Differences and similarities between traditional students and non-traditional students
introduction

A traditional student can be defined as a certain category of students who are fresh out of high school and enroll directly into collage or universities and have no major life responsibilities such as part time work and people depending on them. A non-traditional student can be defined as a college or university student in his/her mid-twenties who delayed enrollment into college or university after graduating from high school. They have major life responsibilities such as; part time or fulltime jobs and they have people depending on them. There are various factors that contribute to one being a traditional student or a non-traditional student. Each category of students has its own characteristics that contributes to its definition and thus their similarities and differences.

The first most common difference between these two types of students is, traditional students are more ready and willing to enter an institution of higher learning because they have no responsibilities placed on them, therefore nothing is likely to interfere with their academic life. While for a non-traditional student too many years have passed without he/she being in a learning institution, and most of them require time to build their self-esteem and find motivation, thus lacking the willingness to return back and continue with their education. (Bursten, Stanley, and Gretchen 46). Traditional students have a lot of free time while non-traditional have less free time.

Different teaching methods are used to teach students in each category considering that students in each category have different needs. Research has shown that a traditional student requires a teaching style that involves maximum class hours and personal contact between the teacher and the student. This improves the social relationship between the students and their teacher which create a conducive learning environment. In teaching a non-traditional student, teachers may need to use a systematical way of teaching since these students need a relearning technique of study which involves use of visual images and support services such as writing labs and extra tutoring hours (Bursten, Stanley, and Gretchen 46). This will help in enhancing the performance skill of a non-traditional student.

Most traditional students are able to attend class because they have dedicated their time to their studies while non-traditional students are likely to take their studies online since they have no time to attend class. An instructor is likely to find an answer to a question asked by a student in a classroom discussion faster thus benefiting the student, while a question asked by a non-traditional student in an online class is not likely to find an answer quickly if the instructor does not have the answer at the time, the answer to this student’s question will be delayed and the chances of the online instructor forgetting about it are very high (Bursten, Stanley, and Gretchen 49). This at most disadvantages the non-traditional student studying online.

The differences between these two categories of students are many than the similarities, however, there are two similarities that cannot be ignored. The first one is that both categories of students need someone they can talk to about their frustrations, someone who will listen to them and offer advice on the step they should take next. The second similarity is that students in both categories experience difficulties in writing their academic papers. (Ferguson, Mary 17). difficulties in writing academic papers is a common problem among all students across all categories

Conclusion

The differences of these two categories of students are very much evident than their similarities. There are various conditions that forces one to be a traditional student or a non-traditional student. various teaching styles are used to teach each category since they all have different needs. Students in these two categories have a similar purpose which is to further their education and expand their knowledge in certain academic fields.

Work cited

Bursten, Stanley N, and Gretchen M. Reevy. Pedagogical Psychology: Beyond the 21st Century. , 2015. Print.

Ferguson, Mary J. Twenty-first Century College Commentaries on Traditional & Nontraditional College Students. Place of publication not identified: Rosedog Pr, 2013. Print.

This interview took place between an Academic Affairs administrator and me. The interview keenly looked into the main functions of the office, its objectives, mission, and emerging issues in need of addressing, and to shed light and inform on recurrent student issues. The summary of the interview lies below detailing the vital segments of the interview.

The Core Functions of Academic Affairs Office

 As an administrator most of my roles in the Academic affairs office entail scheduling, executing, and management of educational programs of the entire University (Charles et.al, 2018). In assuming these roles, the administrator works in conjunction with other offices such as the dean, the Vice chancellor of the university, other administrators and staff members of that particular faculty. Although most of the roles carried out under the Academic Affairs office, relate to syllabus and instructions, which fall under the mandate of the dean, the administrator acts as the sole executor and planner of long term educational programs, assessment of quality, assortment and progress among other functions. In addition, administrator also assists the president of the university with vital decision-making tools.

Issues of Concern in the Academic Affairs Faculty

The first issues concern the ever increasing cost of college education hence a major worry to the office. The actual cause for the increase needs addressing and students need to know the underlying reasons triggering the increment (Charles et.al, 2018). On Other hand, the office struggles with strategic ways of curbing the rising cost of higher education per year. Thirdly, the accumulating student debt and the need to introduce measures hindering the piling debt.

The second issue has to do with online learning. With the accessibility to internet services, observing academic fraudulence, for instance plagiarism is not an easy task. How and when to reach out and raise awareness on the predicaments that arise due to plagiarism is not an easy task either. Online platform such as Turnitin reduce instances of plagiarism but the main issue is being able to generate surroundings that reduce academic fraud and being able to communicate regularly with students.

            The third concern revolves around communicating efficiently with students who interact daily with various emails and social media notifications. Students depend on their social media platforms to acquire information on college options hence academic institutions need to effectively utilize social media platforms to help students make wise decisions (Charles et.al, 2018). Most of the times, academic institutions depend on part time staff members to complete their duty rosters. Yet, these faculties never appear or mentioned in faculty consultations, given workstations and salaried hence not heavily invested in one college because they visit various institutions. Relying on part time work force impedes development and continuous assessment of the institution.

How the Office of Academic Affairs Deals With Matters Concerning Rising Fees

In the present society, university is the only institution capable of offering higher education. Each year more than 20 million people attend universities across the world seeking a degree or a second degree. In the coming years, the number may double or even triple. In all this, the office of Academic Affairs ensures elimination of unnecessary costs such as counselling fee, which the students sometimes never make, use of. Some students come from poor backgrounds and their parents cannot pay off some expenses. It is up to the school to fund some services especially secondary services such as counselling. In short, campuses need to invest in some services and take some of the financial burden from their students.

How Academic Affairs Office Communicate With Students Effectively

The office of Academic affairs came up with holistic approach to communication (Leišytė, 2016). Through marketing, the university is able to reach more students rather than making use of internal communication mechanism such as internal memos addressing a large body of students. In addition, the office works together with students and students organizations for better communication distribution. In other words, cooperating with other people creates relations thus one can listen to issues the institution raises now and then.

How Academic Affairs Regulate Fraudulent Academic Behavior

The office makes use of Academic laws, which encompasses various policies, frameworks, and directing academic matters (Leišytė, 2016). The entire framework of academic laws gives administrators measures and ways of curbing plagiarism and other ways dishonest ways. With online learning comes creation of various stipulations that makes it possible to reduce cheating. First of all, a student has to register before attending class and remain throughout the course teaching and in the end be able to answer questions to an exam. In addition, expulsion of more than a thousand academic years when found cheating in an exam.

Making and maintaining a tradition of reliability within an academic institution is vital for efficient teaching, acquisition of information and carrying out research studies. Integrity means following laws leading to moral uprightness and upholding values in line with elaborate practices (Leišytė, 2016). Basically, academic settings become tainted when students take part in unfair academic malpractices such as plagiarism, dishonesty during examinations and illegal collaborations on coursework. Therefore, dishonesty undermines academic affairs office to accurately evaluate students.

References

Charles, E., Johnston, J., Kenworthy, A., Lind, C., McCammon, H., Merryman, D., ... & Yadav, Y. (2018). To: Susan R. Wente, Provost and Vice Chancellor for Academic Affairs Faculty Senate Executive Committee From: The Shared Governance Committee Terrah Foster Akard, associate professor of nursing.

Leišytė, L. (2016). New public management and research productivity–a precarious state of affairs of academic work in the Netherlands. Studies in Higher Education, 41(5), 828-846.

College Governance Structure

                Governance can merely be described as that act of governing that provides a good strategy on leadership to an organization as well as giving direction. Proper governance also is involved in the approval of budgets and policies in the institution, delegation and defining the expectation of the institution. Governance structures are essential as it gives directions on who should perform specific duties and who should not; therefore, it is a way of providing responsibilities and authority to the positions in the structure.

            The institution provides high-quality education and many opportunities that empower many students to achieve success and strengthen the communities around it. It also promotes different cultures and empowers them while holding the quality standards to ensure there is practice fairness and ethics are maintained at all times while offering the services. It also works in collaboration to come up and provides services that foster the success of its students, staff and the community in general.

            The institution also provides an environment that promotes quality support and care which can be offered through open communication, and this is respect. In addition, the college also encourages teamwork, this is done through partnering with both the stakeholders which can be internal or external to provide the best and the most relevant opportunities on education. One of the main goals of the institution is to empower the student to get excellent academic achievements

The internal governance structure comprises of the president who is usually the final authority as stated in the college governance structure. He/she has powers to alter any policies of the college and also he/she can suspend and even waive students who might have difficulties. There is also a college council which has representatives from both the student council and the Senate, it acts on behalf of the college, and their role is to review policies of the college and make recommendations.

            The executive team is also present in the structure, and their responsibility is within their actual roles, they are responsible in identifying the need to have new policies or revise the current ones, they can also recommend others which are deemed appropriate for the college. They also approve the new and revisions that have been done. Another is the faculty senate, the staff senate, and the administrative faculty.

            There is also workgroups that perform a defined task, and they are reviewed annually to enable the college to make decisions to keep for the next year. The student council is also present in the structure, and it deals with student concerns. Student organizations have representatives to the council meetings. Dean and department head also present in the structure has a role in ensuring that the set policies are followed appropriately as the college continues with its operations.

            Furthermore, the dean and the department heads also provide procedures related to the policies in their respective areas and giving notification on changes that may have been done to the policies as well as reviewing the plans every year.

            In the making of a recommendation, the flow of information starts from the employees or each department which will recommend to the necessary executive team who will then forward the proposal to the right college council. The executive team may recommend directly to the president who is considered to be the final authority when it comes to making changes.

Article Review

Examining the Efficacy of Parent-Child Interaction Therapy

 Abstract

 The problem that is being addressed in this article is about the Autism Spectrum and whether a positive parent-child dynamic will increase compliance, promote changes in behaviors, and build a greater relationship.  The article states that children with autism spectrum display externalizing behaviors during early childhood due to genetic or environmental factors.  Children with Autism Spectrum lack social interaction, activity and interest, and families caring for these children face hardships in trying to maintain relationships, mental health and control the behavioral problems.  However, there is a suggested empirical solution to this mental problem which is the parent-child interaction therapy (PCIT).  The purpose of this article is to examine the efficiency of PCIT using non-concurrent designs.  The study finds that PCIT increases child compliance, reduces disruptive behaviors, improves parenting skills,   and increases a greater relationship satisfaction.

Introduction

 Masse et al (2016) state that challenging behaviors such as aggression, noncompliance or defiant behaviors,   irritability and other disruptive behaviors such as being disobedient, stubborn and physically aggressive are the primary symptoms associated with the autism spectrum disorder.  To address this issue, researchers have focused on evidence-based treatment and empirically supported interventions. Researchers have found that behavioral parent training is a critical and beneficial strategy in reducing disruptive behaviors, foster parent-child relationship, increase compliance and promote greater relationship satisfaction. Parent-child interaction therapy is a component of behavioral parent training and it is a short-term training program that is derived from social learning theory and attachment theory. The purpose of applying the theories is to understand that the purpose of the parent training program is to build relationships and promote discipline.  Both parents and children attend weekly 1-h sessions where the therapist teaches parental skills to the parents and also allow parents to interact with their children and apply skills that have to do to with behavior descriptions. The purpose as to why parents are the primary participants in the training to act as leaders in shaping the child's behavior, maintain focus, create an enriching interaction,  increase parental involvement, and promote positive social behavior.  In general, parent-child interaction therapy is associated with positive outcomes as parents are able to improve the child's communication, build skills, reduce the behavioral problem and externalizing behaviors, and more importantly promote parent-child relationship.

 Purpose of the study

 The aim of the study was to investigate whether the Parent-Child Interaction Therapy is effective on children suffering from autism spectrum.  The authors have found that the diagnostic rate for children behavioral difficulties is high and there is no quality treatment (Mass et al, 2016).  Thus, there is a need for preliminary research concerning the PCIT to understand whether it is effective in reducing disruptive behaviors and hither it increases compliance. The study conducts research on PCIT by incorporating both first phase of treatment where parents interact with their children and the second phase of treatment where in addition to playing with children, parents gain parenting skills which enable them to deliver positive reinforcements, and effective commands.

 Experimental design

 The study used a non-concurrent design that involves the use of several individuals at different intervals to create flexibility, avoid experiment bias and improve validity (Mass et al, 2016). In using the non-concurrent design, the baseline levels were used at the beginning of the study to assess the unknown. In specific, the baselines levels would help in assessing the rate of child compliance, a positive parental report on the reduction of oppositional behavior, positive parenting behaviors, and treatment satisfaction (Mass et al, 2016).   In other words, this was the first hypothesis and the second hypothesis was the child's behavior change.

  Participants

            Participants were children aged 2 and 7 years diagnosed with ASD by a teacher or mental health professional (Mass et al, 2016). These children had receptive language skills but children with organic brain damage, non-English speaking children, children whose Autism rating scores were lower than 29, children whose Autism behavior was 43 and lower, and children whose compliance test was 60% were excluded from the study (Mass et al, 2016). The second group of participants was primary caregivers but caregivers who have organic brain damage and who were non-English speaking were excluded. Three families met the selection criteria and they participated in the study.

 Dependent variables and independent variables

 The data collected was reliable sink the study used a screening instrument known as ABC.  The dependent variables were the relationship enhancement between parent and their children and children compliance (Mass et al, 2016). The independent variables which affected the dependent variables were accurately implemented by the therapists. The latter coached parents or they gave them instructions. For example, at the beginning of the therapy, parents received 20 instructions on how to interact with children and therapists recorded compliance rate with respect to the compliance responses (Mass et al, 2016).  Again, the therapists provided the parents with 30 instructions to increase validity and compliance rate was regarded as successful if it was 57%. In addition, the independent variables were accurately implemented since therapies observed child behaviors in different areas such as verbal communication and child's compliance.

 Research procedures

 A non-concurrent design measured child compliance in different baseline sessions.   Given that three families participated in the study, each family received 3 baseline sessions, 5 baseline sessions, and 4 baseline sessions respectively (Mass et al, 2016). Parent-child interaction therapy was initiated and parents received training in an in-room format.  The therapist started by giving child-directed interaction (parents were taught to interact with their children to improve their skills) and then parent-directed interaction (parents were taught parenting skills such as coaching and effective commands) within a period of weekly 1-h sessions.

Summary of the results

            The results showed that the rate of child's compliance increased with the use of treatment at different intervals.  For example, in one family, the child participated in different baselines sessions and in each session there was an improvement of 25.67% during child-directed interaction and there was an improvement of 60.88% in parent-child interaction (Mass et al, 2016).  The results show that in all the three families that participated in the study, children showed gradual improvement. The improvement was influenced by parent-child interaction and the ability of the parents to coach and command their children thereby reducing the behavioral problems (Mass et al, 2016). Parents also showed an increase in positive parenting behavior and satisfaction across treatment phases.

 Generalizability of the intervention

 In general, the study finds that parent-child interaction therapy is effective in children suffering from autism spectrum disorder. When the therapist provide both child-directed interaction and parent-directed interaction, effectiveness is achieved (Mass et al, 2016). This means that therapy is given across different domains and in each domain, there is an improvement such as positive parenting, coaching skills, child compliance, and behavioral changes.  Generally, the parent training programs help children change antisocial behavior and more importantly, it promotes parent-child communication.

 Implication of the study

 The study has shown empirical evidence that parent-child interaction therapy is associated with clinical success especially in children on ASD.  In the clinical setting especially in the ASD population, it is important to apply this intervention to help both children and parent manage the mental condition (Mass et al, 2016). This intervention is effective to address the family and children needs as parents will learn about the parenting skills and as a result, the children will develop positive behaviors.

 Limitations and future directions

The study has a lot of limitations. The first apparent limitation is the use of non-concurrent design. The design is not effective as it brings threats to the validity due to the use of varying independent variables, and due to the variation in independent variables. In the future, it is important to use concurrent designs to save time and evaluate complete data sets. Second, when commencing the study,   children with high-functioning autism were excluded from the study (Mass et al, 2016).  The researchers did not explain the meaning of the term and the associated symptoms.  In the future, it is important to classify the severity of symptoms to differentiate between high functioning and low functioning.  In addition, the Compliance Test was unreliable and it could be better if the study used a longer follow-up period to assess long-term effects (Mass et al, 2016). In the future, rather than using a short-term program, it is important to employ a long-term program to understand the long-term impact of treatment.

Conclusion

 Parent-child interaction has given promising results that children with ASD can improve behavior. Therapists, mental health professionals, and educational psychologists should focus on implementing the intervention in the clinical setting to teach parents the parenting skills and behavioral approaches and more importantly, reduce the children's internalizing disorder and build a greater relationship with parents. Note that untreated autism spectrum may lead to behavioral problems such as poor academic performance, lack of social interaction and related issues. Thus, it is important to consider behavioral parent training as an evince-based treatment to benefit the parents and children.

Reference

 Masse, J. J., McNeil, C. B., Wagner, S., & Quetsch, L. B. (2016). Examining the efficacy of

parent–child interaction therapy with children on the autism spectrum. Journal of Child

and Family Studies, 25(8), 2508-2525.

Full Inclusion

            Full inclusion generally refers to the integration of a student who has special needs in a general education classroom all day. The work of the educators in this is to help children who have disabilities to establish friendships with those who are not disabled. Furthermore, the educators should help the disabled children to develop social skills which are very necessary to enable them to make good interactions with acquaintances, their family members, and friends (Fuchs et al 136). It is also the work of the educators to help in changing the stereotypic thinking on disabilities among the nondisabled children.

            Full inclusion is the only method that can confer children with special needs that they belong to the general classrooms. It is also likely that teachers will take special education placement as the ‘dumping ground’ for those they consider challenging to teach in the general classroom(Fuchs et al 142). Through the elimination of this placements, the teachers will take responsibility and make the class responsive to all the students for example through radical constructivism. Through full inclusion, the children can develop peers with all students and also help the have a role model for correct behavior. The other nondisabled children can understand those who have and they learn that those with disabilities are part of the community and can have unique talents just like they have. However, the needs of students with special needs will not be met fully in this case of full inclusion.

Full continuum

            It is where students with disabilities are educated with others who are not challenged in regular education classes, and the services are focused on general educators working with special educators to meet the needs of those with disabilities or those at risk. There also small or individual group setting which helps to with disabilities to increase their opportunities and get more benefits from the regular class placement.

            Separate facilities outside the school are also set up for disabled students to get more benefits. Home instruction program is also provided at home, integrated co-teaching services where learning is done in a class with both disabled and nondisabled and special classes are also offered to students with similarity in individual needs to receive special instructions in a unique setting(Fuchs et al 146). Resource rooms are also provided for those with disabilities which intensive programming; they offer an alternative curriculum with an individualized option which is not available in general classrooms. Full continuum is better because both the students can benefit and can also meet the social interaction among them.

Work cited

 Fuchs, Lynn S., et al. "Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge?." Exceptional Children 81.2 (2015): 134-157.

 E-learning management system by Blackboard:

           A survey of the attitudes of faculty members at the university level             

            The current research aims to investigate the importance and effectiveness of the Blackboard system. The essence of this research entails revealing the attitudes of the faculty members towards using it as an e-learning management system and to identify the main obstacles that limit their use of the e-learning management system (Galajda et al., 2016).  In the process of utilizing some of the modern e-learning mechanisms, it is important for the providers of this platforms to ensure that they have had the ability of understanding the manner in which they enhance the development and academic excellence of the modern young generation (Carlton, 2015).

            During this research, Questionnaire was the main tool which was used to collect the necessary data. The sample of the study was obtained from the faculty members at the University of WAHA in the academic year 2018/2019. This exercise had to take into account the different levels of science and their different disciplines, gender, and the work of inquiries about the activation of educational characteristics (Information Resources Management Association, 2017).

Keywords: e-learning management system LMS; blackboard system; faculty members; university level.

                                                            INTRODUCTION

            For some of the preceding years, it implies that some of the educational trends have extensively moved towards online instructions as well as some of the blended instructions that end up replacing face-to-face instruction learning components (Information Resources Management Association, 2015). The reason for that is because blended instructions is perceived as being one of the factors that assist in designing the use of learning management system that aid in facilitating teaching and learning. Despite that, the truth is that there has been a significant transition in electronic learning that has been enhanced by the development of LMSs (learning management systems) (Jean et al., 2015).

            Amongst the examples that have been used in electronic learning management systems include WebCT, Moodle, and Blackboard. The reason for using these platforms entails facilitating electronic learning (Information Resources Management Association, 2017). The reason for that is because LMS (learning management system) have been perceived as being one of the web enabled software platforms that aids in designing as well as managing the delivery learning materials to students (Shonfeld & Gibson, 2019). In this case, it implies that the communication tools that are provided by some of the learning management system are the one which assists in enhancing quick interactions between students and their lectures and amongst other students (Devraj & Irene, 2018). 

            In this case, Blackboard enables faculty members to provide materials courses, dialogue forums, chat, short exams, online assessments, academic resources, and more (Information Resources Management Association, 2017). The reason for that is because Blackboard is an online learning management system designed to help teachers and students interact in online lectures or the use of study materials as well as activities that complement regular classroom teaching. The deanship of e-learning has taken on the responsibility of working to study the systems and the selection of the best in the world. Therefore, it should be noted that the Blackboard software was ranked globally by Gartner in the Golden Box system for 2011 as a pioneer in e-learning management (Baráth et al., 2017). 

            This then implies that LMSs has the ability of enabling several valuations, for instance, online questions that are aids in offering instantaneous feedbacks hence offering a prosperous learning environment (Information Resources Management Association, 2018). The idea behind this is the fact that always learning management systems depends on the internet.  The reason for that is because the internet is the fundamental platform that assists learners in accessing learning materials anytime and anywhere. In return, it becomes possible to overcome time and location boundaries (IGI Global, & Information Resources Management Association, 2015).

             According to the modern academic research, it has been approved that electronic have the ability of transforming the dynamism of higher education learning. The reason for that is because it has the ability of offering extra learning opportunities which in return fosters equitable learning and teaching. Another reason that has made it more and more preferable is because it has the ability to boost some of the methods institutions and learners uses in accessing knowledge (Jean et al., 2015). Taking into account the interactions of these parameters, it implies that there is the need of first ensuring that users have been understanding the manner in which this strategy have the ability of enhancing offering an equitable opportunity to all learners regardless of their ethnic backgrounds (Kyei et al., 2016). According to the modern technological advancements, continued research using such a platform have also enabled learners to access several learning materials at ease. The reason for that is because it is the one that have resulting in tremendous increases in the demand for learning and support on the Internet (Keengwe & Onchwari, 2016).

            Learning management systems (LMSs) have been perceived as being one of the main components of electronic learning. The reason for that is because it is an integrated system which is ultimately responsible for the management of the e-learning process through the global information Network (Caballe & Conesa, 2018). On the other hand, the global network includes admission and registration, registration in subjects, management of these materials, duties, follow-up of students, learning, and management of tests and extraction of final certificates of students (Devraj & Irene, 2018).   This implies that the learning management systems have the potential of becoming the forefront learning mechanisms in the various higher educating learning institutions. Consequently, it means that it is important to take into consideration some of the academic qualifications a learner will gain in the process of utilizing the e-learning management system in line with the blackboard. Other than academic specialization, it is also vital to account for the gender differences that exist when using this mechanism (Dagmar, 2015).

            According to modern research, the modern use of LMS is more advantageous other than facilitating the general access to learning materials.  For instance, this software is designed in a manner that offers interactive learning anywhere and anytime to students who select it (Guzzetti & Lesley, 2016). The idea behind that is because the continued used of the learning management systems can easily be tailored to the extent of meeting the specific learning styles of the students hence making it to be culture-independent. 

            Regardless of the popularity the LMS have gained in the modern times, the truth is that there still exits several limitations. One of these limitations is that the rate of online student is extremely high as compared to traditional students (HCIBGO et al., 2016). The reason for that is because it has been perceived that the majority of the online students feel overwhelmed and isolated in pursuing some of the online courses. According to such a research, the reason for that is because the variety of the contributing factors entails the existence of insufficient problem-solving skills as well as reduced learners’ interactions. 

            Regardless of some of the highlighted advantages, still there are also several inhibitors regarding the general development of learning management systems (LMS). Some of them include the availability of power, infrastructure, and the general access to computers (Keengwe & Onchwari, 2016). Because of such an unplanned compromise, several learning institutions end up utilizing bended learning materials. Such materials mainly comprises of traditional and online learning platforms. The idea behind that is to assist in overcoming some of the disadvantages of elite online education. As a result of that, it is evident that, it ends up creating a rich learning environment which traditional or online classes can strive to achieve (International Conference on e-Learning et al., 2016). This then implies that blended learning, in several academic institutions, is ultimately enhanced by the general use of the LMS. This is because the use of this system serves as the repository for online resources as well as virtual dimensions to conventional collage based learning (Galajda et al., 2016).

                                          PROBLEM STATEMENT

The University seeks to prepare distinguished scientific and research cadres and contribute to the development of the knowledge society through the members of the Faculty of Scientific and practical excellence, and the deanship of e-learning and distance learning at the university. The idea behind this motive entails supporting regular education through the optimum employment of communication technologies. Conversely, the Modern and multimedia, which creates the opportunity for those who wish to continue their education or acquire knowledge in the easiest way and easier, and the deanship with other colleges to establish training courses for faculty members and students on the system of e-learning (Blackboard)

Despite these efforts, the researcher noted the lack of full responsiveness to the use of the e-Learning management system blackboard, and if used by some faculty members of the university, they do not take advantage of all of its possibilities, and therefore the attitudes of faculty members should be seen towards Use the program and employ its different capabilities.  

The problem of research has raised a number of questions:

1. How strong the attitudes of faculty members at the University of Oasis towards the use of e-learning management system Blackboard?
2. Are there differences between the averages of attitudes of faculty members towards the use of Blackboard e-learning system according to gender, and academic specialization (human sciences)?
3. Are there differences between the averages of attitudes of faculty members towards the use of the Blackboard Management System according to the academic qualification (lecturer, lecturer, assistant professor, associate professor, professor) and experience?
4. What are the skills that are good for faculty members in Blackboard?
5. What is the effectiveness of the Blackboard system in the management of e learning?

SIGNIFICANCE OF THE STUDY

1. This study contributes to the provision of information that helps the University of Oasis to stand on realistic data.
2. The attitudes and motivation of university faculty may positively influence the use and employment of the Blackboard Learning Management System.
3. The study may contribute to removing obstacles to the use of university faculty and students and motivate them to the Blackboard system.
4. This study may pave the way for new studies and research to support the use of the Blackboard system or the use of other systems in the management of e -learning.

OBJECTIVES

     The objectives of this study entail identifying the reality of the attitudes of faculty members at the University of Al-Waha towards the use and employment of the skills of the Blackboard system, and the desired needs. This will take into account the need of obtaining results and recommendations to enhance learning and education and help in the development of the educational process

DEFINITIONS

LMSs= electronic management systems

E=learning= electronic learning

                                          STUDY PROCEDURES AND RESULTS

 THE RESEARCH SAMPLE

            The research sample consisted of 136 faculty members of the WAHA University randomly chosen; representing approximately 14% of the original population of the research sample 1000 faculty members. Conversely, table 1 shows the distribution of the research sample according to its taxonomic variables.

LIMITATIONS   

            A random sample of faculty members at Al-Waha University taking into account change (gender-degree-academic specialization-experience), was the only subject that was used during this study.

STUDY APPROACH

              The study based on the survey is regarded as being of the main method of collecting information. Ideally, using this method, information was to be obtained directly from the individuals chosen to serve as a basis for reaching conclusions about the research community under study.

Table (1) Distribution of the research sample according to its taxonomic variables

            The researcher compared between research groups in their attitudes towards using Blackboard to manage learning.

 RESEARCH METHODOLOGY:

            During this study, the researcher used the descriptive approach to answer research questions through a questionnaire. The reason for that is because it is the one that aid in collecting information from the research sample and statistically analyze it using descriptive statistics and evidentiary statistics.

STATISTICAL METHODS

            The researcher used several statistical methods using the statistical package of social sciences SPSS: Duplicates, percentages, alpha-Cronbach coefficient, arithmetic averages, standard deviation coefficients, correlation coefficients, and test  "t " for differences between two unequal groups, And a one-way contrast analysis (ANOVA one way).

 SEARCH QUESTIONNAIRE

            In order to answer the research questions and verify this hypothesis, the researcher prepared a questionnaire for the attitudes of faculty members towards the use of the Blackboard Learning Management System. The idea behind that was to ensure that the internal consistency of the questionnaire has been used in computing the correlation coefficients between the vocabulary of the initial image of the scale 39 vocabularies and the total degree For scale. Furthermore, the response options obtained followed the Likert gradient (I strongly agree, I agree, fairly true, I do not agree, I do not agree strongly.

            The results showed statistically significant correlation coefficients between all vocabulary and the total score of the scale except for vocabulary 18 (r = 0.144), 19 (r = 0.002), 26 (0.052r) and 28 (r = 0.152). The final result consisted of 35 single, and table (2) correlation coefficients between each item and the overall degree of direction of the faculty members of the WAHA University towards the use of the e-Learning management system (Blackboard)

 Table (2) shows the results of their association with the overall degree.

            It is clear from table (2) that the correlation coefficients between each item and the overall degree of direction of the faculty members of the Northern Frontier University always have the ability of using e-Learning management system Blackboard. The reason for that entails ensuring that their internal consistency of the questionnaire is true.

             As the validity of the questionnaire was verified by calculating the Cronbach’s alpha Factor, Table (3) shows the results.

 Table (3) Cronbach’s alpha Factor for stability of the measure of attitudes of faculty members at the WAHA University towards the use of e-learning management system Blackboard

            From table (3) the value of the alpha Cronbach coefficient is shown to be 0.948, which means ensuring that the trends of the faculty members of the WAHA University are consistent towards using the Blackboard e-Learning management system and relying on it to collect the answer data for the search questions.

RESEARCH RESULTS

To answer the first question of research, this reads;

How strongly the attitudes of the faculty members of the WAHA University towards the use of e-Learning management system Blackboard

            The researcher calculated the duplicates, percentages, arithmetic averages, and standard deviation coefficients, for the search sample responses on each of the search questionnaire vocabulary and then estimating the severity of the response according to table (4), and the table (5) shows the results.

            Table (4) Degree of appreciation of the responsiveness of faculty members of the WAHA University to the vocabulary of their trend questionnaire towards the use of e-Learning management system Blackboard

      Table (5) responses by faculty members of the Northern Frontier University to the questionnaire on their trends towards the use of e-Learning Management system Blackboard (n = 136)

Table (5) responses by faculty members of the Northern Frontier University to the questionnaire on their trends towards the use of e-Learning Management system Blackboard (n = 136) 

            From table (5), it is clear that the responses of the faculty members of the WAHA University to the survey of their trends towards the use of the e-Learning management system Blackboard all strong for all research vocabulary except for the vocabulary number (25) “I teach in the usual way because I cannot deal with the system "and vocabulary number (34) " I see that teaching through the Blackboard system weakens the social cohesion between the teacher and the learners.  "Both were medium-intensity, while the intensity of the trend towards the singular (33) “I prefer to study all my courses using the traditional methods system "is weak and all these vocabulary The inverse is that it addresses the trend towards traditional teaching and not using the blackboard system. 

To answer the second question of the research, which states the following?

- Are there any differences between the averages of the attitudes of faculty members at the WAHA University towards the use of e-learning management system? Blackboard according to gender (male and female) and academic specialization (human sciences)

The researcher calculated the value of the T test for the differences between two non-homogeneous groups. In addition, the table (6) shows the results.  

Table (6) Results of the "T" test for the differences between the averages of the attitudes of faculty members at WAHA University to use the Blackboard Management System according to the type and academic specialization on the use of Blackboard

            Table (6) shows the lack of statistical significance of the value of T for the differences between the averages of the attitudes of faculty members at the WAHA University   to the use of e-learning management system Blackboard. This mainly takes into account the type and academic specialization in using Blackboard, which means that these trends are not affected by gender and academic specialization.

To answer the third question of the research, which states the following?

- Are there any differences between the averages of the attitudes of faculty members at the WAHA University towards the use of the Blackboard Management System according to the scientific qualification (lecturer, lecturer), (assistant professor), (associate professor, professor), and experience?

The researcher applied the ANOVA to calculate the differences between three heterogeneous groups and the Table (7) shows the results.

            Table (7) shows the results of the one-way variance analysis of the differences between the responses of sample respondents on the trend scale towards using the Blackboard E-Learning Management System according to independent study variables

            Table (7): shows that there is no statistically significant difference between the three sample groups divided by the number of years of experience (1-10, 6-15 years, more than 16) where the value of "P" is 1.369 = and the significance level = 0.288,

It is also evident that the academic qualification (lecturer, assistant professor, associate professor, professors) had a significant impact on the responses of the faculty members and on the research questionnaire where the value of P = 0.005 and the level of significance = 0.995

 To answer the fourth question of the research, which states the following?

- What are the skills that are good for faculty members in Blackboard?

            The researcher calculates the Duplicates, percentages and Arrangement of skills according to their use by faculty members and the table (8) explains results.

Table (8) shows the skill of the Blackboard system according to its use by the staff of the WAHA University, where the skills of building tests are ranked first, while Wiki sites ranked last.

  Table (8) Duplicates and percentages and Arrangement of skill of the Blackboard system according to use by faculty members of the WAHA University.

                                                STUDY IMPLICATIONS

Form this study; it implies that a large percentage of the precipitants are proficient and knowledgeable in computing. The reason for that is because this avenue has been perceived as being the main precursor for adopting LMS. Taking into account the non-users and users of Blackboard, it implies that it has the ability of enhancing some of the conditions that were moderately associated with the behavioral intentions of the users. Ideally, the LMS workload is perceived as being something that have has evolved as being an innovative strategy. The reason for that is because it takes into account the utilization of existing online systems to enhance academic as well as supporting academic qualifications.

                                                            CONCLUSIONS

             Despite that, the truth is that there has been a significant transition in electronic learning that has been enhanced by the development of LMSs. it implies that the communication tools that are provided by some of the learning management system is the one which assists in enhancing quick interactions between students and their lectures and amongst other students. This means that such a scenario, taking into account its enhanced functions and costs, is the one which have revolutionized the methods of access to knowledge and participation, resulting in tremendous increases in the demand for learning and support on the Internet.

                                                 RECOMMENDATIONS

            The idea behind this motive entails supporting regular education through the optimum employment of communication technologies. Therefore, it is important for the Modern and multimedia sector to ensure that they in hand the opportunity for those who wishes to continue their education or acquire knowledge in the easiest way and easier, and the deanship with other colleges to establish training courses for faculty members and students on the system of e-learning.

            Nevertheless, it is important to take into account the differences that exist between the averages of attitudes of faculty members towards the use of Blackboard e-learning system according to gender, and academic. The reason for that is because it the one that aids in determining how strong the attitudes of faculty members at the University of Oasis is towards the use of e-learning management system Blackboard. Conversely, this is what will assist in evaluating the effectiveness of the Blackboard system in the management of electronic learning.

                                                                        References

            Baráth, T., Nazir, S., & Andre, T. (2017). Advances in Human Factors, Business Management, Training and Education: Proceedings of the AHFE 2016 International Conference on Human Factors, Business Management and Society, July 27-31, 2016, Walt Disney World®, Florida, USA. Cham: Springer.

            Carlton, W. (2015). EL2015-10th International Conference on e-Learning: ICEL 2015. Academic Conferences and publishing limited, 2015

            Dagmar, E.H. (2015). Developing English learning skills in blackboard virtual learning. Environment. Elsevier Ltd.

            Devraj, M & Irene, G. (2018). Use of Blackboard Learning Management System: An Empirical Study of Staff Behavior at a South African University. University of KwaZulu-Natal, Durban, South Africa

            HCIBGO (Conference), Nah, F. F.-H., Tan, C.-H., & International Conference on Human-Computer Interaction. (2016). HCI in business, government, and organizations: ECommerce and innovation : third International Conference, HCIBGO 2016, held as Part of HCI International 2016, Toronto, Canada, July 17-22, 2016, Proceedings.Springer Press

            IGI Global,, & Information Resources Management Association,. (2015). Curriculum design and classroom management: Concepts, methodologies, tools, and applications.

            In Caballe, S., & In Conesa, J. (2018). Software data engineering for network eLearning environments: Analytics and awareness learning services. Cham, Switzerland : Springer Press

            In Galajda, D., In Zakrajewski, P., & In Pawlak, M. (2016). Researching Second Language Learning and Teaching from a Psycholinguistic Perspective: Studies in Honour of Danuta Gabrys-Barker.

            In Guzzetti, B. J., & In Lesley, M. (2016). Handbook of research on the societal impact of digital media. Hershey, Pennsylvania IGI Global

            In Information Resources Management Association. (2017). Blended learning: Concepts, methodologies, tools, and applications. Hershey, PA : Information Science Reference, Boston, Massachusetts : Credo Reference

            In Keengwe, J., & In Onchwari, G. (2016). Handbook of research on active learning and the flipped classroom model in the digital age.. Hershey, Pennsylvania IGI Globa

            In Shonfeld, M., & In Gibson, D. (2019). Collaborative learning in a global world. Charlotte, NC : Information Age Publishing

            Information Resources Management Association. (2015). Gamification: Concepts, methodologies, tools, and applications. Hershey, PA : Information Science Reference       

            Information Resources Management Association. (2017). Remote work and collaboration: Breakthroughs in research and practice. Hershey PA, USA IGI Global, Disseminator of Knowledge

            Information Resources Management Association. (2018). Teacher training and professional development: Concepts, methodologies, tools, and applications. Hershey, PA : Information Science Reference

            International Conference on e-Learning, In Idrus, R. M., In Zainuddin, N., & Universiti Sains Islam Malaysia,. (2016). Proceedings of the 11th International Conference on e-Learning: ICEL 2016 : 2-3rd June 2016 : hosted by Universiti Sains Islam Malaysia Kuala Lumper Malaysia. Reading, UK : Academic Conferences and Publishing International Limited

            Jean, M.J, I, L & Mihail, O.S. (2015).  Blackboard rules: From a declarative reading to its application for coordinating context-aware applications in mobile ad hoc networks. Cross Mark Press

            Kyei-Blankson, L., Blankson, J., Ntuli, E., Agyeman, C., & IGI Global. (2016). Handbook of research on strategic management of interaction, presence, and participation in online courses. Hershey: Information Science Reference an imprint of IGI Global.

 McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 55(2), 8.

 This article highlights the efforts of a group of children determined to plant a communal garden. In order to achieve this task, the children learn about basic theories on science and natural surroundings. For example, the amount of water needed, functions of roots, and the various stages a plant goes through as it matures from one season to another. To emphasize further, the concepts helped the group gain better understand on environmental science and plant based on critical knowledge and skills acquired.

The article recommends stakeholders and administrators in all spheres of the society to educate children on the ecosystem functions, tree planting and put them in a position that will help them contribute to conservation efforts.

Ansberry, K., & Morgan, E. (2019). Seven Myths of STEM. Science and Children, 56(6), 64-67.

The author centers his argument on the fact that integrating STEM programs with the usual school curriculum, will demystify most of the myths surrounding the STEM activities. The author then goes ahead to demystify seven myths floated around in the public domain about STEM programs. While asserting his position, the author brings out the pillars of the STEM programs. For instance, STEM scientists are antisocial and unfriendly. Unfortunately holding a negative opinion about people hinders dissemination of information. Hence, by deconstructing myths around STEM programs, the writer clears the air around issues pertaining STEM programs.

Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255.

This editorial examines effect of software designing robots on sequencing proficiencies during a single week rigorous engineering workshop at a STEM children program seminary in New York City. Numerous children from the Harlem region took part in the computer-programming workshop. During the program, children concentrated on programming CHERP computer language. In fact, robots usually use the CHERP programming language hence a vital tool.

The article evaluated 27 candidates’ programming skills before and after the robotics workshop and then compared the outcomes through a controlled group. In addition, pre and post results comparison was made via sample t test. Children who took part in the one week robotics work shop passed the tests.

How STEM Teachers Understand and Enact

 Green pedagogy: How STEM Teachers understand and Enact Environmental Projects

The research study evaluated the execution of STEM education policies by drawing out information on teachers’ insight on the issues and representation of nature projects at two schools affiliated with STEM. The study revealed that the STEM educational policies fail to achieve their objectives once they reach the ground. In the end, the mismatch between objective and the policies affects learning of the children. Teachers who took part in the environmental projects relied on the students’ experiences on natural phenomena. In most cases, the study unveiled that a child’s interaction with nature dictated the manner in which the teachers would proceed with the topics. In addition, teaching was just one of the ways through which  child could get actual relevant information and in turn expand it based on the manner in which the presenter presented it in class.

Seek First to Understand then be understood

Understanding clients and other workmates like the subordinates is a fundamental aspect in anyone's relations with other workers and themselves. Listening to others is far much important than always talking without giving others a chance to express themselves. Being attentive in business will help in learning the nonverbal language that shows satisfaction or a total discomfort by the customers.

Listening to the subordinates helps managers understand how to handle internal disputes and how the workers feel about the products. More so, the workers can relate well with clients if their issues are being addressed mostly by being listened to. Being an empathetic listener helps in the creation and appreciation of different relationships that are at the workplace.

Sharing personal experience can help in motivating the employees who feel left out and is about to give up. Most employees feel like they are the only ones who go through problems and are only through sharing that the employees can be motivated to work harder and even more efficiently. Moreover, sharing makes the employees trust employers also and can have a better personal rapport.

Paying proper attention to the employees and subordinates histories makes the employer understand each employee and appreciate each employee and relate with them differently. Also, employees or managers can know when one of their assistants is not doing well or is undre3performing and can easily talk to them having some background information on them. The employees can respond without the feeling of being judged but as a way of connecting with their employees. Through more listening and less talking, the employees can connect with their employers very quickly and in return maximize the work output and results.

How to make Rock candy

            Rock candy is a sugar crystal made which is made using a very simple method since it only requires dissolving sugar in water. Rock candy is made by sugar crystals since when the sugar is dissolved in water and the liquid is supersaturated, crystals will grow (Ellie, 2015). Rock candy can be made at home or in a chemistry laboratory. In both settings, safety should be maximized by using clean apparatus and keeping all laboratory equipment from laboratory chemicals to avoid contamination (Ellie, 2015).  In general, material needed to make a rock candy are:

• Sugar
• Water
• Cooking pan
• Flavoring
• Funnel
• Wood spoon to stir  
• Thin wood stick
• Plain sugar
• Glass jar to keep the solution
• Waxed paper to cover the jar
• Measuring cups-to measure the sugar and water

 Procedures

• After assembling all the highlighted ingredients, wash them thoroughly.
• The first step in preparing the rock candy is to heat 2 cups of water until it boils.
• Add two 4 cups of sugar in the boiling water until there are large bubble
• Use the wooden spoon to stir the solution until it forms a clear smooth liquid syrup
• Add flavoring to the solution while it is out of the heat and stir until a smooth color is formed
•  Pour the solution into the glass jar using a funnel and wrap the jar using the waxed paper
• Wet the thin wooden stick and roll them into the white powdered sugar and insert them into the colored syrup
• Put the jar that contains the solution in a cool place
• Within 4-6, check the sugar syrup to see if there are sugar crystals formed on the thick wood stick
• If  crystals are forming, wait for one week so that the rock candy can be formed to the desired size
• After achieving the desired size, remove the sugar crystals and let them dry

In the procedure, water acts as the solvent while the sugar acts as the solute.  The mixture makes a solution and when the solution is heated, a supersaturated solution is formed. A point to note is that the solution must be heated at a medium heat so that the sugar can dissolve.  When the solution is allowed to cool, sugar crystals are formed or in other words, sugar crystals start to grow on the inserted wooded sticks (Ellie, 2015).  It is important to note that rock candy has different textures since some can be crunched using teeth while others have a chewy and gritty texture.  The reason as to why the texture differs is due to the procedure used when preparing the candies.  For example, the above procedure shows that in to order to prepare a rock candy, the sugar syrup is allowed to cool for a number of days until sugar crystals are formed on the wooded stick. However, to create a chewy texture, the cooled sugar syrup is stirred to prevent large sugar crystals from forming.  Other textures such as cotton and hard textures are produced by cooling the sugar syrup quickly to prevent the formation of crystals (Ellie, 2015).   The procedure has also helped learn that 4 or more cups of sugar can dissolve in two cups of water since sugar has sucrose molecules that combines with water molecules to form intermolecular bonds.  When the solution is heated, there is an energy that allows the sucrose molecules and water molecules to react. It is all-important to note that to make rock candy, the sugar crystals should be allowed to grow slowly to avoid crystals from forming on sides of the container.

Reference

 Ellie O'Ryan Ellie. (2015). The Sugary Secrets Behind Candy. Rob Mc Clurkan

Hatfield’s 911 call Case study

Call summary

Kim Hatfield dialled 911 in December of 2017 after her mother collapsed in the house in the midst of their cooking. She explained that her mother Shirley started wheezing because she could not breathe or talk and her face turned white. Hatfield called 911, where she informed the dispatch that her mother was not breathing and her face had turned white (Nyznik & Davis, 2018). The woman on dispatch responded to her call telling her that an ambulance has been dispatched and she requested that Hatfield call her back if the situation gets worse after which she hang up on her. The paramedics arrived fifteen minutes later and it was confirmed that the 76 year old woman had suffered a heart attack and she died four days later at the hospital (Nyznik & Davis, 2018). Hatfield felt that the 911 call was not handled appropriately most especially because her call was hanged up without any consideration of how serious the situation was for her mother. A complaint to the Central Ambulance Communication Centre (CACC) the agency that controls the ambulances did not bear any fruits because the agency insisted that the call was handled well illustrating that they could hear her mother’s voice at the background even though Hatfield already illustrate that her mother could not breath or talk. Her calls and emails to the Ministry of health in Toronto to get a copy of the 911 recording were also not successful since she did not get any response (Nyznik & Davis, 2018).

Question 1

This 911 call was ineffective with the fact that the phone call by Hatfield was hung up without considering the serious situation that her mother was in. The 911 dispatch demonstrated negligence by choosing to hang up on Hatfield who was obviously scared and nervous about the state of her mother. The paramedics that she was told to wait for, only arrived fifteen minutes later which means that all this time, Hatfield just watched her mother in agony without any ideas on how she could help her and without anyone comforting her because the person that was supposed to help her hang up on her.

Question 2

This mismanagement of the 911 call led to the death of Hatfield’s mother. The delay in paramedics getting to her house can be attributed to the fact that her case was not taken seriously by the person at the dispatch and so the paramedics did not consider her call to be an emergency. This delay and lack of first aid options for Hatfield’s mother is what led to complications that resulted to her death four days later at the hospital.

Question 3

I believe that if the dispatch had handled Hatfield’s call with the seriousness that it deserved, her mother would not have died. The dispatch personnel should have stayed with Hatfield on the phone encouraging her and also advising her on the first aid options that would have helped in the situation. By staying on the phone with Hatfield, the dispatch would have understood the seriousness of the situation and she would have further advised the paramedics on how serious the situation was which means that there would have been a quicker response which would have saved the life of this mother.

Question 4

This is a mistake that is common when it comes to 911 calls; the dispatch personnel are always negligent on the seriousness of the calls. They always assume that the people calling are overreacting which is very wrongful thinking. 911 calls should always be taken serious because they are always an emergency, the personnel should always take time to listen to the caller without rushing them or even brushing them off because it is through listening and engaging them that they will understand the seriousness of the call. The dispatch personnel need to be people that are educated on good communication and listening skills which will help them listen to the callers and engage them appropriately. These personnel should also have some medical skills that will help them give some first aid advice in case of medical emergencies like the case of Hatfield which can greatly help save the lives of many people that use 911 during medical emergencies.

Question 5

Having this 911 call highlighted in the media was very helpful in that, the effectiveness of the 911 agency was put to test. It helped to show that 911 calls are often taken for granted by the dispatch personnel on duty and they lead to fateful consequences. This highlight will help to make amendments to the 911 departments cautioning them to be more attentive and to make better responses to these emergency calls because people in the society depend on them for help.

Question 6

Reading and also listening to this 911 call has been very helpful and also educative. It has helped me to understand that people really have trust on the 911 call department and they depend on it to help them when they have an emergency. I have also learnt that the dispatchers in the 911 departments are negligent and this has negative impacts on the society that rely on them for help.

References

Nyznik, D., & Davis, G. (2018, May 11). Peterborough woman says 911 dispatcher hung up

during call about mother's heart attack. Retrieved from https://globalnews.ca/news/4203146/peterborough-911-operator-hangs-up-heart-attack/

Doctoral learning strategies

Introduction

Individuals encounter varying learning experiences before their doctoral learning experience, which relates to challenges arising from knowledge of theory and procedural knowledge. Autonomy in doctoral learning involves students being responsible for their own learning and being able to self-regulate. Success in doctoral learning involves varying range of strategies that forms a plan to accomplish the set learning goals.

Doctoral studies involves research work related learning and becoming recognized in a scholarly community as a researcher. Different doctoral students have varying encounter with learning experiences before their doctorial learning experiences. The learning experiences prior to undertaking doctoral studies may be in form of “declarative knowledge of theory or “procedural knowledge”, which can also present a challenge to them (Loyd, Harding-DeKam & Hamilton, 2014).  The challenge may relate to the issue of disengagement from the learning process, which inform the prior experience before embarking on doctoral learning. In relation to declarative knowledge, the student may not have grasped or mastered information regarding a specific topic. The procedural knowledge on the other hand relate to the mastery of how to apply theory in decision making, information analysis, new information synthesis, and formulation of arguments and constructing understanding (Loyd, Harding-DeKam & Hamilton, 2014). The students may know the tenets of a given theory, and still be unable to use the theory in constructing knowledge.

However, some students may be reading some majors but others may not have undertaken a reading course. The latter may only know that they have gleaned by observing others at work, being involved in seminars meant for professional development, or learning how to read.  Hence, some of the students may get frustrated when they are unable to find reasonable theories backed by sufficient research. Another are involves academic writing, which is need for the student to complete their doctorate studies, and who expertise in preparation of papers and reports. Since academic writing is not considered a compulsory aspect across various degree programs that relate to subject-specific knowledge, the student may have developed academic writing independently (Odena & Burgess, 2017). Different students may have different learning experiences and perceptions relating to academic writing.

Autonomy in doctoral learning involves encouraging students to be responsible for their own learning and manage to self-regulate. Doctorial learning autonomy involves equipping the students with knowledge, skills, and experience to make them lifelong learners after completing formal education (Fabregas Janeiro & Gaeta González, 2008). An important factor in doctoral learning is self-regulated learning that involves a constructive process in which learners formulate their learning goals. It also related to monitoring, regulating and controlling ones cognition, behavior, and motivation in line with the set goals and in the context of prevailing environment (Vekkaila & Pyhältö, 2016). The students are able to manage and control most of their learning process since they know how to learn, and successfully carry out their dissertation in line with the academic objectives. The autonomous nature also means that the designing of the learning environment is such that it can be adjusted for different learning patterns (Vekkaila & Pyhältö, 2016). The environment enables varying support practices or methods that suit every student. In such an environment, the learner can choose strategies that will enable theme achieve their goals.  

Doctoral learning success is generally indicated by the production of effective scholars in a given field. The doctoral programs should incorporate effective mentorship practices and research engagement into its structure in order to attain successful scholarship (Bagaka’s et al.  2015). Mentorship relationships help in improving the self-confidence and efficacy of the student which increases their professional and academic progress (Bagaka’s et al.  2015). The students undertaking doctoral programs should develop a network of like-minded people through increasing their visibility and networking, presenting research works and publishing them (Conn et al.2014). When faculty members undertake the role of coaching doctoral students, they focus on the student personal learning other than just reverting to supervisory role (Brill et al.2014). Also, the student should select dissertation advisers on the basis of their personal attributes, research background and experience, and establish effective relationship that will allow successful completion of their doctoral learning (Hineman & Semich, 2017).The students should also ensure that they achieve a balance between their personal life and work.  If the students exploit the opportunities available while undertaking doctoral programs, they will be able to graduate with enough preparation for taking on various research responsibilities and leadership (Conn et al.2014). Resilient as an important aspect that gives students high degree of intrinsic motivation and it include basing participation in various activities to enjoyment, challenge, and self-interest (Castro et al. 2011). Even though the student encounters many obstacles, they can succeed in their learning since they do not give up.

In order to successfully complete a degree program, a student should have laid down strategies that form a workable plan. The first strategy involves acquiring and utilizing previous learning experience as the basis, whereby the students become acquainted with necessary theory and procedure for completing the program. Secondly, the student should be responsible for their learning, and be embrace self- regulation to self-manage the most of the learning process. Self-regulation will be possible if the students attain knowledge, skills, and experience needed to complete their doctoral dissertation. The other strategy involves seeking mentorship and engagement in the doctoral learning process. The strategies have to be aligned with clearly set goals and objectives.

Conclusion

Students taking doctorial learning experience various challenges, but autonomy in the learning process can ensure they control and manage these experiences. The learning process can be aligned to some given set goals that shape will ensure they are successful in their doctorial programs. Having strategies within a given plan can make they achieve the set goals.

References

Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in higher education, 42(3), 572-590.

Loyd, S., Harding-DeKam, J., & Hamilton, B. (2014). Hazards to the doctoral journey: Guidance for new doctoral students. Journal of Educational Research and Innovation, 4(1), 2.

Fabregas Janeiro, M. G., & Gaeta González, M. L. (2008). Developing Students' Autonomy and Self-Regulation through a Co-Teaching Research Methods Experience. Contemporary Issues in Education Research, 8(1), 25-32.

Vekkaila, J., & Pyhältö, K. (2016). Doctoral Student Learning Patterns: Learning about Active Knowledge Creation or Passive Production. International Journal of Higher Education, 5(2), 222.

Bagaka’s, J. G., Badillo, N., Bransteter, I., & Rispinto, S. (2015). Exploring student success in a doctoral program: The power of mentorship and research engagement. International Journal of Doctoral Studies, 10, 323-342.

Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M., ... & Topp, R. (2014). Strategies for a successful PhD program: Words of wisdom from the WJNR Editorial Board. Western journal of nursing research, 36(1), 6-30.

Hineman, J. M., & Semich, G. (2017). Choosing a Dissertation Adviser: Challenges and Strategies for Doctoral Students. Inquiries Journal, 9(03).

Brill, J. L., Balcanoff, K. K., Land, D., Gogarty, M., & Turner, F. (2014). Best practices in doctoral retention: Mentoring. Higher Learning Research Communications, 4, 26-37.

Castro, V., Cavazos Jr, J., Garcia, E. E., & Castro, A. Y. (2011). The road to doctoral success and beyond. International Journal of Doctoral Studies, 6, 51-78.

My name is Mathew an undergraduate student pursuing a degree in Human Service. I am a passionate, hardworking individual and interactive hence making many experiences, both negative and positive. Lying below are some elements I feel contributed to both my good and bad experiences.

 Elements that contributed to Negative and positive experiences

In my personal view, health care management is a challenging sector and needs all hands on deck and dealing with uncooperative may cause some of negative experiences I went through. In my case, one evening I found myself on duty and had to finish the work of other group members on their behalf. This exerted a lot of pressure in my part. Simply put, every person has a role to play and even if three people neglect their duty, other areas my experience delay.

Factors that attributed to my positive experiences

 Cohesive teamwork and dedication to complete roles led to a rise to many good experiences and gave out positive energy. The relationship that arises from good teamwork creates a conducive surrounding and harbors valuable friendships that lead to good memories.

Positive experiences

 I am an interactive person as stated earlier; hence, most of my personal experiences come from helping out other people. One day assisted a person read a set of instruction about basic things such as cleanliness and bathing. He was an old man who visited my workstation to confirm some issues pertaining his treatment. He appreciated my time and thanked me and left, I was fulfilled having played such a crucial role to his treatment.

 Negative experience

Sometimes I can perform two or more central roles but at times I just focus on completing my assignment and but one particular day, the management was in shambles and people ended up confusing their roles hence wasting time and doing less. This confusion affected quality of services offered during that day and this was on my darkest moments.