International Journal of Instruction, v13 n1 p35-52 Jan 2020. 18 pp.
Correlation, College Students, Trust (Psychology), Self Esteem, Life Satisfaction, Social Media, Student Behavior, Social Sciences, Public Colleges, Foreign Countries, Grade Point Average, World Views, Socioeconomic Status, Religious Factors, Political Attitudes, Gender Differences, and Turkey (Istanbul)
The study is aimed at explaining the relationships among trust, self-esteem and satisfaction with life of university student with their social media use and some demographic variables. The demographic variables are; gender, socioeconomic status, grade point average (GPA) of students and their stated worldviews. The study employed a quantitative research approach. The subjects of the study were students of several social science departments in 12 different Turkish state universities located in several parts of Turkey. The total number of the students involved in the study was 2253. The data was collected by a categorical variable form and 3 other scales developed for the research project. The scales were Likert type scales. Their reliability and dimensions are explained in detail in method section of the study. The data were analyzed through one-way-ANOVA. The main findings are; the frequency of social media use creates a difference in trust levels of university students. It is found out that a higher average of the grades means higher self-esteem among students. There is significant difference between genders in students' satisfaction with life.
Cowan, James, Goldhaber, Dan, Holzer, Harry, Naito, Natsumi, Xu, Zeyu, and National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 28 pp.
Vocational Education, High School Students, High School Graduates, College Attendance, Certification, STEM Education, Safety, Occupations, Intellectual Disciplines, Employment Level, Associate Degrees, Bachelors Degrees, Liberal Arts, Social Sciences, Student Characteristics, Labor Market, and Washington
We describe the postsecondary transitions of students taking CTE courses in high school using administrative data on one cohort of high school graduates in Washington State. Conditional on observable characteristics, CTE concentrators--high school graduates who complete at least four CTE credits--are about 4 percentage points less likely to enroll in college than other high school graduates. However, CTE students are significantly more likely to enroll in and complete vocational programs, especially in certificate programs in applied STEM and public safety fields. Among students not enrolled in college, CTE students are also more likely to obtain full-time employment--and to work more intensively--within the first three years following high school graduation. Although the improvements in employment outcomes do not offset reductions in college enrollment, the higher completion rates of vocational credentials among CTE concentrators indicate some important positive outcomes for this population.
Majid, Faizah Abd, Kamarudin, Rafidah, and Zamin, Ainul Azmin Mohd
International Journal of Education and Literacy Studies, v7 n4 p101-105 Oct 2019. 5 pp.
Graduate Students, Student Attitudes, Online Courses, Program Effectiveness, Student Motivation, Foreign Countries, Public Colleges, Student Needs, Learning Processes, Outcomes of Education, Social Sciences, Adult Students, Usability, Time Management, and Malaysia
MOOCs first became a phenomenon in the higher education landscape in 2008. Ever since, various researches have been conducted to explore the potential of MOOCs as an alternative in the learning and teaching process, and the way forward in delivering the courses effectively. Despite the growing interest in MOOCs applicability in higher education, very little is known about how postgraduate students perceive the use of MOOCs in their programme. Postgraduate students are synonymous with the concept of adult learners. One of the characteristics of adult learners is their motivation, which is driven by intrinsic and instrumental factors. As past research have concentrated on the undergraduates, this paper uncovers the postgraduates' perceptions of MOOCs. A total of 51 respondents took part in a survey conducted in one of the Malaysian public universities. Quantitative data yielded findings similar to past research findings. However, what is new is the need for MOOC providers to cater to the needs of the postgraduate students who are adult learners particularly in determining the following; MOOCs' attributes, learning process and learning outcomes. It is expected that the postgraduate students, their educators and the MOOC developers would find the findings helpful.