Experiences Of College Students Research Articles

Critical learning method in writing class: What do learners think about it?

The change of paradigm from "teaching" to "learning': facilitated with critical learning method (CLM) is able to create more meaningful learning environment and experience for university students. However, there might be rejections from teachers, students, or administrators. The current research focuses on students' problems, especially those who joined Writing II class at the English Department of Hasanuddin University. This study was conducted as action research. Two CLM lesson plans were developed and applied in the writing class, and the class interactions were videotaped. The videos were shown to respondents at the end of the semester. Respondents' perceptions were investigated by using free writing and interview techniques. The results revealed that the respondents had positive perception about CLM. However, lecturers need to consider the different levels of learners' proficiency, and to provide relevant reading assignments prior to each session of writing activities.

Facilitating Online Learning Experience Among First Year College Students

The study determined the extent of educational experience of First Year College Students enrolled in Mindanao Autonomous College Foundation Incorporated in online learning using Facebook. It also explored the challenges and prospects experienced by the learners using the platform. Using a mixed-method design, empirical data for quantitative and qualitative analyses were sourced through checklist questionnaire and semi-structured interviews respectively. 164 respondents were surveyed while 14 respondents were interviewed. The quantitative data were treated using statistical tools such as frequency, percentages, mean, ranking, z-test, and one-way analysis of variance (anova) while the qualitative data were analysed through thematic analysis. Interestingly, the result revealed that Facebook was able to facilitate learning among students using the community of inquiry framework that determined online learning experience. Integral to this framework were the social presence, cognitive presence, and teaching presence wherein students agreed to have it experienced using Facebook. However, students also revealed varying concerns that challenges their online learning experience such as poor internet connections, regular power outage, among others. On the other hand, students revealed some prospects of Facebook such as its easiness to use, facilitate in sharing works, making communication and connections, and express ideas and opinions relevant to their educational experiences.

Neuroeducation strategies that promote participation in the classroom. A belief from the experience of university students in Perú

This study's purpose was to describe university students' beliefs from their experience using neuroeducation strategies that promote participation during classes. This study was conducted in a qualitative paradigm and used a phenomenological method to understand the beliefs and experiences of students. Data were gathered through interviews based on a script, involving participants from a Digital Animation course at two Peruvian universities. Five neuroeducation strategies were implemented, focusing on understanding their impact on participation. The findings revealed that students show a favorable belief of these strategies; particularly valuing gamification, as it allows students to engage playfully in class activities, improving their performance. However, cooperative learning presented challenges, because of the low levels of participation and lack of commitment from some group members. The conclusion of this study is that neuroeducation strategies promote participation and performance when applied with balance and suitably to student needs. Teachers have a significant role as facilitators to promote participation in classes, by applying these strategies to create an engaging environment for learning. Practical implications emphasize the significance of integrating gamification into teaching strategies to promote participation and addressing group dynamics in cooperative learning to ensure fair contribution. These insights can be valuable for teachers and institutions in implementing effective neuroeducation strategies.

Impact of age at diagnosis on college adjustment in students with inflammatory bowel disease

AbstractObjectivesLittle is known about the experience of college students with inflammatory bowel disease (IBD) and the factors associated with transition readiness, academic adjustment, and alternatively, those associated with academic hardship and attrition.MethodsSurvey‐based cross‐sectional studies, including those addressing disease‐specific quality of life (Short Inflammatory Bowel Disease Questionnaire), IBD disease activity (Harvey–Bradshaw Index and Patient Simple Clinical Colitis Activity Index), college adjustment (Student Adjustment to College Questionnaire), transition readiness (Transition Readiness Assessment Questionnaire [TRAQ]), and self‐efficacy (inflammatory bowel disease self‐efficacy scale).ResultsThe surveys were completed by 135 participants (59 IBD patients [37 Crohn's disease and 22 ulcerative colitis]; 76 controls). Participants with IBD were matched with respect to age, gender, academic status, and involvement in extracurricular activities. Participants endorsed making important college decisions associated with their disease and were significantly more likely to live at home (p < 0.001), take fewer credits (p < 0.02), and more likely than controls to have their education interrupted (p < 0.0005). Participant age at diagnosis was an important factor associated with college adjustment, with older age at diagnosis having the most association with the ability to adjust to college life. As expected based on prior literature, TRAQ scores suggested better than expected transition readiness in college students with IBD (p < 0.0006) with subscores revealing that female students are better at managing health issues and daily activities.ConclusionIBD affects the college experience of students–patients significantly and can have life‐long implications. Newly diagnosed students are at risk of poor college adjustment impacting academic performance and their future success. Male students are at greater risk than female students of poor transitioning to adult IBD care. Students with IBD should receive enhanced and age‐specific modern IBD care.

Australian university student perspectives on the factors influencing student wellbeing: a content and relational analysis

ABSTRACT It is important to ensure that university student wellbeing policies are informed by the lived experiences of local university students. Relatively few qualitative studies have explored Australian university students’ perspectives on which factors influence student wellbeing. The current study analysed 209 open-text responses provided by Australian university students to the question ‘What most affects your day-to-day wellbeing as a university student?’ We used inductive qualitative content analysis to assess the frequency with which students identified different factors. We also conducted a novel relational analysis to examine accounts of causal relationships between these factors. Academic workload (37%), social interactions (17%), academic stress (16%) and teaching quality (15%) were most frequently described as contributing to student wellbeing. Academic workload was identified as the ‘cause’ in 61% of all accounts of causal relationships between factors. Students consistently described academic workloads indirectly affecting their wellbeing by exacerbating other aspects of their lives, including academic stress, social isolation, and study/life balance. The current study provides novel insights into the ways that current Australian university students perceive the factors that shape their wellbeing. In particular, our findings suggest that the direct and indirect impact of academic workloads upon student wellbeing may be under-recognised.

There’s more out there: Examining the study abroad experiences of American transgender and gender expansive university students

There’s more out there: Examining the study abroad experiences of American transgender and gender expansive university students

Subjective Dissatisfaction Versus Objective Success: Exploring the Impact of COVID-19 on First-Generation College Student Experience and Academic Performance in Spring 2020

This phenomenological study explores how 27 first-generation college students attending an elite small liberal arts college experienced the transition to emergency remote learning during the spring 2020 semester. Data from open-ended, semi-structured interviews and spring 2020 student transcripts suggest that students’ subjective experiences of emergency remote learning did not align with their objective outcomes as reflected in their spring 2020 GPAs. Partly due to institutional policies and practices, 75% of students received a higher GPA in spring 2020 than in the previous semester. Results highlight the importance of student-centered, success-oriented responses that made it possible for students with diverse cultural, material and emotional needs to do more than survive the shift to emergency remote learning. Of equal importance is the way institutional responses empowered students to make choices that enabled them to meet academic expectations and family obligations and turn a semester of potential derailment into one of subjective dissatisfaction with objective success.

LGBTQ+ College Student Experiences of Loss and Reconciliation of the Assumptive World during LGBTQ+ Identity Development

LGBTQ+ College Student Experiences of Loss and Reconciliation of the Assumptive World during LGBTQ+ Identity Development

University STEM Students' Perceived Challenges During the COVID-19 Pandemic.

University students faced unprecedented challenges and stressors during the COVID-19 pandemic. STEM students experienced unique challenges because many had traditional lectures and hands-on learning in laboratories or field settings. This qualitative study aimed to explore STEM university students' experiences and difficulties perceived during the pandemic. Secondary analyses of 2 waves of interviews among 12 participants yielded 12 themes across 4 categories that captured the essence of the STEM university student's experiences: academic and practice, emotional influences, discrimination, and finance. Implications, limitations, and future directions are discussed.

Analysis of the Teaching Effectiveness of Virtual Reality Technology in Higher Education

Virtual reality offers a more immediate and engaging educational experience for university students. By recreating real-world or even fantastical settings, learners can engage in training in a secure and hazard-free atmosphere, which is crucial for boosting their enthusiasm and practical skills. The introduction of VR into teaching has revolutionized the conventional educational approach, particularly through its interactive and immersive features, which have been a game-changer. VR surpasses traditional teaching by catering to personalized learning needs and encouraging proactive student inquiry and study. Empirical studies on teaching outcomes indicate that VR is highly effective in fields such as medical, engineering, management education, and physical education. In the medical field, VR can offer a highly realistic anatomical study environment, aiding students in acquiring intricate medical knowledge and techniques more effectively

Exploring the Communication Experiences of Hearing-Impaired College Students

Objectives: The studies on hearing-impaired college students in Korea tend to focus on sign language and deaf culture, however studies exploring the communication experiences or communication strategies of students who communicate using spoken language are limited. Therefore, this study aimed to deeply understand their communication experiences and obtain practical information for improving communication services by exploring the meaning and essence of the communication experiences of hearing-impaired college students who use spoken language. Methods: Individual in-depth interviews were conducted with six hearing-impaired college students, and data was organized and analyzed using the Colaizzi phenomenological methodology. The statements extracted during the categorization process were continuously compared, and the analysis and interpretation were repeated, following a cyclical flow of qualitative research. Results: 13 subthemes and 4 themes were categorized into ‘Limitations in communication accessibility’, ‘Positive communication experiences’, ‘Communication characteristics: Loose connection’, and ‘Communication recovery strategies’. And the final category was ‘Communication experiences: Continuation of ceaseless efforts’. Conclusion: The hearing-impaired college students who participated in this study experienced limitations in environmental and physical communication accessibility. Nevertheless, it was confirmed that they positively overcame the communication difficulties caused by hearing impairment through continuous efforts and social communication supports. Based on the results of this study, important factors to consider for smooth communication of hearing-impaired college students and future services were discussed.

Lived Experience of College Students in Selected University in the Philippines towards Physical Activity Participation: Basis for the Development of Proposed Fitness Participation Program

Lived Experience of College Students in Selected University in the Philippines towards Physical Activity Participation: Basis for the Development of Proposed Fitness Participation Program

4년제 대학생의 현장실습 경험이 진로결정 및 구직활동에 미치는 영향 분석

The purpose of this study is to analyze the effect of Field experiences of university students on career decision-making and job-seeking activities. To achieve this, data from the 3rd to 6th year of the Korean Education and Employment Panel II were utilized, and logistic regression analysis with propensity score matching was conducted to alleviate the problem of selection bias. The main findings are as follows. First, students who participated in field experiences showed a higher probability of engaging in career decision-making and job-seeking activities compared to those who did not participate. Second, participation in long-term field experiences exceeding 16 weeks was found to have no significant effect on career decision-making and job-seeking activities. In other words, there was no significant difference in career decision-making and job-seeking activities between students who participated in field experiences for more than 16 weeks and those who participated for 16 weeks or less. To effectively support career preparation and enhance employment capabilities for university students, policy improvements are needed. This includes both qualitative enhancements and appropriate training periods. Additionally, field training should be expanded quantitatively. Follow-up studies are also necessary to analyze the long-term effects of various majors and training periods.

대학생의 부모애착이 사이버불링에 미치는 영향에서 도덕적 정체감과 피해자 정의민감성의 이중매개효과

Objectives This study analyzes the double mediating effects of moral identity and victim justice sensitivity in the relationship between parent’s attachment and cyberbullying in university students, reveals a path to find the causal variables of cyberbullying, and provides specific intervention and treatment in university student cyberbullying counseling and treatment. The purpose is to find a solution. Methods 300 university students across the country were selected as research subjects, and correlation analysis was conducted to examine the relationship between measurement variables using the SPSS 23.0 program and AMOS to confirm the suitability of the research model and the path coefficients between latent variables. In addition, bootstrapping was used to verify the significance of the direct and indirect effects as well as the significance of the double mediating effect of moral identity and victim justice sensitivity. Results The research results are as follows. First, the significant mediating effect of moral identity was verified in the relationship between parent’s attachment and cyberbullying among university students. Second, the significant mediating effect of victim justice sensitivity in the relationship between university students‘ parent’s attachment and cyberbullying was tested. Lastly, a significant double mediating effect of moral identity and victim justice sensitivity was found in the relationship between university students‘ parent’s attachment and cyberbullying. Conclusions Through this study, we provide evidence that parent’s attachment, moral identity, and victim justice sensitivity have a significant impact on university students' cyberbullying, thereby reducing the cyberbullying victimization and victimization experiences of university students by providing parent education and education and counseling programs in various settings. It is significant in that it provided basic data for this purpose.

Students’ Flow-Experience in the College Physical Education Classroom

In this study, "Flow" described the subjective psychological experience of college students during practice and exercise in physical education classes. So far, the term "flow" had been used to study the psychological state of athletes using Flow theory, making "flow" more suitable than terms like "fascinated" or "immersed," which is why it was employed in this paper. In this study, the "flow experience" related to the teaching of college physical education referred to the state of complete engagement of college students in the classroom, their enjoyment of course learning, and their internal motivation for learning.This study investigated the flow experiences of physical education majors, non-physical education students, and students involved in confrontational and non-confrontational sports courses at Bozhou University. It collected data on students' flow experiences, compared these across different groups, analyzed differences and correlations, and provided recommendations for enhancing flow experiences in physical education courses.

So close and yet so far: Comparing the experiences of university non-traditional students before and after the pandemic

This paper explores the impact of the COVID-19 pandemic on the objective and subjective experiences of working-class non-traditional students in Higher Education (HE). Against the backdrop of increased access to tertiary education, the study delves into the challenges faced by historically under-represented groups, analyzing educational vulnerabilities and inequalities. More specifically, the contribution analyses how the pandemic scenario change students’ experience—in terms of the emergence of new forms of inequality—. With this aim, the research involves 20 in-depth interviews with working-class non-traditional students in a Catalan public university before the pandemic (2018) and 12 interviews after the pandemic (2022). Results reveal that while these students already encountered significant hurdles before the pandemic, the crisis further amplified difficulties, hindering their academic success and deepening pre-existing inequalities. Unexpectedly, elements initially designed to facilitate the situation, such as non-presential teaching, contributed to an unsatisfactory experience, fostering isolation and loss of specific links and codes within the academic field. The findings underscore the pandemic’s detrimental effects on European HE systems, representing a setback in terms of equity and a substantial loss of opportunities for non-traditional students.

Exploring Flexible Learning Experiences

Flexible learning is a popular mode of learning in this 21st century since it allows flexibility in almost all aspects of the teaching and learning process. The study explored the flexible learning experi-ences of college students enrolled in the school year 2022-2023. The focus were in terms of internet connection, communication, conferencing platform, online teaching strategies, assessment of learning, student participation and submission of requirements. Results revealed that internet connection is a problem as they en-gaged in flexible learning modality since most of the activities re-lated to flexible learning uses internet. Indeed flexible learning is a struggle to many students. The study made use of mixed method as its research design. After considering several literature about flexible learning, a survey questionnaire was drafted and eventual-ly validated by experts prior to its distribution to the respondents via google form. The data gathered for the quantitative part were treated using weighted mean and a 5 point Likert Scale was used. A corresponding verbal interpretation of 5 Always, 4 Often, 3 Sometimes, 2 Seldom and -1 Never was also used. Weighted mean was used to treat gathered data. Likewise, an unstructured inter-view about the challenges encountered in flexible learning was also conducted through online via conferencing platforms Qualita-tive data gathered from interviews were treated using thematic analysis. Result of the study will serve as basis to an intervention program to address concerns on flexible learning.

A Wellness Group for College Students with Intellectual or Developmental Disability: A Pilot Study

ABSTRACT Our study examined college students with intellectual or developmental disabilities participating in a 10-week, hybrid psychoeducational-counseling group derived from a wellness counseling intervention. We aimed to understand its impact on their perceived wellness and group dynamics. Using a mixed methods design with convergent approach, we found a decrease in wellness scores but no significant changes in group dynamics. Qualitative analysis revealed three themes: understanding of wellness, outside of group wellness context, and experience in the group. This study sheds light on the experiences of college students with IDD in wellness groups, informing future research and counseling services for this population.

Motivation, Drive, and Pride: Exploring Assets of First-Generation College Students Majoring in Education

ABSTRACT This qualitative research study explores the experiences of 20 First Generation College Students (FGCSs) majoring in Education. In this work, we apply an assets-based perspective that relies heavily on the concept of community cultural wealth. Drawing on interview data, we highlight the collective experiences and perspectives of FGCSs as they navigate institutional barriers utilizing cultural wealth. Our findings show that FGCSs relied on familial, aspirational, navigational, and resistant wealth as sources for their motivation, drive, and pride. The findings of this study call for greater awareness of assets-based approaches to understanding the experiences of first-generation college students.

Exploring Psychosocial Factors Influencing Maladaptive Behaviors Following The Break-Ups of Romantic Relationship

This study aimed to develop a comprehensive scale for assessing maladaptive behaviors following romantic break-ups and examine the experiences of university students in this context regarding psychological and relational factors with particular emphasis on the theoretical framework of Attachment Theory. A total of 512 university students aged 18-25, who experienced a break-up within the past year, participated in the study. Measures included the Perceived Relationship Quality Components, Attachment-Based Mental Representation Scale (ABMRS), Distress Intolerance Index (DII), and Complicated Grief Inventory- Relation and Post Break-up Maladaptive Behaviors Scale (PBMBS) explicitly developed within this study. The collected data were analyzed using various statistical techniques, including explanatory factor analysis (EFA), regression analysis, and mediation analysis. Results from the EFA revealed that the final version of the PBMBS consisted of 21 items across four constructs: Aggression Over Others, Dating and Sexual Act, Boundary Violation and Harassment, and Inclination to Pleasure and Denial with a Cronbach's alpha coefficient of .83. Hierarchical regression analysis demonstrated that the increased elapsed time since the breakup, the higher scores of insecure attachment, and the Inventory of Complicated Grief, the lower scores of the Distress Intolerance Index, significantly predicted maladaptive behaviors following break-ups. Furthermore, the mediation analysis indicated a significant relationship between insecure attachment and post-break-up maladaptive behaviors, with distress tolerance mediating in this relationship. Overall, the study enhances understanding of post-break-up dynamics. The findings and implications were discussed concerning existing literature.