About this paper

Appears in:
Pages: 6670-6676
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1543

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

UNDERSTANDING STUDENT’S LEARNING EXPERIENCES IN HIGHER EDUCATION

A.N. Paimin1, J.K. Prpic2, R.G. Hadgraft3, M. Alias1

1Universiti Tun Hussein Onn Malaysia (MALAYSIA)
2The University of Melbourne (AUSTRALIA)
3University of Technology Sydney (AUSTRALIA)
Engineering students enter university with limited understanding about what are important for them to ‘survive’ and complete the program. Universities also facing challenges in finding ways to minimise the numbers of students who drop out particularly in the first year of study. In engineering, the attrition problem results in the potential loss of qualified engineers who can support our local industries. Despite various efforts made to facilitate learning, we do not fully understand how the student are experiencing learning, how they are dealing with challenges, and what factors influence their success?. The current research aims to develop an understanding into psychological factors that influence students’ capability to remain and strive in engineering programs and how integrations of these factors contribute towards their success in completing the program. The psychological aspects included in this study are the cognitive (study strategies), affective (emotions) and conative (intentions). Semi-structured interviews were conducted with sixteen final year engineering students at a Malaysian and Australian university to collect breadth and depth information about the factors of interest. The data were used to explain interconnections between study strategies, emotions, intentions and action goal towards success in a framework. Information gained from the qualitative data contributes to a deeper understanding of factors contributing to the study success of engineering students at both study locations. The finding provides answers into “why some students can be successful while others drop out” and the recommendations suggest strategies to help improve students' learning experiences and minimise attrition rate in engineering programs.
@InProceedings{PAIMIN2017UND,
author = {Paimin, A.N. and Prpic, J.K. and Hadgraft, R.G. and Alias, M.},
title = {UNDERSTANDING STUDENT’S LEARNING EXPERIENCES IN HIGHER EDUCATION},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1543},
url = {http://dx.doi.org/10.21125/inted.2017.1543},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {6670-6676}}
TY - CONF
AU - A.N. Paimin AU - J.K. Prpic AU - R.G. Hadgraft AU - M. Alias
TI - UNDERSTANDING STUDENT’S LEARNING EXPERIENCES IN HIGHER EDUCATION
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1543
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 6670
EP - 6676
ER -
A.N. Paimin, J.K. Prpic, R.G. Hadgraft, M. Alias (2017) UNDERSTANDING STUDENT’S LEARNING EXPERIENCES IN HIGHER EDUCATION, INTED2017 Proceedings, pp. 6670-6676.
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