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Students' Preferences (student + preference)

Distribution by Scientific Domains
Humanities and Social Sciences40%

Selected Abstracts

Spatial planning, mobilities and culture,Chinese and New Zealand student preferences for Californian travel

INTERNATIONAL JOURNAL OF TOURISM RESEARCH, Issue 3 2007
Chris Ryan
Abstract Itineraries are under-researched within tourism, which is arguably strange given their potential importance as determinants of visitor expenditure distribution, and how itinerary planning may become a tool of destination management in determining which areas are most affected by visitor flows, whether positively or negatively. This exploratory study required students in New Zealand and the Peoples' Republic of China to draw maps of potential trips to the south-west of the USA in order to assess to what degree differences might exist as to (i) preferred places to visit; (ii) durations of stay; (iii) speeds of dispersion and concentration at the points of embarkation and disembarkation (in this instance Los Angeles); and (iv) total distances travelled. Differences were indeed found, and ethnicity appeared to be the main explanatory variable for the differences. Chinese students were found to travel slightly less, not to become so dispersed overall, but were also found to have higher rates of dispersion and slower rates of concentration at the commencement and at the end of the trip. The itineraries also suggest a further triangular pattern of travel that can be added to the categories identified by Oppermann. Copyright © 2007 John Wiley & Sons, Ltd. [source]

Primary to Secondary LOTE Articulation: A Local Case in Australia

FOREIGN LANGUAGE ANNALS, Issue 3 2001
Article first published online: 31 DEC 200, Robert C. Kleinsasser
Data taken from an independent school's admission documents over a 4-year period provide insights and reveal trends concerning students' preferences for language study, LOTE study continuity, and reasons for LOTE selection. The data also provides an accounting of some multiple LOTE learning experiences. The analysis indicates that many students who begin a LOTE in the early grades are thwarted in becoming proficient, because (1)continuation in the language is impossible due to unavailability of instruction; (2)expanded learning is hampered by teachers' inability to deal with a range of learners, (3)extended learning is hampered by administrative decisions or policies, or (4)students lose interest in the first LOTE and switch to another: Finally, a call is made for data gathering and research in local contexts to gain a better understanding of LOTE articulation challenges at the local, state, national, and international levels. [source]

Attitudes affecting college students' preferences for distance learning

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2002
Y. J. Katz
Abstract Empirical studies that have examined psychological aspects of the use of Information and Communication Technology (ICT) have indicated that certain psychological attitudes of students towards the use of ICT are of paramount importance when evaluating the effective use of distance learning approaches to instruction and learning. Distance learning at the tertiary level, through the medium of ICT, is seemingly affected by the same psychological attitudes that are known to be related to other successful ICT applications to learning and instruction. In the present study the relationship between two distance learning ICT-based configurations were examined. The results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Satisfaction with learning, level of control of the learning process, and study motivation for distance learning are all positively related to the students' preferences for structured distance learning, whereas independence in learning is positively connected to students' preferences for the more open Internet functionality. [source]

Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study

JOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 2 2007
Peggy A. Ertmer
This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students' online postings. While peer feedback has been demonstrated to support students' learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students' perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discussion postings in an online course. In addition, we investigated the impact of that feedback by comparing the quality of students' postings, based on Bloom's taxonomy, from pre-course to post-course. Results suggest that the quality of students' postings was maintained through the use of peer feedback despite students' preferences for instructor feedback. Students noted that peer feedback can be valuable and, more importantly, described how giving peer feedback not only reinforced their learning but enabled them to achieve higher understanding. [source]