“My First Year in The University”: Students’ Expectations, Perceptions and Experiences

Lee, Kam-Fong; Ang, Chin-Siang; Dipolog-Ubanan, Genevieve

doi:10.24297/jssr.v14i0.8006

Cited by 10 publications

(9 citation statements)

References 16 publications

(15 reference statements)

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“…This trend highlights that students appear to require more support at the beginning and at the end of an academic year. With the transition from high school to university, the beginning of the first-year experience is dotted with unexpected challenges and the transition towards becoming more mature (Lee, Ang, & Dipology-Ubanan, 2019 ). Towards the end of the first-year experience, students have a developed a new level of awareness and maturity that allows them to identify their difficulties with more ease and, at the same time, develop an expectation for a better learning environment (Lee et al, 2019 ).…”

Section: Critical Incident Trends Across the Yearmentioning

confidence: 99%

“…With the transition from high school to university, the beginning of the first-year experience is dotted with unexpected challenges and the transition towards becoming more mature (Lee, Ang, & Dipology-Ubanan, 2019 ). Towards the end of the first-year experience, students have a developed a new level of awareness and maturity that allows them to identify their difficulties with more ease and, at the same time, develop an expectation for a better learning environment (Lee et al, 2019 ). This is important for educators facilitating teaching and learning at those stages of the academic year to be mindful of.…”

Section: Critical Incident Trends Across the Yearmentioning

confidence: 99%

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Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

Barber

Sher

2022

SAJCD

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Background: Understanding the learning experiences of first-year speech–language pathology (SLP) students during the coronavirus disease 2019 (COVID-19) pandemic is essential to ensure that academic staff are able to support and enhance the transition from secondary to tertiary education. An understanding of the student experience could lead to improved support strategies that could be beneficial for the blended learning environment that the University of the Witwatersrand will be entering from 2022.Objectives: This research explored the experiences of first-year SLP students in online learning during the COVID-19 pandemic.Method: An exploratory mixed-method concurrent triangulation design was employed. Quantitative data were collected from likert scales. Qualitative data were collected from critical incident timelines. Themes were identified from both the Likert scales as well as the critical incident timelines using bottom-up thematic analysis.Results: The majority of participants reflected that their online learning through the pandemic in 2021 was successful. The themes that emerged from this year pertain to 2021 and the specific participants however, it provides an important insight that the students’ needs change during a year. As a lecturer, one needs to consider these evolving needs to ensure students have the support that they require to be successful in their learning.Conclusion: This research provided insights into the evolving nature of the support first-year SLP students require in the online learning space during the COVID-19 pandemic.

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Section: Critical Incident Trends Across the Yearmentioning

confidence: 99%

Section: Critical Incident Trends Across the Yearmentioning

confidence: 99%

Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

Barber

Sher

2022

SAJCD

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“…The language used for the interview was Indonesian to make easy the process of getting the information from students. Interview was conducted in a closed room to avoid distractions during the interview process (Lee et al, 2019).…”

Section: Semi-structured Interviewmentioning

confidence: 99%

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Wardhana

2022

JLE

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Background. The study of using process-genre approach that was used to increase the writing competence had been conducted by many researchers. However, the contirbution of this learning approach for HOTs aspects has not been done by many researchers, especially on learning writing Indonesian Purpose. Many studies only focused on one research approach, consequently, the finding was not quite comprehensive. Besides, to examine the effect of process-genre approach on academic writing competence and HOTs, this research also aimed to explore attitude and students’ expectation on their learning experience by using this approach. Method. The research used a sequential, mixed-method explanatory approach. Two grades were randomly chosen to enroll in the experimental class and a monitoring class of up to 52 students. The individual is a member of the Indonesian language education department who is currently taking the writing 1 course at the Bengkulu University, Indonesia. There are two instruments used in this analysis, the writing test & HOTs test for Quantitative statistics and semi-structured qualitative data interviews. The data from the writing test and the HOTs were quantitatively analysed for the paired sample t-test, the stand-alone sample t-test and the MANOVA, while the interview data were analysed using thematic analysis techniques. Results and Implications. The results have found that process-genre approach had a substantial positive effect on scholarly writing and student HOTs. Besides, thematic research also reveals that there are favorable views and expectations of students regarding the influence of the process-genre approach towards academic writing and student HOTs. This finding is iexpected to enrich knowledge about how students could enhance their writing ability and HOTs by using process-genre approach.

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“…Tahun pertama perkuliahan telah disepakati oleh para ahli sebagai masa yang sulit untuk mahasiswa baru (Lee, Ang, & Dipolog-Ubanan, 2019). Tidak hanya mengalami transisi dari remaja akhir ke dewasa awal (Hurlock, 1990;van Roij, Jansen, & van de Grift, 2018), memasuki kuliah juga mengharuskan mahasiswa baru untuk dapat memenuhi tuntutan perilaku, kognitif, serta afektif yang muncul dari lingkungan (Soledad, Carolina, Adelina, & Fernanda, 2012).…”

Section: Pendahuluanunclassified

Adaptasi akademik, sosial, personal, dan institusional : studi college adjustment terhadap mahasiswa tingkat pertama

Rahmadani

Mukti

2020

JKP

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Joining university for the first time is a challenging phase for first-year students. They are required to adapt not only to the academic context but to their personal, social, and emotional condition. The dynamics of college present a variety of challenges that arise as a result of the transition from high school to college. This study aims to analyze college adjustment of first-year students and the obstacles that arise from the academic, social, personal, and institutional dimensions. This study used mixed-method research. The sample was consisted of 235 first-year students of Al Azhar University (73.9% women) and filled out the Student Adaptation to College questionnaire. Qualitative data used purposive sampling to deepen the constraints felt by students in their first year. Semi structure interviews were conducted with 12 respondents to examine their experiences toward the first year of college. The results showed that 44.7% of first-year students had a low college adjustment level. Content analysis reveals that first-year students experienced varied academic, social, personal, and institutional problems. Therefore, the first-year student adapting process still needs attention from stakeholders.

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“My First Year in The University”: Students’ Expectations, Perceptions and Experiences

Cited by 10 publications

References 16 publications

Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Adaptasi akademik, sosial, personal, dan institusional : studi college adjustment terhadap mahasiswa tingkat pertama

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