Perceptions of online learning in an Australian university : Malaysian students’ perspectives-usability of the online learning tools

This study set out to investigate the kinds of learning difficulties encountered by the Malaysian students and how they actually coped with online learning. The modified Online Learning Environment Survey (OLES) instrument was used to collect data from the sample of 40 Malaysian students at a university in Brisbane, Australia. A controlled group of 35 Australian students was also included for comparison purposes. Contrary to assumptions from previous researches, the findings revealed that there were only a few differences between the international Asian and Australian students with regards to their perceptions of online learning. Recommendations based on the findings of this research study were applicable for Australian universities which have Asian international students enrolled to study online.

A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning

© 2013 American Psychological Association.This meta-analysis synthesizes research on the effectiveness of intelligent tutoring systems (ITS) for college students. Thirty-five reports were found containing 39 studies assessing the effectiveness of 22 types of ITS in higher education settings. Most frequently studied were AutoTutor, Assessment and Learning in Knowledge Spaces, eXtended Tutor-Expert System, and Web Interface for Statistics Education. Major findings include (a) Overall, ITS had a moderate positive effect on college students' academic learning (g = .32 to g = .37); (b) ITS were less effective than human tutoring, but they outperformed all other instruction methods and learning activities, including traditional classroom instruction, reading printed text or computerized materials, computer-assisted instruction, laboratory or homework assignments, and no-treatment control; (c) ITS's effectiveness did not significantly differ by different ITS, subject domain, or the manner or degree of their involvement in instruction and learning; and (d) effectiveness in earlier studies appeared to be significantly greater than that in more recent studies. In addition, there is some evidence suggesting the importance of teachers and pedagogy in ITS-assisted learning.

Career choices on graduation--a study of recent graduates from University College Cork

INTRODUCTION: Irish dental graduates are eligible to enter general dental practice immediately after qualification. Unlike their United Kingdom counterparts, there is no requirement to undertake vocational training (VT) or any pre-registration training. VT is a mandatory 12-month period for all UK dental graduates who wish to work within the National Health Service. It provides structured, supervised experience in training practices and through organised study days.

AIMS: This study aimed to profile the career choices made by recent dental graduates from UCC. It aimed to record the uptake of VT and associate posts, and where the graduates gained employment.

METHODOLOGY: A self-completion questionnaire was developed and circulated electronically to recent graduates from UCC. An existing database of email addresses was used and responses were returned by post or by email. A copy of the questionnaire used is included as Appendix 1.

RESULTS: Questionnaires were distributed over an eight-week period and 142 were returned, giving a response rate of 68.90%. Responses were gathered from those who graduated between 2001 and 2007; however, the majority came from more recent classes. Overall, the majority of graduates took up associate positions after qualification (71.8%) with smaller numbers undertaking VT (28.2%). Increasing numbers have entered VT in recent years, including 54.3% from the class of 2007. Overall, the majority of graduates initially took up positions in England (43%); however, in recent times more have been employed in Scotland. Subsequent work profiles of the graduates illustrate that the majority are now working as associates in general practice (51.4%) and in Ireland (54.2%).

CONCLUSIONS: There has been an increase in the proportion of UCC graduates undertaking VT. Graduates tended to move away from Ireland initially to gain employment. There has been a shift away from employment in England towards Scotland where the majority of new UCC graduates are now initially employed. The majority of graduates returned to Ireland for employment after the initial move away.

Dimensional structure of the Brief Symptom Inventory with Spanish college students. 'Estructura dimensional del Brief Symptom Inventory con universitarios espa??oles'

Resumen tomado de la publicaci??n. Resumen tambi??n en ingl??s

Helping immigrants identify as 'university-bound students' : unexpected difficulties in teaching the hidden curriculum. 'Ayudar a los inmigrantes a identificarse como 'estudiantes con destino a la universidad' : dificultades inesperadas en la enseñanza del currículo oculto'.

Monográfico con el título: 'Identidad y educación'. Resumen basado en el de la publicación

Perceived stress, coping resources, and life satisfaction among U.S. and mexican college students : a cross-cultural study. 'Estrés percibido, recursos de afrontamiento y satisfacción con la vida entre estudiantes universitarios de México y Estados Unidos : un estudio trans-cultural'.

Este artículo pertenece a una sección de la revista dedicada a psicología social. - Resumen tomado parcialmente de la revista