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Full-Text Articles in Education
Best Practice In Designing Groupwork For First Year Students, Judith Boyle, Rachel Halpin, Chao Ji Hyland
Best Practice In Designing Groupwork For First Year Students, Judith Boyle, Rachel Halpin, Chao Ji Hyland
Practitioner Research Projects
The ability to work effectively as part of a group is an expected skill of any graduate, and is regarded as highly desirable criteria for employability (Mellor, 2012; Rutherford, 2015). Through collaborative work, students learn from each other while also developing their interpersonal skills. Many students who enter higher education (HE) do not realise the demands of their programmes, and their first year experience usually has a strong influence on their entire college life (Ginty, 2001). It is estimated that 20-30% of first year students do not progress to the second year of their programmes (NSCRC, 2014); this finding requires …
Applying Design Thinking To Reimagine Our First Year Experience – Evidence Gained From Prototype Projects In Three Irish Institutions, Jen Harvey, Rachel O'Connor, Claire Mcdonnell
Applying Design Thinking To Reimagine Our First Year Experience – Evidence Gained From Prototype Projects In Three Irish Institutions, Jen Harvey, Rachel O'Connor, Claire Mcdonnell
Other resources
Our key focus sees the conference highlight the beneficial impact of Student and Staff Partnerships on the first year experience. We believe that the staff-student conversation is one of the best avenues for change and throughout the conference would want to create a vibrant climate in which staff and students engage in discussions about the future of the first year experience. This will build upon the reputation the host university has for its student engagement approach which sees students as partners in co-creating the learning experience. Therefore, we would anticipate sessions that showcase how first year practice has been influenced …
Take The Lead (Lead Engage, Achieve, And Develop) Module – Working With Students To Formally Recognise Their Learning From Co-Curricular And Extra-Curricular Activities, Jen Harvey, Rachel O'Connor
Take The Lead (Lead Engage, Achieve, And Develop) Module – Working With Students To Formally Recognise Their Learning From Co-Curricular And Extra-Curricular Activities, Jen Harvey, Rachel O'Connor
Other resources
No abstract provided.
Embedding A Blended Learning Approach From First Year, Suzanne Doyle, Michael Moore, Lesley Murphy, Gavin Sewell
Embedding A Blended Learning Approach From First Year, Suzanne Doyle, Michael Moore, Lesley Murphy, Gavin Sewell
Practitioner Research Projects
As DIT strives to enhance the transition of students into third level education, a number of priority areas were identified as part of the ongoing STEER (Student Transition, Expectations, Engagement, Retention) initiative. Ultimately the onus is on DIT to enable students to become self-directed learners. Blended learning is positioned as a solution to aid in this transition. It has been described as "the combination of traditional face-to-face teaching methods with authentic online learning activities" (Davies & Fill, 2007, p. 817). However, it is not without risk to assume that first year students have a natural affinity with blended approaches, as …
Does A Link Exist Between Examination Performance And Lecture Attendance For First Year Engineering Students ?, Aidan O'Dwyer
Does A Link Exist Between Examination Performance And Lecture Attendance For First Year Engineering Students ?, Aidan O'Dwyer
Conference papers
The objective of this study is to examine if a link exists between lecture attendance and examination performance of Level 7, Year 1, Electrical Engineering students at Dublin Institute of Technology in the Electrical Systems subject. Lecture attendance was monitored and analysed over four academic years (2007-8, 2008-9, 2009-10 and 2010-11). The average lecture attendance for students in the three academic years from 2007-10 was 55%, increasing noticeably in the 2009-10 academic year. A statistically significant weakly positive correlation between lecture attendance and examination performance was established. Each 10% increase in student attendance at lectures improved both Module 1 examination …
How Can We Nurture And Develop Creativity In First Year Design Students, Kerry Meakin
How Can We Nurture And Develop Creativity In First Year Design Students, Kerry Meakin
Theses
This research paper investigates the perceptions of first year third level design students regarding their creative thinking and use of creative strategies, while studying a first year design based curriculum in an Institute of Technology in Dublin. The research was conducted in a three-phase, sequential project. The first phase, questioned twenty seven students by issuing anonymous questionnaires to gather data on their methods of incubating design ideas, if they experienced any levels of anxiety when doing so, and their satisfaction levels in their design and creative abilities. Literature was reviewed to discover the attributes of those we perceive as creative …
Enhancing Learning On A First Year Engineering Programme With A Student Design Project, Aidan O'Dwyer
Enhancing Learning On A First Year Engineering Programme With A Student Design Project, Aidan O'Dwyer
Conference papers
This contribution reports on, and evaluates, the use of a design project for enhancing student learning on a first year module in electrical engineering at Dublin Institute of Technology. The project objective, as outlined to the students, was to design and build a, possibly innovative, everyday device that can generate electricity from sources of “free energy”, so as to encourage first year engineering students to use their natural design creativity in a freeform, brainstorming manner. The project allows students to further develop their academic interests, assists student retention and facilitates student interaction, among other advantages. The work encourages students to …
Experiences Of Assessment Using Multiple Choice Questions On A First Year Engineering Module In Electrical Engineering, Aidan O'Dwyer
Experiences Of Assessment Using Multiple Choice Questions On A First Year Engineering Module In Electrical Engineering, Aidan O'Dwyer
Conference papers
This contribution will report on, and evaluate, the use of multiple-choice questions, in both continuous assessment and terminal examination modes, on a first year module in electrical engineering at Dublin Institute of Technology. The author’s experiences are that multiple-choice questions tend to be student friendly (e.g. given a choice in a terminal examination, students will opt to attempt the questions with multiple choice parts). The author has used the assessment method over three academic years, and some assessment data is reported and analysed in the contribution. The pedagogical approach is explicitly pragmatic.
Reflective Learning, Future Thinking: Digital Repositories, E-Portfolios, Informal Learning And Ubiquitous Computing, George Roberts, Wijnand Aalderink,, John Cook, Jen Harvey, Vincent P. Wade, Stuart Lee
Reflective Learning, Future Thinking: Digital Repositories, E-Portfolios, Informal Learning And Ubiquitous Computing, George Roberts, Wijnand Aalderink,, John Cook, Jen Harvey, Vincent P. Wade, Stuart Lee
Other resources
No abstract provided.