This literature review explores the main causes and effects of absenteeism in a post-secondary educational context, as well as strategies that can potentially be used by such educational institutions to tackle absenteeism. With this aim, the literature review defines absenteeism in post-secondary educational institutions, highlights its main causes, possible effects, as well as examples of practice and recommendations on how this phenomenon can be curbed. Given the complex and multifactorial nature of the phenomenon, absenteeism cannot be tackled by simple intuition-based methods and is not a one-tool fix. Not only that effectively addressing absenteeism requires a combination of strategies and involves various actions and stakeholders, but also, there is evidence that strategies where educators show more interest in individual students life and behaviour have a significant effect on students attendance.
Gamification is a relatively new concept that uses game elements in a non-game context. The use of gamification in education appears to increase students' cognitive load and performance levels. The objectives of this research were to identify a students profile, their gaming and learning preferences, and to explore students expectations of gamification in education. A descriptive study was opted for, and an online questionnaire was carried out with level 1-6, full-time, MCAST students. The survey included 271 students, with an average age of 204 years old, most of whom were Maltese (81.9%; 2, p= .000). The majority of students think that the lectures can be turned into a fun game (63.8%; 2, p= .000) and they like that idea (71.6%; 2, p= .000). The favourite type of games for the male participants in this study were first-person shooters, while for the female participants, it was intelligence and quiz/trivia games 2 (8, N = 271) = .69.764, p = .000. Students reported that they might feel more involved in a lecture that makes use of game elements (34.3%; 2, p= .000), and if a specific task is gamified, they would probably feel more competitive and eager to complete it (43.9%; 2, p= .000). When asked which specific game delivery platform has the potential to improve their studies the most, the largest share of students responded with web-based learning platforms (44.3%; 2, p= .000). In conclusion, understanding the students profile allows for more personalisation of teaching activities. Activities can be customised based on students learning preferences, with learning instruction guided by the students expectations of what it would be like to make classes game-like, i.e., gamification.
This paper discusses students perspectives on online learning within the Malta College of Arts, Science and Technology during the first months of the pandemic Covid-19. The study primarily debates the effect of educational innovations on both learners and educators, especially where motivation and teaching quality are involved. Therefore, three main themes were discussed in the literature review: the effectiveness of online learning, the challenges of online learning and the pandemic situation in relation to online learning.A quantitative study was conducted at MCAST and administered to Levels 1, 2 and 3 students in June 2021, where an online questionnaire was distributed through Google Forms. Two hundred and nine students contributed to this study. The findings indicate that students prefer blended learning, i.e. learning both online and face-to-face. They also felt more supported in class rather than online. Meanwhile, students also felt that online learning is quite convenient because it can take place in the comfort of ones own home.The principal recommendations emanating from this study are to offer more support both to learners and educators regarding technology and individualised support. The learners in this study seem to have a preference for face-to-face learning (46% for, 16.7% against). However, they also indicated that blended learning can be beneficial and meet certain needs (57% for, 25 % against). On the other hand, it must also be pointed out that 36% of students stayed neutral when asked if they thought online learning is better and 37% stayed neutral when asked if face-to-face learning is better. This may be because they have not yet made up their mind about this (still developing) issue or because they find both styles of learning equally good. These mixed numbers show that more training is needed and that online learning should be welcomed, but with caution.
This study, forming part of an EU-funded project led by The Malta College of Arts, Science and Technology (MCAST), seeks to investigate the challenges and barriers students in Malta face in their learning journeys. Previous research exercises collected data from students at State Secondary Schools and at MCAST. Having gained knowledge of the challenges and barriers students face, this knowledge having been acquired directly from the students themselves, it was now felt that it was important to also collect the views, perceptions and thoughts about student challenges and barriers in learning from the teachers and lecturers working within those same contexts and environments. Data were collected through online questionnaires, one designed for State School teachers and another one designed for MCAST lecturers. Results indicate that through effective strategizing, VET institutions, such as MCAST, that seem to bear the brunt of high student dropout rates, can render the term student dropout a very fluid term by further penetrating the workforce and recapturing former students at their chosen place of work. This proposed strategy gains more weighting when seeing the similar results obtained in this study and in our previous research that indicated that work and financial reasons seemed to be the main factors leading students to drop out of their studies at MCAST. This study concludes with some thoughts on the term NEETS (Not in Education, Employment, or Training) and how this category of former students still escapes the strategy outlined in this study and hence requires more research and intervention.
This study forms part of the EU-funded project led by The Malta College of Arts, Science and Technology (MCAST), Maltas leading VET institute. The overall project seeks to understand the challenges and barriers students in Malta face whilst they are on their learning journey. For this purpose, one of the interventions, applied to MCAST via this project was that of implementing a mentoring programme for students studying at MCAST up until MQF Level 3. This paper will focus on how the programme was perceived by mentors and mentees, as well as examine the effectiveness it has had as an intervention to reduce possible challenges and barriers students face.
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