McLean and Murrell found students to be overwhelmingly satisfied with the development and sophistication of their computer skills resulting from the technical nature of a computer-based course management system. This study looked at the implementation of a web-based curriculum into a traditional medical curriculum. They found that students “…enthusiastically accepted its integration into a new curriculum” (p. 13), quickly adapted to the computer-based environment, and successfully adapted to the self-directed learning involved in this new curricular addition . The vast majority of students surveyed for their perceptions regarding this CMS indicated that they found it added value to their learning modules. Fully 83% of students surveyed found the ability to save information to computer disks, USB flash drives, or other forms of backup to be constructive. Bequiri, Chase, and Bishka suggested a student profile to describe students most satisfied with online coursework including graduate, married, residing off campus, and male. In addition, these authors suggested having some familiarity with the content of the course would enhance the student’s satisfaction with online course delivery.
The evidence on the difficulty, or perceived difficulty, of mathematics and science, and the subsequent impact on subject choice, is mixed. The majority of work suggests that many students perceive the physical sciences and mathematics to be subjects that only a clever few can study. Most report finding the subjects difficult, resulting in a disinclination to consider studying the subjects beyond the period of compulsory schooling (e.g. for science: Osborne and Collins, 2001; OCR Examination Board, 2005; Lyons and Quinn, 2010; Archer et al., 2013; for mathematics: Blenkinsop et al., 2006). Blenkinsop et al., (2006) also asked students to comment on the comparative difficulty of science, mathematics, English and languages, at age 14 and age 16. Mathematics and science were seen as harder than English, but not as hard as languages, with all subjects other than English being reported as becoming harder from age 14 to age 16. There is evidence that suggests that these studentperceptions of difficulty are reflected in examination performance. For example, the Curriculum Evaluation and Management (CEM) Centre at the University of Durham has undertaken extensive analysis of its databank on examination entries, drawing on methods originally developed by Fitzgibbon and Vincent (1994). Data on GCSE examination entries at age 16 show that a higher percentage of students are awarded grades A*-C in English and history than in mathematics and science. At A-level, the subjects in which it is hardest to achieve the highest grades are the sciences, modern foreign languages and mathematics (Coe et al., 2008). A more complex analytical procedure undertaken at the CEM centre, looks at subject grading on the basis of a number of comparative indicators such as the performance of students taking particular pairs of subjects. Chemistry, physics and mathematics have consistently emerged as the most difficult subjects in that students are less likely to achieve higher grades in these subjects than in others.
According to another finding of this study, AR attitudes do not differ based on gender. This finding is supported by the studies which found that male and female students’ AR attitudes were highly similar and there were no significant differences in AR attitudes based on gender. (Atasoy, Tosik-Gün, & Kocaman- Karoğlu 2017; Korucu et al., 2016). Many studies conducted on AR point to the fact that AR technology is utilized by students with great ease (Özarslan, 2013; Sırakaya, 2015; Sin & Zaman, 2010; Taşkıran et al., 2015; Tian, Endo, Urata, Mouri, & Yasuda, 2014; Tomi & Rambli, 2013). It is believed that no gender differences in AR attitudes may be related to ease of use by all participants without any problems. Previous studies also reported ease of use as an important factor that affected AR attitudes (Ibanez et al., 2016; Wojciechowski & Cellary, 2013). According to the TAM, ease of use in a technology and perceptions that the technology is beneficial positively contribute to individuals’ attitudes towards the relevant technology (Davis, 1989). In this context, it can be argued that ease of use in AR technology was effective hence the finding that secondary school students had positive attitudes towards AR applications regardless of gender.
A survey questionnaire was constructed using 13 items designed to assess various attitudes and perceptions related to global outsourcing issues. Also included in the survey were demographic questions of age, gender, major, and a question asking students to indicate their level of knowledge of global outsourcing. Several professors who both teach and conduct research in international business then reviewed the questionnaire. A five point Likert scale was used to measure the level of agreement with the various items. The survey was then field tested using a small group of students and professors to check for understanding and clarity. The 13 items were ordered alternately in terms of positive/negative so that respondents would not develop a response bias.
The purpose of this study is to examine secondary school studentperceptions of parental attitudes with regards to specific variables. Independent samples t test for parametric distributions and one-way variance analysis (ANOVA) was used for analyzing the data, when the ANOVA analyses were significant Scheffe test was conducted on homogeneous variance and Tamhane’s T2 test was conducted when the analyses were not homogeneous. Kruskall Wallis H test was conducted on non-parametric distributions and Mann Whitney-U test was conducted when the Kruskall Wallis H analyses were significant. It was observed that the democratic attitude dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, number of siblings and income level variables; but is significantly different according to the parental educational status, whether parents are alive and marital status of the parents’ variables. It was observed that the protective-willing dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, income level, whether parents are alive and marital status of the parents’ variables; but is significantly different according to the parental educational status and number of siblings’ variables. It was observed that the authoritarian dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the educational status of mother, number of siblings, income level, whether parents are alive and marital status of parents variables; but is significantly different according to the gender and educational status of the father variables.
Current web-conferencing technology made a new difference by providing communications like face-to-face classes. Especially built-in video makes sophisticated synchronous discussions possible beyond asynchronous online discussions. Students were able to see professor and hear him through video and audio. Dimdim has built-in audio and two-way video which was important to simulate face-to-face class experiences and gave various interaction opportunities to attendees. These features enhanced student engagement and collaboration. Some students wrote about how video conferencing in Dimdim promotes engagement:
On a personal level, interactivity is described as means for individuals to effectively communicate with each other, regardless of distance or time (Ha and James 1998). On a mechanical level, interactivity is described as a characteristic of a medium which allows for its users to participate in creation and recreation of the content (Steuer, 1992). Interactivity on the Internet shifts the ways in which users perceive advertising Hadija (2008). Since offline advertising such as television and radio are different than online advertising, advertisers need to analyze factors that influence consumer acceptance towards an online advertising, which would include social media like Facebook. According to Mangold and Faulds (2009), social media have been acclaimed for having influences on every stage of the consumer decision-making process as well as influencing general opinions and attitude formation. It is believed that high level of perceived interactivity will incur positive and favorable attitudes towards the advertisement on social networking sites (SNSs).
The primary source for participant contacts was by convenience selection and, based on the case study methodology being used, three hard of hearing individuals were interviewed. Interview participants were workforce age (18 years and older), were male and female, were employed, were self-identified as being hard of hearing persons, did not use sign language as a primary mode of communication in the workplace, and could be interviewed verbally. Participants for the case studies were chosen using what Patton (2002) refers to as ―purposeful criterion sampling‖ (p. 230). This approach ―yields insights and in-depth understanding rather than empirical generalizations‖ (p. 230) due to the expertise of each member. There is, however, no way of judging the extent to which the responses given by the participants may or may not reflect the attitudes and perceptions of other hard of hearing workers. Additionally, because co-workers or employers were not interviewed, there is a lack of corroborative information from which to judge the participants‘ responses.
In order to analyze whether there exists heterogeneity of attitudes within the popu- lation, we performed an exploratory analysis on the answers to the opinion statements. The results show that respondents differ in their responses to opinion questions. As a first example, Figure 1(a) shows the responses to sentence ‘Design is a secondary element when purchasing a car, which is above all a practical transport mode.’ Two groups appear: in- dividuals who favor the practical aspects of a car and individuals who are interested in its design. As a second example, Figure 1(b) displays the responses to statement ‘I prefer to pay the total price of my car at one time to avoid having to allow a leasing budget every month.’ The graph highlights differences in the perception of the lease of a car: most individuals seem to dislike it, while a substantial proportion is in favor of such a contract.
Fifth question in motivation variable concer- ning with student motivation to become auditor based on student’s view about administration and policy in CPA firms. 3.58 mean score shows that most students tend to be neutral in giving answer. They might don’t really know about it. During audit learning process in the class room, they are perhaps more interested in another aspect of CPA firms like services provided, audit phase etc. The last question concerning with the nature of the work of audit that gives big challenge to be completed. Mean score is 4.00. That score shows that most students agree with its question. The rational is students thought that completing audit with high difficulty, pressure and time, data limitation would be a big challenge to do. Auditors have to think smart in getting audit findings and resolve the problem.
Assessment of bullying victimization. The most common method used to assess bullying victimization is through anonymous self-report (Baly, Cornell, & Lovegrove, 2014). Student perspectives are most widely cited in the literature on estimates and consequences of bullying (Baly et al., 2014; Nansel et al., 2001). Students are generally the best reporters of their own experiences with bullying victimization; however, there has been interest among researchers to examine teacher perspectives of bullying (Holt, Keyes, & Koenig, 2011; Sokol, Bussey, & Rapee, 2016; Yoon, Sulkowski, & Bauman, 2016). Although, teachers might be reliable reporters of bullying because they observe students in schools, several findings have suggested teacher’s reports can be problematic (Atlas & Pepler, 1998; Bradshaw, Sawyer, & O’Brennan, 2007; Craig & Pepler, 1997; Demaray, Malecki, Secord, & Lyell, 2013; Yoon & Kerber, 2003). Teachers significantly underestimate the prevalence of bullying victimization when compared to student perspectives (Bradshaw et al., 2007; Demaray et al., 2013), and they are generally unaware of when bullying occurs in schools (Atlas & Pepler, 1998; Craig & Pepler, 1997). Teachers also tend to misperceive the range of bullying behaviors and the need to intervene in all forms of bullying (Yoon & Kerber, 2003). Together, these findings indicate that the assessment of bullying experiences is more robust when obtaining student’s self-reports of bullying
experience sexual harassment than cisgender heterosexual students (Fenton et al., 2016). A national cross-sectional study of students in 25 UK universities found that 12% of women and 6% of men had experienced a forced sexual act. Further findings included: 70% of women and 40% of men had been made to feel uncomfortable by remarks with a sexual undertone, half of women and a third of men had been groped, and a third had received unsolicited explicit materials online (Camp et al., 2018). The Brook student survey identified a similar prevalence; 10% of respondents reported being forced into a sexual act or penetrative sex. This survey also found that whilst nine in ten respondents were confident to say ‘no’ to unwanted approaches, 16% of the women and 6% of the men had been pressured into a sexual act, and 10% of male and female students had felt obliged to have sex. Notably, whilst 56% of respondents said they had experienced wolf whistling, touching, being followed, explicit messages, being exposed to sexual conversation, and/or being pressured or forced into a sexual act, only 15% felt that they had experienced sexual harassment. This four-fold disparity was suggested to be underpinned by lack of education on what constitutes harassment and consent (Brook, 2019). The UK is not alone in this situation. There are initiatives to understand the student experience, and reduce the incidence of sexual assault and harassment in Australia, New Zealand, and the USA universities, using whole campus approaches (Australian Human Rights Commission, AHRC, 2017; Kania and Cale, 2018; Snowden, 2018; Beres et al., 2019; Kettrey and Marx, 2019),
Since the World Health Organization identified interprofessional education (IPE) as an important component in primary health care in the 1980s, medical and health sciences educators have continued to debate factors for implementing effective IPE in the classroom. Although IPE research is widespread internationally, few studies have been done in South Korea. This study explored the current status of IPE and examined factors that influence IPE in South Korea. A total of 30 (70%) out of 41 medical education experts in medical schools participated. Forty-seven percent of the participants reported that they allocated less than 5% of their time implementing IPE in the curriculum of their schools throughout the 4 years of medical school. Although all experts (100%) agreed that IPE is essential for medical students, they expressed practical difficulties in implementing IPE in the current education system. Factors that influence IPE are scheduling and curriculum (e.g., rigid curriculum vs. providing learning environment) and attitudes (e.g., lack of reciprocal respect vs. willingness to change). In addition, participants reported that communication skills and collaborative practice employing clinical practice or role-playing would be appropriate education methods and content for IPE in the future. The findings of this study provide a foundation for the implementation of IPE in South Korea. Future research directions for IPE in medical, nursing, and pharmacy schools are discussed.
During the five year interval, the cost of the computer for students remained about the same. The increasing confidence in the price reasonableness of the computer may be explained by a number of factors. In 2000, the laptop was a separate fee on tuition bills. By 2005, however, this fee was blended into tuition and not as readily apparent. This may have affected perceptions of the price of the computer. The positive reputation of the program that evolved during this time probably helped to improve the perception of the reasonableness of the price of the computer. The laptop program was recognized regionally, nationally, and internationally and the program’s reputation itself may transpire into a higher level of value. Replacing computers every two years, updating software in between replacement cycles, and implementing wireless access throughout the university may also have helped to create a positive perception of the cost reasonableness. In addition, with students using computers more in their personal lives, a more positive attitude toward the price may have developed. Finally, during this time period, more and more institutions of higher learning implemented computer requirements. This trend resulted in an acceptance of the computer as a normal expense for college.
that students have their first prolonged exposure to clinical faculty in both a patient care and teaching role. Impressions of clinical faculty, and of specific specialties in medicine, are formed during this critical year of education. Role modeling experiences influ- ence career selection at both the student and housestaff level. 9,10 Physician-teachers have an im- portant responsibility to optimize the learning envi- ronment and to promote the professional develop- ment of the medical students through consistent, pro- fessional behavior. An environment with conflicting guidelines and practices can result in student behav- iors that are contrary to professional expectations. 11, 12
The results of this study provide valuable information for academicians to use for selection and implementation of course policies and procedures. It is clear that students with different backgrounds and educational status do have differing perceptions about the degree of appropriates of certain classroom management policies and procedures adopted by academicians. Several demographic differences help explain the majority of variation in what students find to be most appropriate or inappropriate. For example, this study’s results indicate that nontraditional students, students over 24 years of age and those with lower GPAs are more likely to consider appropriate, differential treatment with respect to homework required of part-time students working full time. GPA, age and traditional/nontraditional status were three key demographics in which significant differences related to the degree of appropriateness for selected classroom management policies and procedures were found. The student’s involvement in university-sponsored extracurricular activities was not a significant demographic, while undergraduate program of study and personality type demographics resulted in a few reported differences. Understanding how different groups of students may respond to different practices may help the academician avoid practices that will cause students to react in a negative fashion, which should, as Morgan and Korschgen (2001) suggest, “improve the quality of the classroom interaction, and consequently, student learning (p. 421).” It may also ultimately improve student evaluation of the faculty member’s teaching and courses, and, at the same time result in the academician serving as a positive ethics role model.
tudents making decisions to enroll in a business program as well as potential employers who evaluate job applicant’s credentials use multiple criteria in assessing business program quality. Students and their future employers are clearly business program customers. A college experience significantly transforms the student during the course of study. Students usually assess program value using criteria consistent with their future professional goals and personal growth expectations. For example, a student entering a program may want to earn a college degree in accounting as well as become actively involved in social programs that work towards eliminating homelessness. Employers assess job candidate’s fit for a position by comparing candidate’s credentials, practical skills and personality traits to specific position and general employer requirements. For example, a company may be looking for a candidate with a four-year college degree in accounting, a CPA certification, a team player who is also interested in social causes. While both student and employer perspectives are important in determining college program value, in this research we restrict our attention to the student perspective. We study the effect of course delivery modes on the perception of students regarding gaining values, networking opportunities and learning. Modes of delivery considered in this research include the traditional face-to-face (F2F), hybrid or blended, and online. In this section we discuss these criteria in detail.
This paper summarised the interim findings from piloting lecture capture at Southampton Solent University. Background information on the uptake of similar technologies has been provided and the literature review in this area has been discussed in order to contextualise the project. It has been noted that some of the key areas of focus around the deployment of such technologies include student satisfaction, impact on student attendance and impact on student performance. The pilot's initial findings have indicated a beneficial impact on student satisfaction. Regarding student attendance, there has not been an indication that the introduction of lecture capture will negatively affect student attendance, but that, however, it will provide a fall back plan for those students who might miss a session for whatever reason. Whilst it is often problematic to empirically prove an actual positive impact on student grades based on the introduction of a new technology alone, students' perceptions are that lecture capture will improve their performance.