Design of the System Architecture of Competency-Based MOOC Using Microlearning Objects to Facilitate Upskilling and Reskilling for Industrial Workforce: Digital MicroLearn

Information and Communication Technology has been part of Ghana’s education system since 1995. However, despite the huge economic investments in providing computer infrastructure, rigorous assessment of the impacts of its integration in lesson delivery and academic performance of students has not been carried out to be able to judge its effectiveness and challenges in its usage that requires improvement(s). This assessment is even more crucial in higher institutions of learning where students are instructed in Information and Communication Technology to utilize them for the world of work. A concurrent triangulation design of the mixed method research design was used to examine the impacts of the integration of Information and Communication Technology on lesson delivery and student performance. A descriptive study method with interviews, questionnaire and observations as instruments were used in generating data from a random and a stratified random sample of 496 respondents from four tertiary institutions in Ghana. The quantitative data were analyzed using the Statistical Package for Social Scientists software while the qualitative data was analyzed via thematic analysis. The findings from the study revealed that Information and Communication Technology has impacted favourably on the lesson delivery of lecturers and students’ learning outcomes in the areas of research, easy dissemination of information and assessment procedures. The study contends that to enhance the integration of Information and Communication Technology in the lesson delivery of lecturers and the academic performances of students, educational policies must be changed to factor in modern technological advancement to groom students with requisite skills to fit into the job market while professional technological training must be periodically organized for instructors to hone their skills to deliver effectively.

Part I: A Conceptual Framework for the Field of Mixed Methods Research Chapter 1: Why a Guide to the Field of Mixed Methods Research? Introducing a Conceptual Framework of the Field The Essence of Mixed Methods Research The Field of Mixed Methods Research The Need for a Guide for Navigating the Field of Mixed Methods Research The Socio-Ecological Framework for the Field of Mixed Methods Research Application of the Socio-Ecological Framework to a Mixed Methods Study Using the Socio-Ecological Framework to Guide This Book Chapter 2: What Is the Core of Mixed Methods Research Practice? Introducing the Mixed Methods Research Process The Role of the Mixed Methods Research Process in the Field of Mixed Methods Research Major Perspectives About the Mixed Methods Research Process Issues and Debates About the Mixed Methods Research Process Applying the Mixed Methods Research Process in Research Practice Part II: Methodological Content Considerations for Mixed Methods Research Practice Chapter 3: What Is Mixed Methods Research? Considering How Mixed Methods Research Is Defined The Role of Definitions in the Field of Mixed Methods Research Terminology Used to Name Mixed Methods Research Major Perspectives for Defining Mixed Methods Research Examples of Mixed Methods Research Definitions Issues and Debates About Definitions Applying Definitions in Mixed Methods Research Practice Chapter 4: Why Use Mixed Methods Research? Identifying Rationales for Mixing Methods The Role of Rationales in the Field of Mixed Methods Research Major Perspectives About Rationales for Mixed Methods Research Examples of Rationales for Mixed Methods Research Issues and Debates About Rationales Applying Rationales in Mixed Methods Research Practice Chapter 5: How to Use Mixed Methods Research? Understanding the Basic Mixed Methods Designs The Role of Designs in the Field of Mixed Methods Research Major Perspectives About Designs for Mixed Methods Research Basic Designs for Mixed Methods Research Issues and Debates About the Mixed Methods Research Designs Applying the Mixed Methods Research Designs in Research Practice Chapter 6: How to Expand the Use of Mixed Methods Research? Intersecting Mixed Methods With Other Approaches The Role of Advanced Applications of Designs in the Field of Mixed Methods Research Major Perspectives About Advanced Applications of Designs for Mixed Methods Research Examples of Advanced Mixed Methods Designs Issues and Debates About Intersecting Mixed Methods With Other Approaches Applying Advanced Applications of Designs in Mixed Methods Research Practice Chapter 7: How to Assess Mixed Methods Research? Considering Mixed Methods Research Quality The Role of Quality in the Field of Mixed Methods Research Major Perspectives About Quality for Mixed Methods Research Examples of Quality for Mixed Methods Research Issues and Debates About Quality in Mixed Methods Research Applying Quality in Mixed Methods Research Practice Part III: Contexts That Shape Mixed Methods Research Practice Chapter 8: How Do Personal Contexts Shape Mixed Methods? Considering Philosophical, Theoretical, and Experiential Foundations for Mixed Methods Research The Role of Personal Contexts in the Field of Mixed Methods Research Major Perspectives About Personal Contexts for Mixed Methods Research Stances About Personal Contexts for Mixed Methods Research Issues and Debates About Personal Contexts and Mixed Methods Research Applying Personal Contexts in Mixed Methods Research Practice Chapter 9: How Do Interpersonal Contexts Shape Mixed Methods? Considering Interactions With Research Participants, Teams, and Reviewers in Mixed Methods Research The Role of Interpersonal Contexts in the Field of Mixed Methods Research Major Perspectives About Interpersonal Contexts for Mixed Methods Research Examples of Addressing Interpersonal Contexts in Mixed Methods Research Practice Issues and Debates About Interpersonal Contexts and Mixed Methods Research Applying Interpersonal Contexts in Mixed Methods Research Practice Chapter 10: How Do Social Contexts Shape Mixed Methods? Considering Institutional, Disciplinary, and Societal Influences on Mixed Methods Research The Role of Social Contexts in the Field of Mixed Methods Research Major Perspectives About Social Contexts for Mixed Methods Research Considering the Status of Mixed Methods Research Within Social Contexts Issues and Debates About Social Contexts and Mixed Methods Research Applying Social Contexts in Mixed Methods Research Practice Part IV: Concluding Thoughts Chapter 11: Where Is Mixed Methods Research Headed? Applying the Field in Your Mixed Methods Research Practice Utility of Our Socio-Ecological Framework to Guide Your Mixed Methods Research Practice Applying the Framework: Understanding the Messiness of Mixed Methods Research Applying the Framework: Implementing Your Mixed Methods Research Studies Applying the Framework: Developing Your Expertise in Mixed Methods Research Applying the Framework: Future Developments in Mixed Methods Research

There is an ongoing global call for culturally responsive pedagogy that helps promote inclusivity in education. Yet, indigenous languages and literature are heavily marginalized in Nigeria’s Western education system. For instance, many students have poor learning outcomes in Yorùbá orature due to the negative effects of Westernization and the overdominance of the English language. Therefore, this study aimed to design and test the effects of a resource-person-mediated instruction as a form of culturally responsive education on junior secondary students’ learning outcomes in Yorùbá orature. This research used a mixed-method (QUAN + qual) research design, with a pre-test–post-test one group quasi-experimental research design and focused group discussion (FGD) with participating students. This study found a significant difference in students’ pre-test and post-test measures in the knowledge of Yorùbá orature, attitude to Yorùbá orature, and motivation for Yorùbá orature. The prevailing themes from students’ FGD were that the use of resource-person mediated instruction promoted active instructional engagement, cultural motivation, and socio-cultural competence. This article concludes that intervention through resource-person mediated instruction is a culturally responsive education capable of making students culturally competent and socially relevant. Yorùbá language teachers should adopt this instruction to improve their students’ learning outcomes in Yorùbá orature.

This study examines English as a Foreign Language (EFL) teachers’ beliefs and actual practices regarding promoting learner autonomy (LA) in the high school classroom. The participants in the study were 20 EFL high school teachers from central Taiwan region. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual mixed methods research design: a mixed methods research (MMR) design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed. Objective: This study examines EFL teachers’ beliefs and actual practices regarding promoting LA in the high school classroom. Methods: The participants in the study were 20 EFL high school teachers from central Taiwan region. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual MMR design: a mixed methods research design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Results: Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Conclusion: Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed.

The purposes of this study were to explore the nature of the teaching-learning process in line with active learning methods and to identify the major challenges hindering the implementation of these approaches in mathematics classes. Both qualitative and quantitative methods of data collection were employed which is a mixed method research design. Probability proportional sampling technique for students and availability sampling technique for teachers were used. 25 mathematics teachers and 369 students were involved in the study. Questionnaires, lesson observation, and focus groups discussion were the data gathering instruments. The quantitative data obtained were analyzed using SPSS. The qualitative data were analyzed by narrating the information obtained from the data. Questioning method, group work, gap lecture, cooperative learning, and individual work were the methods used commonly by the teachers. Large class size; the amount of content to be covered; lack of instructional materials; lack of administrative support; and that it took too much effort from teachers are main challenges that hinder the application of active learning methods in the classrooms. Key words: Active learning, challenges of active learning, constructivism, student centered.

In this exploratory mixed‐methods study, we introduce and test our AI‐powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student‐generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre‐ and post‐tests, post‐surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom‐based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions. Practitioner notes What is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI.

Objective: The study aimed to evaluate the impact of Savings and Credit Cooperative Society (SACCOS) on sustaining food security for households in Marange communal area of Mutare rural district in Zimbabwe. Methods: An exploratory sequential mixed methods research (MMR) design was used in carrying out the present study. In this design, the study first collected primary qualitative data using 6 focus group discussions (FGDs) and 7 key informant interviews (KIIs) followed by collecting quantitative data using a household survey from 204 respondents. The 204 respondents consisted of 102 households participating in VSLAs and SACCOS, and 102 households not participating in VSLAs and SACCOS. NVivo, was used to analyse qualitative data from focus group discussions (FGDs) and key informant interviews (KIIs) to determine themes and content from the data, respectively. SPSS version 23 was used to analyse quantitative data to provide descriptive and inferential statistics for the research. Chi-square Test of Independence was used to analyse quantitative data to investigate the association between participation in SACCOS (independent variable) and food security (dependent variable). Results: Qualitative results showed that there was an association between participation in SACCOS and the four pillars of food security, namely food accessibility, food availability, food utilization, and stability of the former three pillars. Quantitative results corroborated qualitative results (p<0.05) and showed that, at 95% significance level, participation in SACCOS has positive impact on household food security in Marange communal area. Conclusion: The study concluded that participation in SACCOS has positive impact on household food security in Marange communal area. Recommendations: The study made two key recommendations. Firstly, the government of Zimbabwe through Ministry of Finance should provide conducive policy environment for SACCOS to thrive, particularly addressing economic challenges that are currently acting as barrier to viability of SACCOS. Secondly, there is scope for undertaking this study in a different approach such as replicating it over a period of two or more seasons instead of only one agricultural season, as was the case with the present study.

This study aims to examine the effects of a Novel Engineering (NE)-based AI education program on elementary school students’ computational thinking and learning engagement. A 12-session instructional program was developed and implemented in a fourth-grade classroom at an elementary school. A mixed-methods research design was employed, incorporating both quantitative and qualitative data. Pre- and post-tests were administered to assess changes in students' computational thinking and learning engagement. In addition, qualitative data was collected through instructional materials and in-depth interviews. Interview participants were selected based on high, medium, and low levels of performance in computational thinking and learning engagement. The interviews focused on how students demonstrated competencies in analysis/design and implementation/inference throughout the learning process. The results indicated that the NE-based AI education program had a statistically significant positive impact on both computational thinking and learning engagement with the students. The students actively engaged in problem-solving activities and found the tasks stimulating, which contributed to the enhancement of their computational thinking skills. Furthermore, the appropriate level of task difficulty, opportunities for autonomous participation, and active communication were identified as factors that fostered greater learning engagement. This study demonstrates the potential for developing and applying effective AI education programs to enhance elementary students’ computational thinking and learning engagement, offering valuable implications for future educational practices.

The purpose of this study is to investigate the relationships among lifelong learning motivation, social support, learning engagement, and learning outcomes in Chinese adult women to enhance their lifelong learning performance. The research examines differences in lifelong learning motivation, social support, learning engagement, and learning outcomes among Chinese adult women based on background variables. Additionally, the study analyzes the structural relationships between these variables and explores the mediating effects of social support and learning engagement. According to the results, adult women's motivation for lifelong learning has a positive impact on learning outcomes, and both learning orientation and goal orientation also positively influence learning outcomes. Positive relationships were observed between lifelong learning motivation and social support, learning orientation and social support, as well as goal orientation and social support. In terms of the relationship with learning engagement, both lifelong learning motivation and learning orientation had a positive impact, while the relationship with goal orientation was not significant. Furthermore, indirect effects of social support and learning engagement on learning outcomes were confirmed. Social support mediated the relationship between lifelong learning motivation and learning outcomes, as well as between learning orientation and learning outcomes, and goal orientation and learning outcomes. The study's findings highlight that Chinese women's lifelong learning motivation positively influences learning outcomes through social support and learning engagement. Consequently, the study suggests strategies to enhance lifelong learning motivation, improve social support, and foster learning engagement in Chinese women to elevate their learning outcomes. Efforts are emphasized to strengthen social support and promote diverse learning activities for the positive influence of women's lifelong learning motivation on learning engagement and outcomes.

SummaryMixed methods research is the use of quantitative and qualitative methods in a single study or series of studies. It is an emergent methodology which is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design and critical appraisal of mixed methods research. However, there are few papers that summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies. The objective of this paper is to provide an accessible introduction to mixed methods for clinicians and researchers unfamiliar with this approach. We present a synthesis of key methodological literature on mixed methods research, with examples from our own work and that of others, to illustrate the practical applications of this approach within health research. We summarize definitions of mixed methods research, the value of this approach, key aspects of study design and analysis, and discuss the potential challenges of combining quantitative and qualitative methods and data. One of the key challenges within mixed methods research is the successful integration of quantitative and qualitative data during analysis and interpretation. However, the integration of different types of data can generate insights into a research question, resulting in enriched understanding of complex health research problems.

Background: A student's level of curiosity in a subject after learning about it through online videos has not been addressed well in the medical education field. The purpose of this study, therefore, was to investigate online learning's effect on the stimulation of curiosity and short-term learning outcomes in a blended framework of precision medical education.Methods: A mixed-methods research design was used. During the 2020 academic year, all fifth-year medical students who, prior to class, viewed 6 video clips that presented 6 core concepts were invited to complete a survey and self-reflection on their learning process to assess their level of curiosity in each concept. For each group of medical students, teaching assistants helped collect anonymous survey data and summative assessment scores representing the students' learning outcomes. Video-viewing patterns, attained through an action log transformation, were also coded for analysis. Mann–Whitney U and Kruskal–Wallis tests were employed to compare differences between groups, and multiple linear regression was used to select the factors affecting learning outcomes. Qualitative data were content-coded through a descriptive approach using thematic analysis.Results: Of 142 medical students, 136 watched the online videos, 124 responded to the questionnaires, and 92 provided comments. Students' curiosity levels after learning about each concept through online videos significantly correlated with the degree to which a concept was learned. Medical students spent a median of 1.6 h online, and pause frequency correlated with curiosity in certain concepts. Aroused curiosity was associated with short-term learning outcomes in inconsistent effect sizes and directions. Students' feedback revealed various dimensions of curiosity, including novelty acknowledgment, recognition of an information gap, and information-seeking requests.Conclusions: Curiosity can be induced through online video learning platforms and has a role in short-term learning outcomes in medical education.

The impact of an outdoor education project on middle school students’ perceptions and awareness of the renewable energy

One of the indicators to measure college students’ achievement is Grade Point Average (GPA). Moreover, nutritional status and learning pattern also influence the learning outcomes. This study aimed to analyze the relationship between nutritional status and learning pattern with learning outcomes of Biology student of Universitas Negeri Semarang. The research was a mixed method research design particularly sequential explanatory strategy.The population of the research were students majoring in biology class registered as college students in 2012, 2013, 2014, 2015 and 2016. The sampling technique in the quantitative method used proportional random sampling while purposive sampling was applied in the qualitative method. Students’ learning outcomes, in this case, were GPA. Four methods in the data collection were employed. They were an assessment of Body Mass Index (BMI), questionnaires, interviews, and documentation. Data were analyzed used partial correlation analysis followed by a multiple correlation and regression analysis. The results showed that there was a positive and significant relationship as many as 44.2% of nutritional status and learning pattern with learning outcomes. Thus, it was suggested that the nutritional status and learning pattern contribute positively to improve students’ learning outcomes.

This method paper addresses an untapped but important type of IT turnover: IT entrepreneurship. We seek to develop a mixed methods research (MMR) design to understand the factors and processes that influence turnover behavior of prospective (nascent) IT entrepreneurs. To do this, we review two prior streams of research: the entrepreneurship literature and IT employee turnover. We incorporate the results of this literature review into a conceptual framework describing how the relevant factors leading to entrepreneurial and turnover behavior change over time, either gradually or suddenly, in response to specific events. In addition, we also contribute to the research by arguing that mixed methods research (MMR) is appropriate to bridge the gap between entrepreneurial literature and the IT turnover literature. A third important contribution is the design of the MMR, combining a longitudinal approach with a retrospective approach; a qualitative with a quantitative approach and, the exploratory design with the triangulation design [1]. Finally, we discuss practical implications for IT managers and IT entrepreneurs.

Recent studies suggest that professional learning community is necessary for increasing teacher’s commitment to their goals and allows them to share their successful practices. The purpose of this study was to analyze the implementation of professional learning communities: perceptions, challenges and possibilities in Ambo University. The study was conducted using mixed research method and explanatory sequential mixed research design. In the first case, in order to obtain quantitative data a close ended questioner were administered to 250 teachers and analyzed with the help of descriptive statistics namely: mean score, standard deviation, percentages, t-test. In the second case, qualitative data was obtained through semi structured interview and focused group discussion. The result of the study shows that, all the six dimensions of professional learning community were to a great extent, perceived to be unimplemented in Ambo University. Implications, which are assumed to improve the practices of professional learning community, were highly recommended in the study. Keywords: shared leadership, shared practice, shared values and vision, supportive conditions, collective learning DOI: 10.7176/JEP/11-34-05 Publication date: December 31 st 2020