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Analysis of the Effects of Lockdown on Staff and Students at Universities in Spain and Colombia Using Natural Language Processing Techniques
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5705 (2022)
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Mobile Assisted Language Learning: Evaluation of Accessibility, Adoption, and Perceived Outcome among Students of Higher Education
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In: Electronics; Volume 11; Issue 7; Pages: 1113 (2022)
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Cohort-Based Education and Other Factors Related to Student Peer Relationships: A Mixed Methods Social Network Analysis
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In: Education Sciences; Volume 12; Issue 3; Pages: 205 (2022)
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ACADEMIC COACHES AND STUDENT SUCCESS IN HIGHER EDUCATION: A QUANTITATIVE STUDY
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In: School of Education Doctoral Projects (2022)
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Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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How do L2 student moderators facilitate a peer-led discussion forum?
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What is Learner-Centered Education? A Qualitative Study Exploring the Perspectives of English Language Teachers in Colombia
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Autonomia intelectual de estudantes universitários : a investigação e a construção de um conceito
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THE (MILLENNIAL) TIMES, THEY ARE A’CHANGIN’: UNDERSTANDING GEN Z’S EXPECTATIONS IN THE CLASSROOM
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In: Theses and Dissertations--Communication (2022)
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Abstract:
Drawing from over a decade of research, it can be said with relative certainty what millennial learners expected of their instructors when they were in the college classroom. But what about the expectations and needs of our current group of students, Generation Z? Because few studies exist on Gen Z in higher education spaces, this dissertation establishes a baseline of what these students might need and expect from market and generational research on this group of students and establishes expectancy violations theory as a sound theoretical base for instructional research. This dissertation’s longitudinal, two-phase study, then, seeks to determine Gen Z students’ expectations of their instructors’ communication behaviors (i.e., credibility, rapport, confirmation, digital literacy) in the college classroom and examined the impact that violations of these expectations can have on these students’ levels of engagement. Findings suggest that Gen Z students expected a moderate level of rapport and high levels of credibility, confirmation, and digital literacy; credibility and confirmation expectations were significantly negatively violated, while digital literacy expectations were significantly positively violated. Additional findings demonstrate that Gen Z students whose instructors met or positively violated expectations reported higher engagement than those with negatively violated expectations. Implications for instructors and administrators, as well as implications for further use of expectancy violations theory, are included, such as the suggestion that instructors need to focus on tailoring their instruction to the specific needs and expectations of Gen Z students, who differ greatly from generations past.
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Keyword:
Communication; expectancy violations; expectations; Gen Z; Higher Education; Language and Literacy Education; Scholarship of Teaching and Learning; student engagement
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URL: https://uknowledge.uky.edu/comm_etds/111 https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1115&context=comm_etds
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Relatório de estágio para obtenção de grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Using Pop-Culture to Engage Students in the Classroom
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In: ISSN: 0021-9584 ; Journal of Chemical Education ; https://hal.archives-ouvertes.fr/hal-03125040 ; Journal of Chemical Education, American Chemical Society, Division of Chemical Education, In press, ⟨10.1021/acs.jchemed.0c00233⟩ (2021)
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An analysis of the features of words that influence vocabulary difficulty. https://www.mdpi.com/2227-7102/9/1/8
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Why We Need Ethnic Studies: Building Academic Familismo Through Culturally Relevant Education to Support Students' Social Relationships and Academic Success
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台灣大學生對多媒體英文學習看法與學習成效之研究 ; A Research of Taiwanese College Students' Perceptions toward Using Multimedia in English Learning and Its Efficacy
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VERS UNE DIDACTIQUE DE L'APPRENTISSAGE DE LA PRODUCTION DE TEXTE SCIENTIFIQUE EN FRANÇAIS EN CONTEXTE PLURILINGUE ...
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Task-based Language Learning for Intermediates (An experimental study) ...
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VERS UNE DIDACTIQUE DE L'APPRENTISSAGE DE LA PRODUCTION DE TEXTE SCIENTIFIQUE EN FRANÇAIS EN CONTEXTE PLURILINGUE ...
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Task-based Language Learning for Intermediates (An experimental study) ...
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