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Remembering, Reflecting, Reframing: Examining Students' Long-Term Perceptions of an Innovative Model for University Teaching.

ABSTRACT: This article presents a follow-up examination of 10 iterations of a blended course on educational psychology and e-learning carried out at the University of Bari. All iterations of the course considered in this study were designed using the constructive and collaborative participation (CCP) model. Our main research questions are: What are the students' long lasting memories of this course? How do the students use the skills and the competences acquired through the course across an extended period of time? In line with these research questions, the aims of this investigation can be summarized as follows: (i) to understand the students' perceptions and long lasting memories of the course and (ii) to investigate the transfer of skills and knowledge across an extended period of time, based on a self-reported survey. The analysis was carried out by administering the survey to all 196 students who took part in the course in the 2005-2015 decade. 96 participants responded to the survey. The survey is designed to collect data in two areas. First, the memories related to the course and second, the way skills and content knowledge acquired during the course have been transferred to and used in other contexts after the course ended. The data were analyzed using a mixed methods approach, which revealed trends in the responses across the decade. In general, participants remembered the teaching methodology and often recalled specific activities such as Role Taking and the creation of products through group-work. These activities and approaches seemed to provide significant learning opportunities for the students. Several students also recalled key concepts and content knowledge acquired during the course. In relation to transfer of skills, participants tended to reuse mostly transversal skills, such as communicative and organizational skills, especially in work contexts. Further, about half of the respondents reused the content knowledge of the course. This analysis is valuable because it allows us to understand the aspects of the model that are significant for the students in the long term, and to discover and interrogate the acquisition and transfer of skills useful for the students' personal and professional lives beyond the academy.

SUBMITTER: Ritella G

PROVIDER: S-EPMC7137826 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Remembering, Reflecting, Reframing: Examining Students' Long-Term Perceptions of an Innovative Model for University Teaching.

Ritella Giuseppe G Di Maso Rosa R McLay Katherine K Annese Susanna S Ligorio Maria Beatrice MB

Frontiers in psychology 20200331

This article presents a follow-up examination of 10 iterations of a blended course on educational psychology and e-learning carried out at the University of Bari. All iterations of the course considered in this study were designed using the constructive and collaborative participation (CCP) model. Our main research questions are: What are the students' long lasting memories of this course? How do the students use the skills and the competences acquired through the course across an extended perio ...[more]

PMID: 32296373

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Project description:BackgroundThe transition experience into university can be challenging for health profession students as they are required to rapidly learn diverse and adaptable problem solving skills and advanced reflective thinking processes which are necessary to address complex patient-care problems, particularly in the face of uncertainty within a dynamic and rapidly evolving learning environment.MethodsA mixed-methods study was conducted to identify factors influencing this transition for first-year medical, dental, and pharmacy students at a regional Australian university. The Student Adaption to College Questionnaire (SACQ) examined participants' levels of adjustment to university, while Schlossberg's 4 S transition model was utilised in a framework analysis of the focus group and interview responses.ResultsComplete survey responses were obtained from 198 students, 17 of whom also participated in focus group discussions or interviews. Mean adjustment ratings obtained from the SACQ responses were academic (6.09 ± 1.3) personal-emotional (5.53 ± 1.55), social (6.30 ± 1.38), and institutional attachment (6.96 ± 1.6). These results indicate that the personal and emotional aspects of this transition were more challenging for the students. Analysis of the qualitative data revealed that generally, for these highly motivated health-professions students, dropping out of university was not an option and this had a positive influence on their ability to adjust to their new learning environment. Nonetheless, the transition involved role change; school-leavers were excited about their newly found independence, while for mature-aged students, returning to university allowed them to pursue their lifelong dreams. Adjustment was more challenging for international, mature-aged and female students, with personal and social factors influencing the transition for each of these demographic groups.ConclusionsTo facilitate smooth transition into university, tertiary education institutions must consider tailored on-going support strategies that promote social interaction among students with varied backgrounds and personal characteristics.

Project description:Eating out of home (OH) is increasingly popular in Balkan countries, among them Albania. To date there is only anecdotal evidence regarding nutritional quality of food consumed OH and the contribution to diet. This study assessed intake of foods and drinks consumed OH and at home (AH), as well as their nutritional contribution to the daily diet of university students in Tirana, Albania. Using a single day Automated Multiple Pass Method (AMPM) 24-hour dietary recall, we examined food intake among 289 students aged 18-24 years old, from three major universities in Albania. Contribution of eating OH to total energy intake per day, as well as to daily consumption of macronutrients by eating OH intensity tertiles were assessed. Foods and drinks consumed OH contributed 46.9% [95%CI:41.4-52.8] of total daily energy intake, representing, on average, 1169.1kcal [95%CI:1088.3-1249.9]. Sweets, soft drinks and meat products were more frequently consumed OH, while fruits and vegetables consumption was extremely low. The average quantity of sugars and dietary fats per day was higher AH, 76.9g [95%CI:70.3-83.5] and 173.7g [95%CI:163.2-184.2] respectively, compared to OH, 33.7g [95%CI:30.4-37.0] and 142.0g [95%CI:131.5-152.5] respectively. Dietary composition of AH intake was richer in sugars, total fats and proteins, while OH intake was richer in saturated fats. The overall diet appeared unhealthy, when nutrients were assessed as energy percentage against WHO proposed nutrient standards for sugar and saturated fats. Eating OH, even though was associated with lower fruits and vegetables intake, was not clearly associated with poor diet quality, as AH foods were also characterized by increased saturated fats and sugars intake as energy percentage. This study provides data on the first assessment of current dietary patterns of the studied population and can be used as baseline for designing and conducting future studies and interventions targeting malnutrition in all its forms.

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Remembering, Reflecting, Reframing: Examining Students' Long-Term Perceptions of an Innovative Model for University Teaching.

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Remembering, Reflecting, Reframing: Examining Students' Long-Term Perceptions of an Innovative Model for University Teaching.

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