Undergraduate Learning Experience Research Articles

Undergraduate curators: Production of a justice-oriented fashion museum exhibition

Undergraduate curators: Production of a justice-oriented fashion museum exhibition

Integrating hands-on practical and reflective feedback in teaching dental materials science to undergraduate dental students.

This study aimed to develop a module that incorporates hands-on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module. The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second-year undergraduate dental students. Finally, a validated questionnaire (5-point Likert scale items and open-ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open-ended responses were analysed using content analysis. In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands-on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10-12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open-ended responses highlighted that hands-on activities and reflective feedback sessions were useful. Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands-on activities and reflective feedback sessions in teaching dental materials science.

The impact of a global pandemic on undergraduate learning experiences: lifting the restrictions

The impact of a global pandemic on undergraduate learning experiences: lifting the restrictions

Polymer Science in Action: Transforming the Learning Experience for Undergraduates with Active Learning Strategies

Active learning is a powerful teaching and learning approach that enhances students' capacity to construct understanding and apply their knowledge in real-world contexts. However, in university science classes, lectures remain the predominant method employed by instructors, primarily due to time constraints and limited familiarity with active learning strategies. This study aimed to explore practical guidelines for implementing active learning in undergraduate polymer science classrooms, as well as the perspectives of instructors and students on this approach and student satisfaction with active learning. The research involved two instructors and 34 second-year students from the Faculty of Science at a university based in Bangkok, Thailand. Data were collected through classroom observation, a student satisfaction questionnaire, and instructor and student interviews. Data were analyzed quantitatively, using means and standard deviations, as well as qualitatively, using content analysis. The study identified four practical guidelines for implementing active learning in the undergraduate polymer science classroom, which are: using a variety of active learning strategies and techniques that match the nature of students; providing helpful learning media and technology; using higher-level questioning to promote thinking processes; and linking authentic assessment and constructive feedback with real-life situations. These four guidelines proved effective for both on-site and online forms of learning. Furthermore, the students expressed very high satisfaction levels (M = 4.64, SD = 0.49) and positive opinions regarding active learning.

Building a Robust Bioeconomy Workforce: A Policy Approach to Bridging the Gap in Undergraduate Experiential Learning

Building a Robust Bioeconomy Workforce: A Policy Approach to Bridging the Gap in Undergraduate Experiential Learning

SARS-CoV-2 and learning: The impact of a global pandemic on undergraduate learning experiences.

Following the announcement of the SARS-CoV-2 (Severe Accute Respiratory Syndrome Coronavirus 2;COVID-19) global pandemic, many undergraduate students made the unexpected transition from learning in-person to learning online Here, we address concerns regarding the impact of pandemic-related changes on students' learning-related experiences, specifically pertaining to affect, attention, and time perception One-hundred and forty-six undergraduate students completed a survey shortly after their university transitioned from conducting course in-person to fully online Questions assessed students' perceptions of their changes in affect, attention, and time perception relative to the time before the announcement of SARS-CoV-2 prevention measures Students reported significant increases in school-related anxiety and nonproductive attention-related behaviors (e g , mindless tech use), while reporting significant decreases in motivation, productive attention-related behaviors (e g , ability to focus), and their ability to keep track of time We also examined relations between students' pre-pandemic-intervention traits (i e , in attention failures, self-control, and stress) and pandemic-related change responses, and found (among other correlations) that prepandemic reports of poorer attentional and self-control were correlated with perceived decreases in abilities to track time Our findings have important implications for pedagogical practices in pandemic and postpandemic times (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Psychometric Properties of the Quality of Undergraduate Learning Experiences in Malaysian Universities

Malaysian higher educational institutions are bracing to compete at the international level with the institutions that produce evidence of quality teaching and learning and positive students’ experiences. In this matter, students’ engagement in learning activities has been heralded as a quality indicator of the higher educational institutions’ performance as well as undergraduate students’ learning. However, there is a need to examine the level of undergraduate learning engagement based on the principles of good educational practices and a need to provide empirical evidence of the extent to which higher educational institutions in Malaysia support undergraduates’ learning and growth. For this purpose, the current study proposes a framework for quality teaching and learning in Malaysia by developing a measurement instrument to measure the quality of undergraduates’ learning experiences (QULEX) in Malaysian higher education. The current study evaluated the reliability and factor structure of the QULEX using a sample of 1,892 Malaysian undergraduate students. QULEX consists of 12 factors with 47 items to measure the quality of undergraduates’ learning experiences. The factor structure of the QULEX was examined by employing exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The findings showed that items loadings, composite reliability, convergent validity, and discriminant validity of the variables provide robust empirical evidence to support the implementation of QULEX in the Malaysian academic context. The findings from this study will inform policymakers and practitioners upon student feedback concerning the variables that will derive teaching and learning excellence.

A comparative study of intercultural sensitivity among postgraduates majoring in International Chinese Education in China context

Based on a survey sample of 435 China postgraduates majoring in International Chinese Education with different undergraduate English learning experience, the research attempted to find out how five elements proposed by Chen & Starosta (2000), interacted or influenced with each other. Those five elements incorporated in Intercultural Communication Competence Scale (ICCS), developed by Chen & Starosta (2000), are interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment and interaction attentiveness. The survey results from the multiple regression charts demonstrated that the elements composed of intercultural sensitivity actually interacted or influenced interactants’ actual intercultural communication process.

Using team-based learning to optimize undergraduate family medicine clerkship training: mixed methods study

BackgroundTeam-Based Learning (TBL) is an established educational strategy which has become increasingly popular in the training of healthcare professionals. TBL is highly suitable for teaching Family Medicine (FM) especially that teamwork and collaborative care, in this medical discipline, are at the core of safe and effective practice. Despite the established suitability of TBL for teaching FM, there are no empirical studies that capture the students’ perception of a TBL in FM undergraduate learning experience in the Middle East and North Africa region (MENA).ObjectiveThe overall objective of this study was to investigate the perception of students regarding a TBL in FM intervention (in Dubai, United Arab Emirates), that was designed and implemented in alignment with a constructivist learning theory.MethodsA convergent mixed methods study design was utilized to develop a thorough understanding of the students’ perceptions. Qualitative and quantitative data were concurrently collected and independently analyzed. The output of thematic analysis was systematically merged with the quantitative descriptive and inferential findings using the iterative joint display process.ResultsThe qualitative findings shed light on the students’ perception of TBL in FM, and the interplay between team cohesion and engagement with the course. As for the quantitative findings, they showed that the percentage of the total average of the Satisfaction with TBL in FM score was 88.80%. As for change in impression of FM discipline, the percentage of the total average was 83.10%. The perception of team cohesion, with a mean of agreement of 8.62(1.34), seemed to be significantly associated with the students’ perception of the team test phase component, only (P < 0.05). As for the perception of the level of engagement with the course, with a mean of agreement of 9.29(0.84), it turned out to be significantly associated with the change in impression of FM discipline (P < 0.05). Lastly, the joint display analysis showed how the quantitative and qualitative findings built upon each other, revealing how best to leverage TBL in FM trainings.ConclusionThe current study showed that TBL embedded in a FM clinical clerkship was well-received by students. It is worth leveraging the lessons learned from the first-hand experience reported upon in the current study to optimize the utilization of TBL in FM.

From Fear to Flow in an Undergraduate Environmental and Sustainability Course

In a time when natural disasters and health crisis afflict the world, understanding the relationship between flow and fear provides an opportunity to better shape learner experiences in difficult times. The use of film as a pedagogical approach provides a unique perspective to better understand flow and fear in undergraduate learners. Previous research suggests that incorporation of film as an instructional approach has the potential to create flow experiences for students as a way to be transported into the narrative of learning. Operationalizing flow and fear in learning through film is one way to better identify motivation for learning and instances where students: (1) have a perceived level of skills and associated challenge to those skills; and (2) have experiences that quantify fear associated with course content. The purpose of this research was to determine if there were relationships between flow and fear based on movie content in an undergraduate film course. Highest levels of flow occurred when students created their own films. Increased frequencies of fear occurred in climate and energy themes and domestic themed movies. The authors recommend further research to support instructional practices and opportunities that increase flow while decreasing fear in undergraduate learning experiences with film.

Evaluation of Undergraduate Learning Experiences in Pediatric Dentistry during the COVID-19 Pandemic.

The research was conducted among fifth-year dentistry students at Poznan University of Medical Sciences. Students who completed the entire course and passed the diploma exam in pediatric dentistry were asked to complete the anonymous questionnaire providing their opinion. The research results showed that, in the students' opinion, clinical classes-regardless of their form-allowed them to achieve the knowledge necessary to perform pediatric dental procedures. However, the students appreciated onsite classes significantly more compared to information and communication technologies (ICT) classes in gaining practical skills and social competence. (1) The significant limitations introduced because of the SARS-CoV-2 pandemic impacted the development and implementation of modern online teaching techniques, which may very well be applied to convey theoretical knowledge after the pandemic has ended. (2) Skills and social competence, indispensable in the future dental practice of dental students, can only be obtained during onsite classes. (3) Medical universities should design standards of teaching to enable them to address a possible epidemiological threat in the future, which will enable rapid response and safe continuation of practical dental education during a pandemic.

DNA isolation at a distance: Undergraduate experiential learning to create a virtual elementary outreach program.

The COVID-19 pandemic has transformed the realities of science education, and the move to remote learning has made laboratory instruction particularly challenging. Extensive efforts have been made to design virtual labs,1, 2 including efforts to create at-home wet lab experiments.3 In addition to remote wet labs, we experienced an additional challenge: continuing our elementary outreach program. Each year we host a STEM outreach for several hundred local students. Undergraduates help guide elementary students through an activity isolating their own DNA from cheek cells. To address the need for remote labs and to continue our elementary outreach program, we united the two in a virtual experiential learning approach. Undergraduate students, faculty, and instructional design staff worked collaboratively to create an interactive video of DNA isolation and a YouTube channel, SciKids Network, to share the digital content. Experiential outreach opportunities improve academic performance and STEM enthusiasm in both elementary students4, 5 and their undergraduate mentors.6, 7 With the suspension of our outreach program, we sought to continue this valuable experience through a virtual format. Working collaboratively, undergraduate students adapted the lab-based DNA isolation protocol to a version that could be easily performed at home. They converted metric units to US customary units, and identified reagents and equipment commonly available in a kitchen. Students learned how to trouble-shoot as they independently iterated through the protocol. After finalizing the at-home method (Figure 1a), students filmed themselves performing the protocol using smartphones or other devices. They provided age-appropriate commentary and instructions for their elementary audience. Student film clips were edited together into a single, cohesive video for the elementary audience. We used Adobe Premiere and Adobe Illustrator to create the final video, adding visual and auditory aids to improve the clarity of instructions and engagement. Three major goals for the outreach video were to: (1) make science fun and accessible, (2) teach the concept of DNA through a hands-on activity, and (3) create an inclusive experience for elementary students. By compiling many students' clips, we sought to celebrate diversity and show elementary students that everyone can be a scientist (Figure 1b). Studies have demonstrated that early intervention in elementary students' perception of scientists can increase enthusiasm and participation in STEM, particularly for underrepresented groups.8 Our pre-pandemic outreach program was geographically limited to local schools, and the move to a virtual format created the opportunity to reach a broader audience. To share the video, we developed a new YouTube channel, SciKids Network (Figure 1c, https://www.youtube.com/channel/UCU23sXeFXVm98ScDcXRAmbA), hosted by our institution. We will continue to create biology content for the channel, as well as broaden the scope to other STEM fields. While remote learning has been challenging, it stimulated us to develop a digital outreach platform that connects with a larger audience, offers more equitable access to learning opportunities, and is primed for future growth of content to promote STEM literacy. We would like to thank the students who created the video content: Pablo Reina-Gonzalez, Emnet Sisay, and Shelby McVey. We would like to thank our instructional designer, Sacharja Cunningham for his support with software and the channel creation and our graphic designer, Brad Lewthwaite for his logo designs for SciKids network, as well as Hamilton College LITS and Communications departments. Our project was supported by the Social Innovation and Transformational Leadership Grant from the Hamilton College Arthur Levitt Public Affairs Center and by the National Science Foundation: grant MCB-1925546.

Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering

The COVID-19 pandemic necessitated a systematic change in course modalities due to the nationwide suspension of in-person instruction, resulting in the transition to emergency remote distance learning via Zoom. This transition certainly facilitated affordances of flexibility and continuity, but with it brought issues of unfamiliarity, lack of confidence, anxiety, distractions, and validity from both the instructors and the student perspectives. This in situ study aimed to better understand the students' learning experiences with Zoom by assessing the social, cognitive, and behavioral factors influencing learner's mind-wandering and its effect on online engagement. Undergraduate students from 14 classes across two research institutions in California (N = 633) were recruited to participate in an online survey while distance learning through a pandemic. Structural equation modeling was used to conduct a path analysis to explain the factors impacting students' online engagement mediated by students' frequency to mind-wander. Study findings revealed that (1) self-efficacy and trait anxiety had significant direct effects on students' mind-wandering; (2) self-efficacy, trait anxiety, task-value beliefs, and mind-wandering had significant direct effects on students' online engagement; and finally (3) the frequency of students' mind-wandering partially mediated the relationship between self-efficacy and engagement and between trait anxiety and engagement. Identifying these structural relationships further confirmed our hypotheses on sources contributing to students' mind-wandering while learning remotely, provided insights into potential mechanisms underpinning students' online engagement, and suggests practical pedagogical learning experience design recommendations for instructors to immediately implement while teaching and learning with Zoom..

The BioExperience Research and Entrepreneurship Challenge: An iGEM-inspired applied research program for BIOSTEM talent and skills development

Post-secondary education is falling behind in delivering the talent and skills development needed to support the growth of biology-based economies and the demands of professional and research-based graduate degree programs. Here, we describe an applied research program, the BioExperience Research and Entrepreneurship Challenge, launched in May 2020 to mitigate the impact of the COVID-19 pandemic on undergraduate experiential learning programs at the University of Ottawa, Ontario, Canada. The program provided undergraduates with meaningful talent and skills development opportunities by implementing a student-centred, project-based learning approach inspired by the International Genetically Engineered Machine (iGEM) competition. We present evidence from participant exit surveys suggesting that the program delivers a high-quality learning environment and improves learning outcomes compared to traditional work-integrated learning. Notably, 84% of respondents reported an excellent or exceptional learning experience and significant or profound improvements in skills, such as leadership (72% of respondents), problem-solving (42% of respondents) and research preparedness (52%) that are difficult to develop in conventional academic programs. Remarkably, 60% of respondents report that the job-readiness training provided by the program is better or much better than traditional work-integrated learning. Our study demonstrates that a cost-effective and scalable alternative to the iGEM competition can improve talent and skills development in BIOSTEM fields.

Versifying adversity: Using dramaturgically framed poetic inquiry to explore complexity in the second language learning experience

Over the past 15 years, research in the field of second language learning motivation has been dominated by the second language (L2) motivational self system, conceptualizing motivation as a combination of the ideal L2 self, ought-to L2 self, and L2 learning experience. Despite the analytical strength demonstrated by the self components of the L2 motivational self system, the influential role of the L2 learning experience component is still in need of greater elucidation. Using a hybridized research approach combining a complex dynamic systems (CDS) perspective with dramaturgical coding and poetic inquiry, we unpack a Japanese undergraduate student's L2 learning experience. Taking the learner as both a complex system and a situated actor, key themes are identified and explored as attractor states. Humanizing what can often be an impersonal perspective, dramaturgically framed poetic inquiry is seen to add analytical power to the CDS perspective and afford its artistic and evocative representation.

Engineering Learning Experiences: A Scale Adaptation and Validation into Turkish

Undergraduate students' learning experiences are thought to have a significant impact on their future career choices. The Engineering Learning Experience Scale (ELES) was created within the framework of Social Cognitive Career Theory to accurately evaluate learning experiences arising from direct or indirect learning activities in or out of school. The purpose of this research is to adapt and validate the ELES in Turkish. The scale was given to two groups of engineering students from a large public university in Turkey. In order to provide evidence of the reliability and validity of the scale, exploratory and confirmatory factor analyses were employed to analyze the psychometric properties of the instrument. According to the confirmatory factor analyses, the correlated four-factor model suited the data well. This study strengthens the standing of the ELES as a useful measurement tool in the field of engineering.

The impact of a global pandemic on undergraduate learning experiences: One year later

Background and PurposeWe examined students perceived changes in their attention, motivation, affect, and time perception following the implementation of the pandemic-related restrictions. MethodsOne year after the restrictions were implemented, we surveyed students’ (N = 153) perceived changes in their experiences relative to their remembered pre- and early-pandemic ones, as well as their predicted future changes. ResultsConsistent with prior work, when students compared their current experiences (March/April 2021) to their remembered pre-pandemic ones, they perceived increases in mind-wandering, technology use, external distraction, and negative affect, as well as decreases in focus, flow, motivation, and time perception. Although somewhat attenuated, students also noted changes in these behaviours when comparing the memory of their early pandemic experiences to their current experiences. Finally, they further anticipated negative changes in their future experiences, possibly due to continued pandemic-related isolation. ImplicationsReducing students’ sense of isolation might improve their cognitive and affective experiences.

A Sustainability-focused Project-based Learning Experience for Engineering Undergraduates: Case Study of a Smart Greenhouse Project

In this paper, a smart greenhouse project has been presented as an example of a sustainability-focused project-based learning experience for undergraduates. While project-based instruction and learning experience has already gained enough momentum in several fields of education, the inclusion of sustainability perspectives from the science and engineering fields of studies is yet to make its room in the current course curricula as well as in the mindset of new generations of engineering undergraduates. This smart greenhouse project is an example of how sustainability can be brought into a classroom setting of engineering and technology programs as a project-based learning experience. The objective of this smart greenhouse project is to create an automated system capable of growing vegetation with little human input by utilizing electricity, computer programming, and a microcontroller operation. While this project was implemented by a group of two students with electrical engineering technology (EET) major as parts of their Introduction to Programming (ET 142) and Supervisory Control and Data Acquisition (ET 342) courses requirements at the University of Wisconsin-Green Bay, Wisconsin, USA, a similar sustainability-focused project-based learning approach can also be applied successfully in other courses at different levels of engineering and technology programs at other academic institutions.

Does an assessment rubric provide a better learning experience for undergraduates in developing transferable skills?

There is ongoing interest in developing rigorous and accurate assessment methods in higher education, particularly in the use of assessment rubrics and in providing more useful feedback to students rather than a simple grade. However, there has been little used of reliable assessment rubrics that provide feedback to individual students on their teamwork participation and skills, and which assist academic staff in assessing teamwork among students. This paper reports on the second phase of a study that aimed to evaluate a rubric to assess skills and processes in teamwork, and whether a rubric facilitated a better learning experience than a simple marking scheme. The second phase focused on the implementation of a revised assessment rubric designed to assist students and staff in understanding what was expected in the assessment process, and in particular the creation of efficient tools and metrics to measure both teamwork and individual performance during collaborative team design projects. Findings from two surveys of students provided the dataset for this second phase of the study. The findings demonstrate that assessment rubrics provide an important adjunct in improving students’ teamwork performance and their understanding of their learning activities. This study will also contribute to ongoing discussions on higher education assessment methods.

Experiential Learning and Job Satisfaction of Students in a Technological University in the Philippines

Preparing our students for future work roles is a critical component of any work-based learning like the technical and vocational education and training (TVET) and cooperative education (COE) program. The supervisor's role, the location and atmosphere of the training site, interpersonal relationships, and a variety of other factors all contribute to a student’s training program's effectiveness. Using a mixed-method approach, this study aimed to examine 75 undergraduate students' learning experiences, personal evaluations, and satisfaction in their skills training. A focus group discussion was conducted, and a researcher-made questionnaire was developed to assess the students’ perceived skills as well as the process, location, training materials, and supervision of the training site. Students had a positive workplace learning in terms of the COE procedure, the environment and accessibility of the site, their cognitive, behavioral, and social learning experiences, their attitude toward their supervisor and coordinator, and their evaluation of training, according to the findings. In the focus group discussion, participants discussed issues that arose during their workplace learning experiences such as time management, interpersonal conflict, accessibility of the training site, and the COE process. The findings suggest that the training institution can provide high-quality and satisfactory training programs for undergraduate students. Curriculum review and pre-service seminars were proposed as interventions.