Student Perspectives

The aim with the present study was to investigate bystander actions in bullying situations as well as reasons behind these actions as they are articulated by Swedish students from fourth to seventh grade. Forty-three semi-structured individual interviews were conducted with students. Qualitative analysis of data was performed by methods from grounded theory. The analysis of the student voices of being a bystander in bullying reveals a complexity in which different definition-of-situation processes are evoked (a) relations (friends and social hierarchy), (b) defining seriousness, (c) victim’s contribution to the situation, (d) social roles and intervention responsibilities, and (e) distressing emotions. There are often conflicted motives in how to act as a bystander, which could evoke moral distress among the students. Our analysis is unique in that it introduces the concept of moral distress as a process that has to be considered in order to better understand bystander actions among children The findings also indicate bystander reactions that could be associated with moral disengagement, such as not perceiving a moral obligation to intervene if the victim is defined as a non-friend (‘none of my business’), protecting the friendship with the bully, and blaming the victim.

Glenda Jackson Monash University Home education is a well established phenomenon in Australia but little is known about the movement of students between home schooling and formal education and how students view and handle the transitions. A sociocultural theoretical framework has been used to explore student perceptions of their transition experiences between formal education and home schooling through three case studies. Students described positive and negative views, and experiences of both systems of education. The results of the study uncover areas for further research into the role of education professionals on student experiences, the place of home education in relation to formal education and assessment of collaborative educational programmes which combine aspects of formal education with home education.

The changes that occur during the pandemic are very drastic. Community activities are also limited by government policies in an effort to prevent the Covid-19 outbreak so that it does not spread and take many lives. Activity restrictions are also carried out for students, starting from restrictions on activities at school/campus, changes in learning methods, and others. Students are required to do all school activities or study from home. In addition to being required to do online learning, students are also required to be able to process technology so that they can help the learning process effectively and don't miss technology during the pandemic.

The purpose of this study was to conduct online survey regarding students experience and perception related to online classes. Online platform has been a recent modification taken by the education system in India due the corona virus situation. Thus, this survey describes the opinion of school, college and university students with regard to online learning classes that have been made compulsory in the wake of corona virus situation. A structural questionnaire (Google form) link was sent to, colleges and university students WhatsApp, Facebook, and E-mail. The samples of 65 students are considered in this survey. This online survey method was used for data collection. The learners were used smart phone mostly for attending online lectures. Students also face many problems such as unfavorable environment for study. The finding shows that the following area plays an important role for students' satisfactions with online platform-class module, network issues, proper interaction and discussion with teacher and student.

Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task prior to instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The current investigation systematically contrasted teaching with challenging tasks using a task-first lesson structure (Task-First Approach) with that of a teach-first lesson structure (Teach-First Approach) through the delivery of two programs of mathematics instruction to 75 Year 1 and 2 students (7 and 8 year olds). The investigation adopted a quasi-experimental design and included three studies. Study One was quantitative in nature and involved analysing pre- and post- program student outcome data. A series of Mixed Design ANOVAs revealed that both teaching approaches resulted in large gains in student mathematical performance. Moreover, there was no evidence that problem-solving performance differed by lesson structure, although the Teach-First Approach was somewhat more effective in improving mathematical fluency. Study Two was qualitative in nature and involved semi-structured interviews with teacher-participants. Analysis of interview data suggested that there appear to be distinct advantages to both the task-first and teach-first lesson structures. Specifically, teacher-participants perceived that the Teach-First Approach was more focused and efficient, whilst the Task-First Approach was viewed as empowering students, and providing an opportunity to build persistence whilst fostering student mathematical creativity. Despite these differences, there was evidence that the most dramatic shift in teaching practice for teacher-participants would be the incorporation of more cognitively demanding tasks into their mathematics instruction in any capacity. Study Three was also predominantly qualitative and involved semi-structured interviews with student-participants. In line with teacher perceptions of the student experience (Study Two), analysis of student-participant interviews indicated that students generally embraced struggle and persisted when engaged in mathematics lessons involving challenging tasks. In addition, many students described enjoying the process of being challenged. Although most students reported preferring the Teach-First Approach when learning with challenging tasks because it provided opportunities for cognitive activation, a substantial minority (41%) of students preferred the Task-First Approach, in part because they relished the higher level of cognitive demand involved. The findings do not support the assumption that for students to learn from cognitively demanding tasks, lessons must begin with these tasks. Given that each approach was revealed to be effective and to possess distinct strengths, it is recommended that early primary teachers give consideration to incorporating both Task-First Approaches and Teach-First Approaches into future mathematics instruction.

Policy efforts to enhance postsecondary access and completion often emphasize the construct of college readiness (CR). While most research has focused on defining and measuring CR, less has examined the perspectives of first generation students and the urban high school contexts in which many prepare for college. This study utilizes data from an ethnography of college preparation in a low-performing urban high school. Drawing on sensemaking theory, I explore how high-achieving college-bound seniors make sense of CR and what factors shape their sensemaking. Findings offer insight into how CR discourses manifest at the local level to shape opportunity for urban youth.

I Social Network Sites (SNs) occupano ormai un ruolo di notevole rilievo nella vita di giovani e adulti. La volontà di intrecciare occasioni di apprendimento di tipo informale, come quelle fornite dai servizi di rete sociale, con contesti formali, conduce ad interrogarsi sulle potenzialità pedagogiche di questi strumenti al fine di stimolare un ripensamento dell'offerta formativa che caratterizza le istituzioni educative tradizionali. A tal proposito, questo contributo presenta sinteticamente i risultati di un'indagine condotta su studenti e docenti italiani di scuola secondaria con lo scopo di rilevare le loro opinioni ed esperienze sull'utilizzo didattico dei SNs. Dopo la presentazione dei risultati, si propongono alcune riflessioni conclusive sull'uso dei SNs nel contesto didattico.

Shifts from traditional teacher-centered approaches to more student-centered ones, have led students to express their conservative countries like Iran. The purpose of the current research was to identify the main features which characterize an effective EFL instructor according to language students. A 58-item questionnaire was administered to language learners. The results contain significant information regarding the characteristics of a successful instructor in an EFL context.

This paper describes how undergraduate students in their junior and senior year seeking a bachelor’s degree at a regionally accredited university perceive their professors’ instructional attributes and behaviors. The examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their academic success. The paper is derived from a study that sought to identify any obstacles faced by the participating undergraduate students and their faculty as indicators of how to mitigate such obstacles.
The study included a review of an extensive collection of research on student perspectives and how those perspectives may reflect on the evaluation of the adequacy of various teaching techniques and academic practices.

Was es bedeutet, das Studium Individuale zu studieren, begleitet vom Hin‐und‐Hergeworfen‐Werden zwischen Selbstfindung und Selbstoptimierung: "Indi sein, das ist wie das Nutzen einer Schrittzähler‐App im Smartphone während der Weltreise auf der Suche nach sich selbst".

Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. While previous research has presented results of learning gains, motivations, and teacher experiences, limited empirical research has presented student perspectives in project-based learning. This research sought to explore how learners created projects. A qualitative case study design was employed with five purposively selected participants from eighth grade geography at a private day school. From interviews, observations, and document collection, five themes emerged from what influenced participants’ projects and what the participants learned: (1) internal influences, (2) external influences, (3) beliefs about projects, (4) tools for technology-rich environments, and (5) learning outcomes and products. The first four themes describe influences to shape the fifth theme, learning products. The term learning products was used to describe both the learning acquired by the participants and the learning artifacts the participants produced as part of the instructional unit. Implications for practice and future research are considered.

Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring studentteacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the 'ethic of care' is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning.

The aim of this study is investigating Turkish EFL learners' reflections on corpus-based language teaching; what kind of benefits or drawbacks they have experienced during a corpus-based implementation, and what possible suggestions they can make about this particular experience of theirs. The data was collected through minute papers and semi-structured interviews; and content analysis was conducted for data analysis. The results indicated that the participants found the corpus-based instruction very effective especially thanks to the fact that they could interact with real life data directly. They emphasized that interacting with genuine native speaker language made them more motivated and interested in the classroom. In terms of drawbacks, they stated that sometimes the concordances were difficult to understand. Nevertheless, the learners had a positive perception of corpus-based language teaching instruction.

"One of the potentials of regular use of computers and the Internet in the classroom is the development of ePortfolios. The use of this instrument is now considered relevant as a method of teaching, learning and assessment. The implementation of ePortfolios, performed by students in an educational context, can contribute to improving the quality of their learning and favors self-regulation, since it is based on reflection on their work. It is therefore important to build and / or adapt tools that allow us to accurately measure these dimensions, since the use of the Internet in formal learning is increasingly common. In this paper we present the results of a study on the implementation, analysis and discussion of how students engage in learning and foresee ePortfolios as a learning resource. We refer to the grounds and procedures adopted in the adaptation of the questionnaire – Electronic Portfolio Student Perspective Instrument (EPSPI) designed by Ritzhaupt, Singh, Seyferth and Dedrick in 2008, translated from the original version in English to the Portuguese and we also refer to the psychometric properties of sensitivity, reliability and validity.
Keywords-ePortfolio; instrument development; student perspectives; factor analysis."

The article explores 5th and 6th grade pupils’ reflections on why pupils may refrain from intervening in bullying, despite understanding that bullying is wrong. The findings are based on focus group interviews conducted with 74 Swedish school pupils, who were asked for their perspectives on the various participant roles depicted in a bullying vignette. The findings were analysed using methods from constructivist grounded theory and through the theoretical lens of Goffman’s concept of social stigma. The interviewees emphasised the implications of being positioned as the ‘victim’, including being socially stigmatised, isolated, denigrated and further bullied, and suggested that the fear of being ‘singled out’ would be a main concern for pupils, and hence the driving force behind why they may refrain from intervening in defence of a victimised peer. The study thus highlights the associated processes of social stigmatisation and the non-intervention of pupils in school bullying situations.

The vast majority of Spanish universities have integrated Moodle as a Learning Management System (LMS). This is because, in comparison with other LMS, Moodle is a feasible and more effective means for didactic usage. But there are still few studies on the pedagogical impact of Moodle in teaching. Thus, there are a lot of questions to be answered, for instance: What do students know about the tools provided by Moodle? How are these tools used in their training? Are they satisfied with the use of these tools? Which are the needs of teachers? Is the usage of Moodle related with the improvement of teaching? What is the impact of Moodle in the development of professional competencies? The aim of this paper is to understand, analyze and compare the student's perceptions on the didactic usages of Moodle at university teaching. To this end, this study takes a survey design, with the intentional non-random sample of 178 students from Primary Education degree and Social Education degree of Cuenca Campus in the University of Castilla-La Mancha. For collecting information, an ad hoc questionnaire, consisting of 5 dimensions and 118 variables, has been used. Data reveal the relevance of Moodle in university teaching: the role that it plays to visualize the teaching outline and to exchange information. To sum up, students show a high degree of satisfaction, but identify some limitations related to teacher training and technical issues.

Extant research on critical success factors in technology enhanced learning focuses on the analysis of various elements pertinent to the topic such as classification, prioritization and stakeholder perceptions, by tackling these issues in isolation rather than simultaneously in one all-inclusive academic work. The purpose of the present research is to systematically investigate contemporary scientific literature on critical success factors in technology enhanced learning. The systematic literature review method has been used to examine the extant literature on the subject area, and through a review of 32 articles of the literature, the researcher analyses the extent to which critical success factors in technology enhanced learning have been classified and prioritized from various stakeholder perspectives. The findings of the study indicate that a higher degree of effort should be expended towards prioritizing critical success factors as this will lead towards increased sustainability of technology enhanced learning system design. The researcher aims through the present study to contribute to the exploration of future avenues for research towards reinforcing the sustainability of technology enhanced learning system design by exploring the different TEL stakeholders’ perspectives and using this as a basis for a more robust process for TEL CSFs prioritization. Additional research is required to better understand what affects the perceptions of students, instructors, experts and management, and the obtained findings introduce original contribution to the scientific field of technology enhanced learning management since they clearly show that further work can be performed towards enhancing the process for prioritization of
critical success factors in technology enhanced learning from the various stakeholder perspectives.

This study is framed by Self-Determination Theory (SDT) to examine the interaction between student perceptions of school personnel efforts and actions and the development of student intrinsic motivation and self-determination. This mixed-methods study examines variations among high school students’ ( n = 44) level of self-determination (SD) and the relationship between their perspectives of school support of autonomy, competence, and relatedness and self-determination development. We share student profiles ( N = 6) based upon deductive coding of student interviews. Findings focus on the centering of students’ own words to create data-rich renderings of individual students located within their school context. Each student profile contains connections to the three domains associated with SDT: autonomy, competence, and relatedness. We provide a discussion of the applicability of SDT for school practitioners to inform increased support for students with learning disabilities. Subscribe to LDMJ

Objective: The purpose of this research is to identify and rank the effective factors in the selection of a university for graduate level education from the viewpoint of students. Method: The literature on university rankings was first examined and 14 general factors were extracted with related indicators. Then, interviews were conducted with 15 students. Furthermore, a set of the effective factors was gathered by considering the literature and student views. In the next step, to confirm these factors and indicators, 40 questionnaires were filled by students. Then, the results were verfied by T-test. Confirmed indicators (16 indicators) were reclassified and distributed in the form of a questionnaire with linguistic expresions among 20 other students. Then, using the data of this questionnaire and implementation of the fuzzy TOPSIS approach, the ranking of the effective factors in the selection of a university for a master's degree was obtained. Finally, the status of factors obtained from the previous steps were presented. Result: The results of the research show that in the proposed framework, the University Reputation factor is the most important factor from the students' point of view. This factor includes the following indicators: public universities, university location, the age of the univeristy and graduates attracted to the work environment after graduation.

Home education is a well established phenomenon in Australia but little is known about the movement of students between home schooling and formal education and how students view and handle the transitions. A sociocultural theoretical framework has been used to explore student perceptions of their transition experiences between formal education and home schooling through three case studies. Students described positive and negative views, and experiences of both systems of education. The results of the study uncover areas for further research into the role of education professionals on student experiences, the place of home education in relation to formal education and assessment of collaborative educational programmes which combine aspects of formal education with home education.

This research aims to identify the perspective of university student toward Israeli-Palestinian conflict. The idea is to understand what influenced university student perspective in the context of Israeli-Palestinian conflict. The program ran for one week during the 9 May till 16 May. 37 participant was asked about their response to the Israeli-Palestinian conflict through an online questionnaire (Google Form). The writer found that most of the university student is bias to understand the Israeli-Palestinian conflict because of the media they use as the source of information. The result of this analysis can be useful for others researchers to understand the characteristic of media that influenced university student perspective most.

Keywords: university student, perspectives, media, conflict, Israel, Palestine