preferred learning style has no relation to how well they read. This implies that being an auditory learner does not guarantee that a student would excel in reading and become an independent reader. Future studies may thus employ different grade levels or concentrate on the two learning preferences—visual and auditory—to see whether there is a significant relationship between them and the students’ reading proficiency.

Comparing Emergency Remote Learning with Traditional Learning in Primary Education: Primary School Student Perspectives

Abstract This study aims to explore primary school students’ perspectives of emergency remote teaching and learning during the COVID-19 pandemic and their preferences when comparing it with face-to-face learning. Data from 114 Greek primary students showed that students did not find online learning particularly intriguing, enjoyable, and interactive and felt social isolation due to the lack of communication and interactions. Most students preferred traditional learning to online learning as they found it more enjoyable and interactive, and made it easier to learn, focus on, comprehend, and perform better. They greatly valued the class atmosphere and the ability to actively participate and freely communicate, and stated that it was easier to devote time to studying, complete their assignments, and get answers to their question when learning in person. Students believed that despite its disadvantages, online learning might be more broadly used in the future. Finally, no significant differences were found regarding students’ gender, age, and class level.

Characteristics of students’ learning behavior preferences — an analysis of self-commentary data based on the LDA model

How to better grasp students’ learning preferences in the environment of rapid development of engineering and science and technology so as to guide them to high-quality learning is one of the important research topics in the field of educational technology research today. In order to achieve this goal, this paper utilizes the LDA (Latent Dirichlet Allocation) model for text mining of the survey results on the basis of a survey on students’ self-perception evaluation. The results show that the LDA model is capable of extracting terms from text, fuzzy identifying groups of students at different levels and presenting potential logical relationships between the groups, and further analyzing the learning preferences of students at different levels for IT courses. Based on the student’s learning needs, this paper proposes recommendations for developing students’ learning effectiveness. The LDA method proposed in this paper is a feasible and effective method for assessing students’ learning dynamics as it generates cognitive content about students’ learning and allows for the timely discovery of students’ learning expectations and cutting-edge dynamics.

Impact of The Covid-19 Pandemic on Student Learning Styles: Naïve Bayes and Decision Tree Classification in Education

The Covid-19 pandemic significantly changed education with social distancing and changes in the learning environment. In this study, one strong reason for the significance of the research is the urgency of changes in students' learning styles during the Covid-19 pandemic. Investigating differences in learning styles before and during the pandemic not only provides deep insight into students' adaptation to these changes, but also provides a foundation for the development of more inclusive and adaptive learning strategies in the future. This study aims to analyze the effect of the Covid-19 pandemic on students' learning styles in an educational context, focusing on the comparison of two classification methods, Naïve Bayes and Decision Tree. The study was conducted by collecting data on students' learning styles before and during the Covid-19 pandemic, using various relevant indicators. The data was obtained based on school survey results and online platforms, involving student characteristics and learning preferences. The data was then analyzed using Naïve Bayes and Decision Tree classification methods to identify significant changes in students' learning styles. The results showed the prediction accuracy of learning style changes with Naïve Bayes 68.75% and Decision Tree 87.50%. Recommendations for educators and education policy makers are to develop inclusive and adaptive learning strategies to meet diverse learning preferences.

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

English Teacher Strategies in Teaching Extrovert and Introvert Students in Junior and Senior High Schools in Gorontalo to Develop Communication Skills

This qualitative research aims to investigate the strategies employed by English teachers to enhance communication skills in both introverted and extroverted students within the context of the recently introduced Merdeka Curriculum in Indonesia. English teachers from junior and senior high schools were selected as research participants. The qualitative approach was chosen to explore the nuances of teaching strategies, utilizing non-cognitive diagnostic tools to discern students' learning styles. Data collection involved in-depth interviews with teachers, focusing on their awareness of students' personalities and the practical implementation of teaching strategies. Findings indicate that a significant majority of teachers, 28 out of 36, consciously consider students' personalities in their teaching strategies. Differentiated learning strategies, accommodating individual and group preferences, emerged as crucial approaches. Practical implementation included problem-based learning, varied group discussions, and personalized attention to individual students, particularly introverts. The observations of participants revealed a nuanced incorporation of the Merdeka Curriculum, emphasizing problem-based learning and differentiated teaching practices to foster communication skills in introverted and extroverted students. The research underscores the importance of tailored teaching approaches that acknowledge and embrace the diversity in students' personalities and learning preferences. While the findings provide valuable insights into effective strategies, limitations such as a relatively small sample size and reliance on self-reported data should be acknowledged. Further research with larger and more diverse samples is recommended to enhance the generalizability of the findings and contribute to a more comprehensive understanding of effective teaching strategies for communication skills. Keywords: Communication skills, teachers, differentiated learning, introverted students, extroverted students