Search

Abstract We report the results of a 4800-respondent survey among students at a technical university regarding their usage of artificial intelligence tools, as well as their expectations and attitudes about these tools. We find that many students have come to differentiated and thoughtful views and decisions regarding the use of artificial intelligence. The majority of students wishes AI to be integrated into their studies, and several wish that the university would provide tools that are based on reliable, university-level materials. We find that acceptance of and attitudes about artificial intelligence vary across academic disciplines. We also find gender differences in the responses, which however are smaller the closer the student’s major is to informatics (computer science).

We report the results of a 4800-respondent survey among students at a technical university regarding their usage of artificial intelligence tools, as well as their expectations and attitudes about these tools. We find that many students have come to differentiated and thoughtful views and decisions regarding the use of artificial intelligence. The majority of students wishes AI to be integrated into their studies, and several wish that the university would provide tools that are based on reliable, university-level materials. We find that acceptance of and attitudes about artificial intelligence vary across academic disciplines. We also find gender differences in the responses, which however are smaller the closer the student's major is to informatics (computer science). [ABSTRACT FROM AUTHOR]

When implementing schoolwide PBIS in secondary schools, creating effective acknowledgment systems for expected student behavior can be challenging. To overcome this challenge, it is helpful to understand acknowledgement preferences from the student point of view. In this study, we surveyed students in three middle, two traditional, and two alternative high schools to understand their preferences. When presented a list of options, most students endorsed positive notes sent home, free time/fun activity, and snacks. Few students endorsed eating lunch with an adult, wearing something fun, earning a special job in class, and public recognition. School leaders are encouraged to engage students directly by asking them their acknowledgement preferences and adjusting their practices to fit the preferences of their students. [ABSTRACT FROM AUTHOR]

Healthcare professionals have the responsibility to regularly convey difficult information such as unfavourable diagnoses, as well as adverse treatment outcomes. While this task can be uncomfortable, successfully carrying it out plays a crucial role in determining patient outcomes (Sweeney et al. 2011: 230). This necessity has led to the creation of evidence-based protocols such as SPIKES developed by Baile et al. (2000). The goal of the paper is to explore the suitability of the genre-based approach for the study and teaching of medical English, focusing on the integration of the selected clinical communication tool into the ESP classroom. As this study stems from the ESP practitioner's experience and its outcomes will directly influence her future ESP classroom teaching, action research has been conducted. The feasibility of using an authentic clinical tool in an ESP lesson was assessed through a two-step methodology: i) devising an ESP task based on the SPIKES protocol, emphasizing linguistic elements, and ii) obtaining student feedback focusing on the perceived usefulness of the tool. Overall, the collected data indicate that students acknowledged the significance of effective clinical communication for successful therapeutic practice. However, given the fact that medical English is inconveniently scheduled in a pre-clinical phase of their curriculum, they also exhibited a certain level of hesitancy, unsurprisingly, when it came to readiness in handling serious communication scenarios. [ABSTRACT FROM AUTHOR]

Background: Despite the widespread recognition among authors and international agencies of the significance, essential nature, and rightful entitlement of children to directly voice their thoughts, research with young students is not as frequently undertaken as one might expect, particularly in the context of evaluating teachers’ performance. Interestingly, though, when researchers and evaluators have engaged young students in data collection, they have overlooked the use of questionnaires and rather favoured more qualitative and participatory data collection tools or closed-questions surveys. Objectives: In order to fill this gap, this article intends to make a case for a wider use of mixed quantitative and qualitative questionnaires with young students as a reliable tool to monitor teachers’ performance more systematically. Method: In particular, the article illustrates how to design and administer questionnaires to primary school students using a framework developed with contributions from four main sources: Gendall’s revisitation of Labaw’s theory of questionnaire design, the question answer process, Piaget’s theory of cognitive development stages, and lessons learnt from a questionnaire designed and administered by the author among Tanzanian primary school students. Results: This approach not only ensures that students respond thoughtfully and reach consensus through debating, but also provides deeper insights into the specific cognitive and emotional criteria valued by students. Conclusion: The article shows that the employment of questionnaires with young students is likely to yield valid and reliable data when three conditions are met: (1) questions are tailored to the respondents’ cognitive skills and cultural background; (2) questions cover content that is meaningful to the respondents; and (3) questionnaires are administered in settings in which respondents can freely interact with each other. Contribution: By establishing that the validity and reliability of data from questionnaires with young students hinge on considerations of cognitive skills, cultural background, meaningful content, and interactive administration, this article sets a foundation for enhancing the effectiveness of teacher evaluation methods in educational settings.

In 2023, a high number of climate disasters were recorded globally, highlighting the urgent dangers inherent in climate change and the inequities that result from its uneven impacts. Higher education institutions (HEIs) potentially play a crucial role in furthering climate justice through their research, teaching, community engagement and public awareness. Many students enter HEIs with high expectations concerning their education regarding climate change and more broadly of their institution's contribution to climate action. In this article, we explore these expectations alongside the perceptions of students regarding how HEIs are delivering on them, i.e., the extent to which students are satisfied with their HEIs' policies and practice on climate change. We employ data from a large-scale survey of more than 4000 students conducted by the Transforming Universities for a Changing Climate (Climate-U) project collected in nine HEIs in three countries (Brazil, Fiji and Kenya) during 2021–22. Results indicate that satisfaction among students in the sampled HEIs is often low, while expectations are typically high. There is some evidence that students in contexts already more directly exposed to the impacts of climate change were somewhat more active and more satisfied. Overall, students frequently expected to learn more about climate change than they were in fact learning and expressed high levels of environmental concern as well as some dissatisfaction with HEIs' wider activities to limit the impact of climate change and to promote understanding of the issues. We discuss the findings in relation to the gaps between what students expect from their HEIs and what HEIs are currently doing in the three countries. Furthermore, we consider how HEIs in Brazil, Fiji and Kenya may improve their engagement with issues of climate change and respond to students' views and expectations, including the promotion of preparedness for and resilience to the climate crisis and its effects. [ABSTRACT FROM AUTHOR]

Aim: Many universities offer rural medical internships for medical students. The present survey was designed to show how rural medical work is perceived by students, whether these perceptions are associated with origin and previous experience, and how well medical students know rural regions in the vicinity of their university. In addition, students were asked how to support and inspire medical students to later work in a rural region. Methods: This cross-sectional study was based on an anonymous online survey of medical students at the Universities of Halle-Wittenberg and Leipzig. The evaluations included descriptive statistics, statistical group comparisons, and qualitative content analysis of free text answers. Results: A total of 882 students took part in the survey. Students who had grown up in a rural region or had lived there for a longer time (71.7% of the respondents) rated the work-life balance better (p<0.01) and the patient variety in the countryside slightly higher (p<0.05) than their fellow students from the big city. Students who had worked in a rural practice or hospital before (62.2%) rated patient diversity (p<0.001) and work variety (p<0.001), as well as workload (p<0.01), slightly higher in rural areas than students with no prior experience. On average, the specified rural model regions were still unknown to more than 60% of the students. The suggestions for attracting medical students to later work as rural physicians included financial incentives and, above all, better information about life as a rural physician and the rural regions. Conclusion: Thus, the medical faculties of the universities as well as the counties threatened by medical undersupply should further expand the transfer of knowledge and experience regarding rural physician life for the students. [ABSTRACT FROM AUTHOR]

Agricultural fields in university campuses can improve urban nutrition security, increase greenery, and provide opportunities for students to grow crops and enhance self-management skills. We conducted student surveys among freshmen in two different years (2016 and 2020) to understand their willingness to pay (WTP) for donations toward student-led agricultural activities. In order to mitigate the social desirability bias, we also asked students' inferred WTP and compared that with conventional WTP. We found that inferred values could determine more conservative and realistic estimations of students' donations than conventional WTP. Full model regression analysis using logit model estimation showed that students' interest and engagement in pro-environmental behaviors increased WTP for student-led agricultural activities. In conclusion, such projects are economically feasible through student donations. [ABSTRACT FROM AUTHOR]

Digital learning plays an increasing role in medical education. Virtual Reality (VR) has a high potential for acquiring clinical competencies in a safe and immersive environment. With this survey, we assessed the level of acceptance and potential for VR in medical education among students. From January to April 2022, we provided an anonymous online survey at Saarland University. Besides demographic data, items covered previous VR experience, expectations of including VR in medical curricula, and estimated advantages and disadvantages. Additionally, ideas for VR scenarios could be submitted. Two hundred fifty-two medical students completed the survey. Of these, 54.4% were 21–25 years old, with 34.5% males, 50.4% being preclinical students, and 67.5% never had contact with VR. Males and preclinical students were more likely to be VR experienced. While almost all students approved the integration of VR into their curriculum, most use cases have been allocated to anatomy and surgery. Technical requirements and competencies were the main selected disadvantages. Most medical students can imagine VR being integrated into medical curricula. The implementation of immersive VR technology into medical curricula will allow students to train in practical, procedural, and soft skills repeatedly to acquire highly relevant clinical decision-making competencies with great benefit to public health. [ABSTRACT FROM AUTHOR]

The need to systematize and formalize soft skills in curricula makes the study relevant. This becomes especially important in the context of a fundamental reform of the national education system in Russia. The reliance on the world's best educational practices will allow creating effective training programs in order to increase the demand for university graduates. In the article the research conducted to assess the satisfaction of university students (on the example of MGIMO MFA of Russia) with the development of soft skills during the mastering of academic disciplines is presented. At the first stage of the research, scientific articles in which the authors classify soft skills were selected and analyzed, and a list of the most professionally significant soft skills was compiled and used as a basis for the developed questionnaire. At the second stage, a survey of students was conducted. There were 135 students who participated in the survey. It was found out that a high percentage of the respondents find soft skills important for their future career. However, according to the students, insufficient attention is paid to the development of soft skills in the process of higher education, so young people mostly do not associate their mastery of certain skills with their studies at university. Despite the fact that in recent years researchers have paid attention to the study of soft skills, university curricula do not regulate the improvement of skills. The missing formalization of soft skills in university curricula creates obstacles for their development in the process of studying at the university. This study confirms the relevance of updating the curriculum and educational framework

The aim of this paper is to apply the self-control/risky lifestyle theory to the risk of cyberstalking victimization among a younger age group by using a representative student sample from Germany. Results show that cyberstalking victimization is experienced by 18.2% of the representative sample of ninth graders. Girls were more often victimized than boys. Only a minority solely experience cyberstalking whereas considerably more juveniles report having experienced both offline stalking and cyberstalking. The findings from the parallel multiple mediation models support the self-control/lifestyle theory and are consistent with a growing body of literature indicating that low self-control has a direct and indirect effect on the risk of experiencing cyberstalking. For both genders, risk seeking is significantly and positively associated with the risk of experiencing – both directly and indirectly – cyberstalking victimization.

This paper will summarize over 400 responses to a student questionnaire used to assess a textbook affordability program at Rutgers University. Students' responses showed that they were concerned about textbook costs, liked their open and affordable course content, and unanimously supported continuing the program. Because the Open and Affordable Textbooks program is administered through the Libraries, the survey also offers a glimpse at how textbook affordability interfaces with key library services, including collection development, teaching and learning, reserves and the visibility, use and discoverability of library resources. This article is intended to bring the conversation full circle and take steps toward defining an ecosystem of library services and activities that support textbook affordability and OER. The goal is to bring more visibility to OER programs and make sure they are integrated in foundational library operations, so that students recognize the libraries' investment in their academic success. [ABSTRACT FROM AUTHOR]

This paper examines the experiences of two non-Indigenous academics in a regional Australian university who taught/coordinated a first-year course, Introduction to Indigenous Australia (SCS130). Drawing on our own experiences, we explore the implications and contentious nature of non-Indigenous academics teaching Indigenous Studies and align this discussion with structural critique. As non-Indigenous academics, some argue that it is culturally disrespectful and pedagogically problematic for us to deliver this course. We consider that the work of embedding Indigenous perspectives should not be relegated solely the responsibility of Indigenous academics, and that our teaching contributes to reconciliation and begins to fill a significant gap in awareness and understanding among Australian students in higher education. The course SCS130 aims to introduce students to Indigenous perspectives through narratives, film, documentaries, academic and non-academic texts, biography and art. The objective of the course is to engage students with the complexity of colonisation and its ramifications for constructions of individual and national identities. Student survey qualitative data is used to provide an analysis of the course and to illustrate the conflict between our pedagogic practice, student expectations and the structural impediments to our decolonising teaching aims.

Simple Summary: New teaching methods become more popular during the COVID-19 pandemic emergency to guarantee high educational standards despite the strict rules of social distancing and lockdown. Problem-based learning represents one of the most popular and flexible teaching systems, replicating real-life experiences and stimulating the integration of knowledge and lifelong learning skills. The authors aimed to assess student satisfaction with virtual-problem-based learning compared to the "traditional and in presence" clinical training. The COVID-19 global pandemic emergency forced us to replace the "traditional and in presence" clinical, pre-graduating, veterinary medical training with clinical virtual-problem-based learning (v-PBL). This prospective cross-sectional case-control study aimed to evaluate the students' perception of the v-PBLs compared to the traditional veterinary clinical training (t-VCT). The t-VCT consisted of supervised management of clinical cases admitted at the Veterinary Teaching Hospital and in the field. The v-PBL consisted of genuine clinical cases shared by tutors throughout an online platform. A survey was delivered to all the fifth-year students who completed the t-VCT or the v-PBL. The survey was completed by 49% of the students. Overall student satisfaction regarding the training experiences was high in both groups, but it was less in the v-PBL than in the t-VCT group. The students of the v-PBL group perceived that they could not improve their practical clinical skills through online sessions, and they emphasized how it could be employed as support for traditional practical activities. All the students are satisfied with the supervision and considered the training correctly focused on relevant learning objectives and the task clearly explained. Stimulating the integration of knowledge and lifelong learning skills replicating life experiences the v-PBLs represented an attractive curricular alternative for veterinary education. [ABSTRACT FROM AUTHOR]

Existing research paints a mixed picture of how international students fare academically following a transition to a host higher education institution. Most studies that have examined differences between domestic and international students' engagement have treated international students as a homogenous group. Less evidence is available on the experiences of international students from different regional groups. Drawing on Irish Student Engagement Survey data, this article explores the extent to which international students' engagement differs from that of their Irish peers, and whether there are differences across regions of origin. The findings indicate that while international students are highly engaged compared with their Irish counterparts, regional differences persist when the data were disaggregated. The article is of potential interest to policymakers and higher education institutions, offering insights into how the provision of services and supports to international students could be better targeted. [ABSTRACT FROM AUTHOR]

We explored whether a project-based approach and experiential-learning activity would improve learning of complex concepts related to concrete manufacturing in the workplace. We designed a group-based laboratory activity, followed by student-peer teaching and marking and a final report writing task, based on the job of a concrete technician/engineer in a concrete production plant. An action research approach was used to assess student satisfaction (N = 269), their perception of the learning experience, and the impact on their grades. There were four data sources: Observations made by lecturers and TAs, standardised student evaluations, a targeted survey, and course grades. We correlated measures of student peerteaching with academic output. Students were satisfied overall with the activity and their perceptions of experiential-learning were positive. The student peer-teaching activity needs improvements. Despite extra online-learning resources provided to compensate for Covid disruptions, students were more satisfied with the in-person activity than with the on-line counterpart. Our positive results suggest that student learning about concrete manufacturing improves when complex theory is integrated with practical learning activities using a project-based approach. We will further modify and integrate learning activities based on these results in our new multi-disciplinary learning spaces. [ABSTRACT FROM AUTHOR]

Student surveys are an integral part of quality assessment in the education sector and play a vital role in the justification of policies and decisions on governmental, institutional and individual levels. Each year in Norway a governmental agency for quality assurance in education conducts a national survey inviting all registered second year bachelor’s and master’s students to provide online feedback on their perceived study quality. We discuss the limits of the results’ interpretability in the light of previous research criticising the validity of student surveys for the assessment of educational quality in general and discuss in more detail the limitations in the chosen Norwegian example. This article aims to increase the awareness of these challenges and stimulate a science-based development of alternative assessment forms of educational quality. The relationship between the educational sector’s core activity and the survey’s focus is discussed; suggestions for paths to improvement are made. We argue further that the nationwide assessment lays bare the conceptual deficits that may be of equally high importance for educational system evaluations in other countries.

Digital learning plays an increasing role in medical education. Virtual Reality (VR) has a high potential for acquiring clinical competencies in a safe and immersive environment. With this survey, we assessed the level of acceptance and potential for VR in medical education among students. From January to April 2022, we provided an anonymous online survey at Saarland University. Besides demographic data, items covered previous VR experience, expectations of including VR in medical curricula, and estimated advantages and disadvantages. Additionally, ideas for VR scenarios could be submitted. Two hundred fifty-two medical students completed the survey. Of these, 54.4% were 21–25 years old, with 34.5% males, 50.4% being preclinical students, and 67.5% never had contact with VR. Males and preclinical students were more likely to be VR experienced. While almost all students approved the integration of VR into their curriculum, most use cases have been allocated to anatomy and surgery. Technical requirements and competencies were the main selected disadvantages. Most medical students can imagine VR being integrated into medical curricula. The implementation of immersive VR technology into medical curricula will allow students to train in practical, procedural, and soft skills repeatedly to acquire highly relevant clinical decision-making competencies with great benefit to public health.

The article is an analysis of the answers received during a survey of students of Japanese universities on the impact of information and communication technologies (social networks, instant messengers, etc.) on communication within the family. The respondents were asked to answer whether the active use of ICT affects communication with relatives, what kind of impact it has, whether communication on social networks aggravates misunderstandings between the older and younger generations, etc. Most of the respondents noted that they were regular users of various social networks (the answer “I don’t use social networks” at the corresponding question was chosen by 0 % of respondents) and often communicate with their family members using ICT. At the same time, there were twice as many respondents who noted that they communicated with their parents more often than with other relatives in comparison with those who noted communication with brothers or sisters; it shows the peculiarities of the intra-family relations of the Japanese. The positive influence of this method of communication on contacts within the family was also noted, since "one can quickly exchange the necessary information", "ties with relatives who live far away are strengthened", and "there are things which are easier to write in a message than to say in person". There were significantly fewer people who considered the impact of ICT on intra-family communication to be negative. At the same time, many respondents did not see the connection between the use of social networks and the lack of mutual understanding between generations, answering that social networks do not affect in any way, although it was noted that the network slang inherent in youth communication could be incomprehensible to older generations. It is worth noting that the results of the same survey among representatives of another generation or among young people who are not representatives of university students may differ significantly.

A group of researchers from an academic library surveyed students to understand how and why the members of their community use course reserve services. Students were happy with the service and used it as a replacement for purchasing textbooks. Frequent users requested more textbook offerings, and both users and nonusers indicated a need for increased promotion of the service. Users provided specific suggestions for improvement that should be examined. Findings illustrated the value of course reserve services as a way to help students with college affordability and to support instruction and learning. [ABSTRACT FROM AUTHOR]

Purpose – In response to coronavirus disease 2019, California State University Long Beach (CSULB) announced mandatory online course conversions on March 12, 2020. The College of Business designed a Student Online Learning Experience Survey to explore learners' experience, needs, expectations and challenges in the online learning environment. Design/methodology/approach – The time-sensitive survey questions were administered using Qualtrics with Institutional Review Board approval. The authors used 5-point Likert scales to rate students' experience and satisfaction and performed statistical analysis. They assessed students' written comments to further corroborate statistical findings. Findings – The results identify students' satisfaction are highly correlated to content coverage and interaction of online learning technologies. A combination of BeachBoard, Zoom, e-mails and publisher's website is valued most by the learners. Project-based experiential design is ranked #1 by graduate students. Noticeably, the upward trend of satisfaction with online modality from sophomore to senior is probably attributable to learners' maturity and number of years studied at CSU system. Overall, students generally dislike proctoring devices due to concerns of privacy, inequalities, mental stress, etc. Practical implications – The evidence-based results offer innovative pedagogical recommendations for business education in higher education. Originality/value – While prior studies examine student perceptions and satisfaction within the online education system, the study aims to deeply investigate the students' experience after a large-scale two-week institutional emergency course conversion mandate. This study systematically reviews students' experience with four aspects of online learning: (1) the adequacy of instructional designs; (2) the effectiveness of technology; (3) the appropriateness of the online learning material and (4) the integrity of online assessment and testing tools.

Continuing education in terms of improving the professional competence of doctors has a great importance. In May 2020 for the first time in Ukraine under conditions of quarantine connected with COVID-19 the Prydniprovsk Association of Internal Medicine Doctors organized a 2-day international conference on internal medicine in a web format. The purpose of the work was to organize, conduct, determine the effectiveness of the international conference of internists in online format and analyze the results of the survey of students. A questionnaire which included 28 test tasks was developed to obtain a feedback from the lecturers. The answers were analyzed and the reasons for possible errors were considered. The level of knowledge acquired by students is generally quite high; however, the most problematic issues were the most modern diagnostic methods in gastroenterology, ECG diagnostics, clinical pharmacology in cardiology and pulmonology. The prospect of developing a system of continuing professional education for internists is to improve teaching methods with the subsequent involvement of leading specialists in various therapeutic areas to cover current issues of medical science and practice.

Background and Study Aim. Physical activity (PA) is regarded as a critical component of a healthy lifestyle and disease prevention. Different constraints placed upon social interaction and public spaces due to COVID-19 could decrease PA and academic performance in physical education (PE) in student population. The purpose of the research was to assess overall and sport/fitness PA level and academic performance in PE in a sample of university students pre- to post-cancellation of face-to-face PE classes due to the COVID-19 pandemic. Material and Methods. Participants (n=209) – university students (19-20 years old). The overall period of the research is September-December 2020. All participants (male–n=106 and female–n=103) were divided into approximately equal groups: humanities students (male–MG-1, female–FG-1), medicine students (male–MG-2, female–FG-2), technical students (male–MG-3, female–FG-3). The main research tools: modified student self-reported questionnaire (on the base of IPAQ), academic grading (scores for self-completed PE tasks). In surveys, all participants self-rated overall and sport/fitness PA level pre- to post-cancellation of face-to-face PE classes. The participants had to complete 32 special PE tasks, during the research period. PE teachers rated participants by a special grading scale. Results. For the male and female students’ groups there were no significant differences of overall PA, sport/fitness PA level and academic performance in PE pre-cancellation of face-to-face PE classes. All participants significantly (p≤0.05) decreased overall PA, sport/fitness PA level and academic performance in PE post-cancellation. There was a significant (p≤0.05) large amount of overall PA level in MG-2 students and sport/fitness PA level in MG-1 students’ post-cancellation of face-to-face PE classes. For the male students there were no significant differences of grading in PE pre- to post-cancellation of face-to-face PE classes between participants groups. There was a significant (p≤0.05) large amount of overall PA level post-cancellation of face-to-face PE classes in FG-2 students. There was a significantly (p≤0.05) lower amount of sport/fitness PA level post-cancellation of face-to-face PE classes in FG-3 students. There was a significant drop in mean grading scores in PE post-cancellation of face-to-face PE classes in students. FG-2 participants had significantly (p≤0.05) higher grading scores in PE post-cancellation of face-to-face PE classes. Conclusions. The universities closure and cancellation of face-to-face PE classes due to the COVID-19 pandemic decreased overall PA, sport/fitness PA level and academic performance in PE in all participants. It is important to note that the proportional decrease in overall PA for the male students was actually large, then decrease in overall PA for the female students was less. The findings highlight the need for active interventions of PA promotion targeted at the student population in the context of self-isolation measures during the COVID-19 pandemic.

The COVID-19 pandemic has shaken education around the globe due to the sudden closure of schools and universities. Undergraduate students have suffered the confinement while continuing their courses by Emergency Remote Teaching (ERT) from home. The objective of this research is to determine the opinions on ERT versus face-to-face classes of students enrolled iii the Bachelor's Degree of Industrial Technology Engineering at the U niversitat Politècnica de Catalunya-Barcelona Tech (Spain). An end-of-semester online survey was sent to all the students enrolled in the 19/20 spring Chemistry subject. The students' comments were analyzed using the constant comparison method. Six categories were created using an inductive method and student responses were classified according to these categories. In general, the results show that these students prefer face-to-face classes rather than the methodology used during the ERT. They also prefer classes via video-conference if remote teaching is required. There is a diminished perception of socialization with both instructors and peers. Some students positively value that their autonomous learning has improved, and would like to continue accessing the material online even if face-to-fuce classes were resumed. They also state that completing weekly exercises helped them stay connected to the subject and to sustain learning, and thank instructors for the efforts made to adapt the methodology to the exceptional situation. The information gathered will enable teaching staffto design a remote teaching methodology that meets students' needs better than ERT, should further confinement be required by the authorities due to health emergencies or other types of catastrophic events. [ABSTRACT FROM AUTHOR]

In 2020, the College of Engineering at San Jos6 State University (SJSU) conducted a comprehensive analysis of the impact of COVID 19 on student learning and achievement. The purpose of this study is to assess the impact of COVID 19 on engineering students at SJSU. This study was a combination of a quantitative survey and a qualitative study. In Part 1, we surveyed all engineering students about their experiences after the move to 10094, online instruction in March 2020. In Part 2, we interviewed 40 students to get more insight into their experiences during the move to online in Spring 2020. Overall, 993 students participated in the survey, 64% male and 34.5% female. The students reported feeling worse or much worse in several areas including time management (58.690), ability to socialize with fellow students (86.1%), ability to socialize with friends (77.7%), and their overall psychological well-being (65.3%). Also, 79% of students reported either a moderate or a great deal of stress related to the shelter in place. This finding of increased stress was also emphasized in our interviews with the students. It is troubling since it indicates a declining mental well-being of students. SJSU engineering students were pessimistic about the next few months, Fall 2020, and their long term plans. We were able to get valuable information regarding effective methods of online teaching and areas where the students struggle the most. We will use this information to improve online teaching and student support in the upcoming semesters. [ABSTRACT FROM AUTHOR]

Based on the combination of two representative surveys of ninth graders (N = 20,150) conducted in 2013 and 2015 in Lower Saxony, Germany, this article first examines the prevalence of cyberbullying perpetration and stereotypical bullying perpetration. Second, in addition to already existing research, the prevalence of the simultaneous perpetration of stereotypical bullying and cyberbullying is presented here as well. In order to overcome the limitations of existing research, General Strain Theory (GST; Agnew, 1992) is used to theoretically determine why it is expected that school characteristics are associated with the three forms of bullying. In the students' preceding semester, 6.1 percent of the surveyed adolescents were perpetrators of stereotypical bullying, 1.1 percent bullied someone online, and 1.3 percent of the juveniles engaged in both bullying behaviors. Binary logistic multilevel analyses show that school-related strains are in fact related to the perpetration of stereotypical bullying, cyberbullying, and the perpetration of both behaviors simultaneously. The risk of engaging in the perpetration of stereotypical bullying, and the perpetration of cyberbullying and stereotypical bullying simultaneously, is especially increased by school-related strains. Thus, those respondents who carry out bullying behaviors in the school context seem to be especially affected by school-related strains. [ABSTRACT FROM AUTHOR]

This paper aims to explore the effects of imposition of online classes, teaching practices and conduct of examinations on students and faculty alike. The methodologies presented here are the actual practices followed by the faculties while delivering online classes, remote content preparation and distribution, exam guidelines and its implementation during the exams. This paper also explores the exam experience and overall satisfaction from student perspective. Survey was conducted among students in an anonymous way without collecting their identity to gauge their opinion on the way the online classes and exams were conducted. The sample of the study consisted of nearly 142 undergraduate students studying across three engineering colleges. This study finds interesting and mixed conclusions from students. We discuss in brief the challenges faced and how it was overcome by the faculty members and students alike, especially while conducting online examination. Some suggestions have also been made to improve upon not only the online teaching learning processes but also when the pandemic situation normalizes and physical classes would again become the norm. [ABSTRACT FROM AUTHOR]

Copyright of Hochschullehre is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

PISA (Program for International Student Assessment) tests have enabled the OECD countries to see not only the success of their students in gaining the ability to solve some daily problems they may encounter in their lives but also the place in the world rankings as a result of an objective evaluation comparing the achievement results of participant countries. Therefore, it is very important for the reliability and prestige of the program that the PISA exams and related student survey results are as unbiassed and error-free as possible. In this paper, validity and reliability study of the PISA 2018 Reading Literacy Student Survey (RLSS) Turkey sample was conducted including the analysis of survey items within the framework of Item Response Theory (IRT). The item fit indexes, item parameters according to the GPCM (Generalized Partial Credit Model), standard error values and item characteristics' reliability of the survey were determined via IRT, respectively. The data set included the answers of 6111 15-year-old Turkish students participated in PISA 2018. In the data analysis, through using the local independence assumption, Q3 statistics; IRT calibrations were tested with the help of the "Mirt v.1.30" program within the scope of "R v.4.0.5". In the study, each set of questions in the PISA student survey was examined independently from each other and each question set was considered as a separate attitude scale. The results showed that, although some of the items in PISA 2018 (RLSS) gave low level information, all the question sets in the test provided an acceptable model fit according to the GPCM. Upon examining the item characteristic curves, it was understood that the survey items showed valid and reliable results for testing different ability levels. [ABSTRACT FROM AUTHOR]

The paper analyzes German students' interest, perceived importance, knowledge, and behavior regarding food waste. This target group was expected to differ from the general population in terms of food consumption (shopping, cooking, and storage of food) and increased food waste due to their lifestyle. An online survey resulted in 253 participants enrolled in different study programs. Of the sample, 64% studied in life science programs, which were anticipated to have an impact on students' behavior regarding food. Linear regression models were used to determine the importance of food waste avoidance to students, and their frequency of food disposal. In addition, students were asked about reasons for food waste and assessed statements for each consumption phase. High positive impacts were found for students' general interest in food waste topics. They attested themselves sensible handling of food products, and rated themselves better than the average German consumer in all surveyed statements. For the target group of university students, detailed knowledge of food waste issues showed little influence on reported behaviors. In conclusion, awareness campaigns, while useful, should not be the only way to target a reduction in food waste, but have to be supplemented by other means. [ABSTRACT FROM AUTHOR]

Abstract Background Students’ ratings of bedside teaching courses are difficult to evaluate and to comprehend. Validated systematic analyses of influences on students’ perception and valuation of bedside teaching can serve as the basis for targeted improvements. Methods Six hundred seventy-two observations were conducted in different surgical departments. Survey items covered the categories teacher’s performance, student’s self-perception and organizational structures. Relevant factors for the student overall rating were identified by multivariable linear regression after exclusion of variable correlations > 0.500. The main target for intervention was identified by the 15% worst overall ratings via multivariable logistic regression. Results According to the students the success of bedside teaching depended on their active participation and the teacher’s explanations of pathophysiology. Further items are both relevant to the overall rating and a possible negative perception of the session. In comparison, negative perception of courses (worst 15%) is influenced by fewer variables than overall rating. Variables that appear in both calculations show slight differences in their weighing for their respective endpoints. Conclusion Relevant factors for overall rating and negative perception in bedside teaching can be identified by regression analyses of survey data. Analyses provide the basis for targeted improvement.

Library and information science undergraduate programs’ adequacy to prepare new information professionals has become the topic of an ongoing debate, with opposing arguments about curricular structure and focus. Within this context, this study, forming part of ongoing doctoral research, analyzes students’ opinions on how to enhance library school curricula to effectively respond to academic librarians’ new roles and functions. By repositioning the lens on the practical and experience-driven student perspective, away from standard educational practices, the researchers pilot-tested a library science student survey. The mix-methods, student codeveloped, survey instrument was tested with a small self-selection sample of future information professionals in Spain and Greece. The study’s goal was to contribute to the limited body of research concerning students´ perceptions and awareness about library science education. Survey participants were provided the opportunity to critically evaluate their library school undergraduate programs’ responsiveness to the changing academic librarianship landscape. Responses, analyzed by using descriptive statistical and inductive thematic techniques, revealed a limited academic librarianship related content in library and information science curricula. Furthermore, results highlighted a reserved optimism with respect to the library’s prospects of upgrading its role in the university, an ambivalence towards librarian’s future roles, and a diffuse skepticism around the system’s potential to grasp the opportunities that the new information and communication technologies offer. The merit of the study resides in both the diversity of participants’ insightful comments and the use of a student validated survey instrument making them active contributors to the library school program’s assessment process. Dissimilar to stereotypical research projects, this initiative opens a different perspective to program evaluation and its subsequent alignment with academic library stakeholders’ needs.

Copyright of Politische Vierteljahresschrift is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 global pandemic emergency forced us to replace the “traditional and in presence” clinical, pre-graduating, veterinary medical training with clinical virtual-problem-based learning (v-PBL). This prospective cross-sectional case-control study aimed to evaluate the students’ perception of the v-PBLs compared to the traditional veterinary clinical training (t-VCT). The t-VCT consisted of supervised management of clinical cases admitted at the Veterinary Teaching Hospital and in the field. The v-PBL consisted of genuine clinical cases shared by tutors throughout an online platform. A survey was delivered to all the fifth-year students who completed the t-VCT or the v-PBL. The survey was completed by 49% of the students. Overall student satisfaction regarding the training experiences was high in both groups, but it was less in the v-PBL than in the t-VCT group. The students of the v-PBL group perceived that they could not improve their practical clinical skills through online sessions, and they emphasized how it could be employed as support for traditional practical activities. All the students are satisfied with the supervision and considered the training correctly focused on relevant learning objectives and the task clearly explained. Stimulating the integration of knowledge and lifelong learning skills replicating life experiences the v-PBLs represented an attractive curricular alternative for veterinary education.

Purpose. To determine the level of students' interest in internal quality assurance, particularly in passing the survey and changing the teaching quality level and improving teachers' pedagogical skills. Methodology. For the data collection, a questionnaire was used which included closed-end questions on the quality of teaching and open questions in terms of comments and recommendations of higher education students on the quality of teaching and several questions concerning the share of classes in the discipline attended by the students, ECTS scores, received by students from the relevant disciplines and the average score for the entire period of study. Findings. Sumy State University (SSU) introduced an online survey of students as the main consumers of educational services regarding the quality of teaching disciplines. Over the last 3 academic years, there has been an increase in the number of teachers whose activities are evaluated by students. There has been an increase in the number of teachers who, according to students, show excellence in teaching, which is a positive trend. If in the 2017-2018 academic year the number of such teachers in SSU was 57 people, then in the 2019-2020 academic year, it increased by 35 % to 77 people. Quality level "Above average" was determined for 120 teachers in the 2017-2018 academic year, and in the 2019-2020 academic year, their number increased by 30 % and amounted to 156 people. It is noteworthy that in the 2019-2020 academic year compared to 2017-2018, there is a reduction in the number of teachers from 71 to 66 people (7 %), who demonstrated the level of teaching "Low". Originality. Survey of students on the quality of teaching educational components, on the one hand, allows monitoring students' satisfaction with methods used by the teacher in training and communicating with students, and on the other hand, it is a method to control the institution's authority over the educational service quality and the HEI's mission implementation. It also indicates an increase in students' interest in participating in higher education's internal quality assurance. An important factor influencing the positive dynamics of the teaching quality level is that each semester teachers receive a detailed analysis of students' answers with a visual display for each questionnaire, as well as their comments and suggestions for teaching the relevant discipline through the information service "Personal teacher's office" based on the results of the survey. Practical value. According to the analysis results of the received information, managerial decisions can be developed and implemented to improve the content and practice of educational components' implementation, improving the professional skills of research and teaching staff, advancement of best pedagogical practices. [ABSTRACT FROM AUTHOR]