No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

This case study explored students' preferences and use of technology for collaborative learning. The participants were third year physiotherapy undergraduate students working in small groups to produce a weekly seminar presentation (n=86). The main study was carried out in 2007/8. The groups were organised based on students' expressed preference for using technology. Data collection tools were interviews, questionnaires, observation and analysis of online natural trails. Ethical approval was granted by HPMEC in 2006. Students' choice of technology related to past experience, efficiency, quality of interaction, inclusivity and they used the technology online provided by the university rather than open source. They highly valued the specialised collaborative classroom that included computers and data projectors that enabled a group to visualise their output and connect to their online group sites. They used the online environment (the University's MLE) largely as a repository, 'offloading' some of the organisational components of collaboration and for knowledge acquisition, using the face-to-face meetings for interaction and co-construction. They used asynchronous discussion facilities for basic administration. Students wanted their education and social technologies e.g. Facebook kept separate. What differed in the groups was the level of face-to-face interaction to undertake the task collaboratively, as opposed to sub-dividing the task and working more cooperatively. The students were committed to collaborative working, but were Heather Thornton P220S0S0 focussed on face-to-face for co-construction of knowledge, which may relate to the professional culture and programme design. This study has implications for the introduction of technologies into health courses. Students need formative experience in other online technologies so that graduates can participate effectively in continuing professional activities. This needs to be introduced in an authentic situation such as when students are on placement and unable to meet face-to-face. Further research into what technologies may support collaborative learning for health students.

The aim of this thesis is to investigate the stress factors and coping strategies of Japanese students in UK Higher Education Institutions. It is beIieved that this is the first time that this specific but wide research with Japanese students has been attempted. The first five chapters provide a range of background information and relevant considerations in preparation for the actual investigation. This involved investigation of a possible conceptual framework for examining stress and coping strategies with evidence being sought from previous research. Statistical, historical and literary information about previous overseas study by Japanese and other international students was also considered. A preliminary survey was carried out with 35 Japanese students and this provided valuable information especially for the design of a questionnaire for the main survey, which obtained answers from 285 Japanese students about the types and degree levels of various stress factors, as well as the types of coping strategies adopted in specific situations. Other indicators of their experiences were sought from answers about advice to future Japanese students and to the staff of UKHEIs. Examinations or coursework in English, oral presentations, participation in group or class discussion and worry about obtaining good assessmentsw ere common experiences causing the most severes tresst o Japaneses tudents. Follow-up interviews were carried out with 27 respondents to seek mainly qualitative data which helped in gaining a better understanding of how time-related stress factors affected individual students, who all drew a graph showing the levels of their stressful experiences throughout their entire study period. Although Japanese students were found to have experienced a wide range of stressful situations, their coping strategies were generally positive and overall they reported a high level of satisfaction with their time spent in UKHEIs

No description available.

No description available.