Stressed-out, Self-isolated, and Hyper-connected: Teaching Today’s Learners

doi:10.33423/jop.v19i5.2511

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…Education theory supports the importance of service-learning, especially in today's educational context. Scholars suggest that today's college students (16-24 years old) learn differently than college students of previous generations did (Brown, 2018;Coomes & DeBard, 2004;Howe & Strauss, 2007;Landin, 2019;Nicholas, 2019;Taylor, 2010). For example, many students adopt a consumer and outcome orientation toward college and are intellectually disengaged from traditional lecture-based courses.…”

Section: Service-learning Theorymentioning

confidence: 99%

Understanding the Impact of the $100 Solution™ on Community Partnerships

Warren¹,

Kercsmar²,

DeVito³

2022

jces

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Service-learning has a variety of documented benefits for college students; however, less research exists on the influence of service-learning on community partners. This paper examines $100 Solution™ student service-learning projects, a specific and innovative approach to service-learning, and their influence on community partners. Researchers in this study conducted qualitative interviews with eight community partners across the United States that were involved with $100 Solution™ student service-learning projects within the past three years. Interviews were transcribed and coded for themes. Results provided insight into the community partners’ perceived and tangible benefits of the students’ projects, community partners’ understanding of the five pillars, partners’ motivation for involvement in the projects, and best practices and perceived barriers to successful partnerships. Limitations and directions for future research are also discussed.

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Section: Service-learning Theorymentioning

confidence: 99%

Understanding the Impact of the $100 Solution™ on Community Partnerships

Warren¹,

Kercsmar²,

DeVito³

2022

jces

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“…Unlike the other attributes that can be viewed as positively affecting grades, unrestrained achievement will likely have a negative impact on grades. This is because the high levels of unrestrained achievement that are typically found in the current population in higher education (Landin, 2019; Pisarik et al, 2017) could lead to their attempt to essentially “game” the course through the use of shortcuts in order to succeed at any cost (Hamlen, 2012). When students make use of shortcuts, they may not acquire a thorough understanding of foundational concepts that could lead to lack of comprehension of subsequent topics.…”

Section: Attribute Differences Between High- and Low-grade Performersmentioning

confidence: 99%

“…MAB that are common in the current higher education population that are found to affect academic grade performance include self-efficacy (Becker and Gable, 2009), neutralizing attitudes (Seemiller and Grace, 2016), fear of failure (Haider et al, 2015;Pitt et al, 2018), moral inhibition (Williams, 2015), unrestrained achievement (Landin, 2019), peer pressure (Toothaker and Taliaferro, 2017), and distributive justice (Kovacevic et al, 2013). Prior literature alludes to how each of the MAB listed above can differ between high and low academic grade performers.…”

Section: Attribute Differences Between High-and Low-grade Performersmentioning

confidence: 99%

Helping higher education students succeed: An examination of student attributes and academic grade performance

Flom¹,

Green²,

Wallace

2021

Active Learning in Higher Education

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Academic grade performance can be influenced by individual attributes, including motivation, attitudes, and beliefs. These attributes can be manifested by current events, such as technology or world events. Through a survey-based study using validated measures coupled with student grade performance at three instances during their tenure in higher education, we document that attributes common to current students influence academic grade performance differently for higher versus lower performers. Among other findings, we identify that higher performing students’ grade performance is positively affected by the attributes: fear of punishment and distributive justice; while lower performing students’ grades were not affected by those attributes. We provide practical recommendations for faculty to help influence attributes in order to potentially improve academic grade performance. Indeed, this study has important implications for those involved in fostering student success.

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“…Pre-pandemic college students of the late 2010's experienced greater levels of stress than college students from 20 years ago (Landin, 2019). A study of mental health illnesses among college students showed that the number of mental health reports were significantly greater in 2019 when compared to the number of reports that occurred just four years prior in 2015 (Oswalt et al 2020).…”

mentioning

confidence: 99%

The Impact of the COVID-19 Pandemic on Undergraduate Student Performance

Bundy

Selsby

Bowser

et al. 2022

nactaj

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The COVID-19 pandemic exacerbated an array of stressors that affected college students. We hypothesized that student performance was negatively impacted by the circumstances of the pandemic and some demographic groups suffered larger decrements than others. To address this, we collected institutional grade data from the COVID-19-impacted fall 2020 (F20) semester and compared them to a comparison group (CG) from 2015-2019. Surprisingly, final grades were 0.21 GPA points higher in F20 compared to the CG (p<0.001) across the undergraduate population. Grades were higher within racial and minority subgroups in F20 when compared to the CG (p<0.05). The underlying reasons are unclear and despite the collective stressors experienced by students associated with COVID-19, student performance improved in F20 compared to previous years.

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Stressed-out, Self-isolated, and Hyper-connected: Teaching Today’s Learners

Cited by 3 publications

References 9 publications

Understanding the Impact of the $100 Solution™ on Community Partnerships

Understanding the Impact of the $100 Solution™ on Community Partnerships

Helping higher education students succeed: An examination of student attributes and academic grade performance

The Impact of the COVID-19 Pandemic on Undergraduate Student Performance

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