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The present study investigates university students’ time estimation accuracy from a Self-Regulated Learning perspective. Specifically, the study examines students’ goal quality, competence for goal completion, and perceptions of goal difficulty as predictors of time estimation accuracy for single study session at three points over a semester. An additional goal of this study was to investigate the relationship between time estimation accuracy and students’ reported goal completion. Results show that more than 50% of students underestimated or overestimated their time to complete goals at every time point over the semester. Results of multinomial logistic regression analyses demonstrated that perceived goal difficulty was a predictor of underestimation at the middle and at the end of the semester, competence for goal completion predicted time estimation accuracy at the beginning of the semester, and goal quality was not a significant predictor of time estimation accuracy at any point in the semester. Lastly, students who overestimated the time spent in their study sessions were less likely to attain their goals. These results provide empirical evidence of the prevalence of misestimation during individual study sessions guided by goals created by students for course-relevant tasks and partial support to theoretical principles of SRL, which consider task perceptions and goal setting as determinants of the learning process. / Graduate / 2023-06-27

While proof and reasoning lie at the core of mathematical practice, how students learn to reason formally and build convincing proofs continues to invite reflection and discussion. To add to this discussion I investigated how three students grew in their conceptions of mathematical induction. While each of the students in the study had different experiences and grew in different ways, the grounded axes (triggering events, personal questions about mathematics, and personal questions about a particular solution) highlighted patterns in the narratives and from these patterns a theoretical perspective emerged. Reflection, both on mathematics in general and about specific problems, was central to students' growth. The personal reflections of students and triggering events influenced each other in the following way. The questions students wondered about impacted which trigger stimulated growth, while triggers caused students to rethink assumptions and reflect on mathematics or specific problems. The reflections that allowed triggers to stimulate growth along with the reflections that were results of triggering events constitute an "investigative orientation." Each narrative reflects a different investigative orientation motivated by different personal needs. These investigative orientations affected what type of knowledge was constructed.

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Around 2011, hybrid learning became an official delivery modality for education. Hybrid learning is defined as the blend of online and face-to-face learning. The ratio of that blend, however, is often defined by state and higher education standards. At Virginia Tech, ALCE 3624: Communicating Agriculture in Writing is a hybrid delivery undergraduate writing course. The purpose of this study was to explore the system of hybrid learning in this course at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps, cognitive map narrations, fieldnotes, and a survey. These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by noteworthy course content and face-to-face interactions. Further, students connected the course content and interactions to future implications of the coursework, appreciating how differentiation of learning affect the overall experience. Further, the study found that intentional course design was critical in hybrid learning. Within course design, the value of face-to-face interactions, online learning, and the blend of online and face-to-face learning were key factors. Additionally, the importance of teacher relationships and feedback and implications for the future were also significant. Finally, the dynamics between the teacher and student were found to be influential to student growth, the learning process, and face-to-face interactions. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality. Specifically, the implications for practice are helpful to understanding hybrid learning in higher education, especially regarding course design, relationship building, differentiation of materials and practices, and technology use and accessibility. The implications for research show that higher education needs a better understanding of the future of hybrid learning, delving into the complexities of the delivery across all subject matters. Further, there is a need for training for teaching hybrid learning courses. / Ph.D. / In recent history, there are two common course delivery methods in higher education: face-to-face and online. More recently, a third course delivery method called hybrid learning has developed. This delivery is defined as the blend of online and face-to-face learning. There are different rules about the ratio of the blend, depending upon the state and institution rules. At Virginia Tech, there is a course titled ALCE 3624: Comm Ag in Writing. This undergraduate writing course uses the hybrid delivery method. The purpose of this study was to better understand hybrid learning at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps (drawing a response to a prompt), cognitive map narrations (providing a spoken explanation of the cognitive map content), fieldnotes (weekly reflections from the teachers of the course), and a survey (ten open-ended, free response questions aimed at understanding the student experience in the course). These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by coursework they found to be meaningful, face-to-face interactions during class, the future applications of what was being learning, and different ways of learning. Course design was also highlighted as a critical aspect of hybrid learning. Results showed that face-to-face interactions, online learning, and the blend of online and face-to-face learning were important to effectively designing a hybrid learning course. Additionally, the importance of positive relationships with the teacher, regular feedback on completed assignments, and implications for the future were noted. Finally, the dynamics between the teacher and student were found to be influential to students in their understanding of course content. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality in higher education. Specifically, the implications for practice are helpful to understanding how hybrid learning can be used in higher education, especially regarding course design, relationship building, different types of materials and practices, and technology use and accessibility. The implications for research can help to provide a better understanding of the future of hybrid learning in higher education and land grants, as well as training for hybrid learning courses.

Yes / The Dean of the School of Health Studies at the University of Bradford, requested a review of the experiences and outcomes amongst undergraduate health professional higher education students with protected characteristics (as defined by the Equality and Human Rights Commission, 2010). The rational for this work was the University of Bradford’s recognition that all students are entitled to a valuable and rewarding university experience regardless of age, ability, gender or ethnicity. Across the higher education sector nationally, it has been suggested that whilst many students benefit from positive outcomes and experiences, some do not. This literature review was undertaken, as a precursor to a wider project, in order to report on current published research illustrating examples of negative and positive student experiences and outcomes in health higher education. Objectives - To review available literature in order to examine the relationship between undergraduate health professional students with protected characteristics and their experiences and outcomes in health higher education. - To identify and report examples of good practice relating to the review aims Method The literature review was undertaken systematically, using a protocol-based approach between 31.01.14 and 31.07.14. Only primary or secondary research data were included in the review. Databases and search terms were pre-specified and literature published between 2010 and 2014 was retrieved. Data bases searched included CINAHL, Medline, ERIC, BHI ASSIA and the Higher Education Academy. Papers were screened at title and against exclusion criteria and eligible papers were included in the review. Results Thirty seven papers were included in this review. Data were broadly organized and displayed through the Equality and Human Rights Commission (2010) protected characteristics categories. These included the presentation of three categories: disability, gender and ethnicity. No papers relating to age were included. Data describing both negative and positive student experiences and outcomes was presented in the context of medical, nursing and allied health professions. Discussion Findings were presented in a narrative format. Included literature predominantly centred on pre-registration nursing students and ethnicity. There were more examples of negative student experiences and outcomes with fewer positive examples to report. Further empirical and secondary research focusing on age, disability, gender and ethnicity is required. The review also highlights the need to examine each protected characteristic student group independently to enable closer examination of specific issues.

This study investigated the psychodemographic determinants of family values among undergraduate students in a South African University. Psychodemographic variables in this study include gender, age, emotional distance and family support. Data was collected using a family value validated questionnaire administered on a sample of 100 male and 100 female undergraduate students, giving a total of 200. All participants were randomly sampled. The validated questionnaire has four sections (demography, family value scale, family support, and emotional distance). Five hypotheses were stated based on gender, age, emotional distance, family support and interaction effect and anchored on a 4-Way ANOVA. The results showed that all the three way interactions were significant. Specifically, gender, age and emotional distance have interaction effects on family values (F(14, 1); 3.81; p<.01). Also, gender, age and family support have interaction effects on family values (F (14, 1); 3.31; p<01 ). Similarly, age, emotional distance and family support have significant interaction effects on family values (F (14, 1); 4.79; p<.01). The results also showed that all the two way interactions were not significant (i.e. gender * age; gender * emotional distance; gender * family support; age * emotional distance; age * family support; emotional distance * family support). Therefore, hypotheses one to four were not upheld. Only hypothesis five was upheld. Some of the results are particularly important for young adults and their parents in terms of family management and conflict issues. In conclusion, some recommendations were made for the formulation of relevant strategies that might help undergraduate students in adopting stronger family values. / Thesis (M.Soc.Sc.(Clinical Psychology) North-West University, Mafikeng Campus, 2012

Thesis (MA)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The effectiveness of a research methods course on the scientific thinking skills of a group of second year psychology students was recently reported on by Kagee, Allie and Lesch (2010). As part of this study they developed an instrument, The Scientific in Psychology Scale, comprising 11 questions each of which required (a) the endorsement of one of two binary choices and (b) a written explanation detailing the reasons for the choice. However, their findings were based only a statistical analysis of (a) which allowed for a comparison between a control group and an experimental group as a whole. The present study aims to characterize the patterns of thinking at a more detailed level, by analysing the qualitative data for one of the questions. To this end, an alphanumeric scheme was devised to code the data for the two groups mentioned; namely, first year psychology students who comprised the control group, and second year psychology students who comprised the experimental group. The coding was performed at a fine-grained level from which broader categories were constructed. / AFRIKAANSE OPSOMMING: 'n Verslag oor die effektiwiteit van ʼn navorsingsmetodiek kursus op die wetenskaplike denkvaardighede van ʼn groep tweedejaar sielkunde studente, was onlangs waargeneem deur Kagee, Allie en Lesch (2010). As deel van hierdie studie het hul ʼn instrument ontwikkel, Die Wetenskaplik Denking in Sielkunde Skaal, wat bestaan uit 11 vrae wat elk ʼn (a) borg van een of twee binêre keuses en (b) ʼn geskrewe verduideliking wat die redes vir die besluit, omskryf. Hul bevindings was egter net gegrond op ʼn statistiese analise van (a) wat toegelaat het vir ʼn vergelyking tussen ʼn kontrole groep en eksperimentele groep as geheel. Hierdie studie beoog om die patrone van denke op ʼn meer gedetaileerde vlak te karakteriseer, deur analise van kwalitatiewe data van een van die vrae. Ten einde dit te bereik, is ʼn alfanumeriese skema geskep om die data van die twee reedsgenoemde groepe te kodeer; naamlik, eerste jaar studente wat deel gevorm het van die kontrole groep, en tweede jaar studente wat deel gevorm het van die eksperimentele groep. Die kodering was uitgevoer op ʼn hoogs gedetaileerde vlak waaruit wyer kategorieë gekonstrueer is.

Subject searching—seeking information with a subject or topic in mind—is often involved in carrying out undergraduate assignments such as term papers and research reports. It is also an important component of information literacy—the abilities and experiences of effectively finding and evaluating, and appropriately using, needed information—which universities hope to cultivate in undergraduates by the time they complete their degree programs. By exploring the subject searching of a small group of upper-level, academically successful undergraduates over a school year I sought to acquire a deeper understanding of the contexts and characteristics of their subject searching, and of the extent to which it was similar in quality to that of search and domain experts. Primary data sources for this study comprised subject searching diaries maintained by participants, and three online subject searches they demonstrated at the beginning, middle, and end of the study during which they talked aloud while I observed, followed by focused interviews. To explore the quality of study participants’ subject searching I looked for indications of advanced thinking in thoughts they spoke aloud during demonstration sessions relating to using strategy, evaluating, and creating personal understanding, which represent three of the most challenging and complex aspects of information literacy. Applying a layered interpretive process, I identified themes within several hundred instances of participants’ advanced thinking relating to these three information literacy elements, with evaluative themes occurring most often. I also noted three factors influencing the extent of similarity between the quality of participants’ advanced thinking and that of search and domain experts which reflected matters that tended to be i) pragmatic or principled, , ii) technical or conceptual, and iii) externally or internally focused. Filtered through these factors, participants’ instances of advanced thinking brought to mind three levels of subject searching abilities: the competent student, the search expert, and the domain expert. Although relatively few in number, I identified at least some advanced thinking evincing domain expert qualities in voiced thoughts of all but one participant, suggesting the gap between higher order thinking abilities of upper-level undergraduates and information literate individuals is not always dauntingly large.

Recent empirical evidence suggests that we have entered a new period of courtship known as the hookup era. Contemporary research which explores hooking up has confirmed the prevalence of this dating script, particularly within post-secondary institutions. The relevant literature has focused on a variety of important issues including the conceptual meaning of hooking up and the identification of potential correlates and consequences of these behaviours. Despite this increase in scholarly interest, several problems remain unaddressed. Principal among these is the way(s) in which young women mediate the self-perceived risks involved in the sexual exchange known as the hookup, so as to facilitate their participation in this culture. The current paper examines the controversy that is female hookup participation by investigating the risks – and subsequent negotiation of these risks – which women face in the hookup culture. Specifically, this paper makes use of detailed qualitative data gathered from a sample of female undergraduate students at a medium-sized Canadian university, in order to uncover the social processes by which female proponents of the hookup culture account for their actions to themselves and to others, in this the seemingly risky courtship script. / Thesis (Master, Sociology) -- Queen's University, 2013-07-31 19:46:46.027