Integration of play-based learning into the instructional delivery of tutors and lecturers in Ghana

This study assessed the relationship between selected demographic characteristics and application of play-based learning by tutors/lecturers as well as inhibitory factors militating against the use of play-based learning. Utilizing a concurrent nested design, 90 tutors/lecturers (68 males; 22 females) completed the quantitative phase while 16 tutors (12 males; 4 females) who were initially involved in the quantitative phase completed the qualitative phase. The study established that there was no statistically significant relationship between sex of tutors/lecturers and items related to the application of play-based learning. Again, there was no statistically significant relationship between level of experience of tutors/lecturers and items related to the application of play-based learning. However, while there was no statistically significant difference between tutors’/lecturers’ institution (college or university) and the majority of the items related to the application of play-based learning, there was a statistically significant relationship between tutors’/lecturers’ institution and the specific item related to the use of play-based learning throughout the lesson delivery. Specifically, tutors in the colleges of education were likely to apply play-based learning throughout their lesson delivery compared to lectures at the university. Comparative thematic analysis between lecturers’ and tutors’ narratives revealed a possible reason for the aforementioned finding, which is the relatively larger class sizes lecturers have to manage at the university level. Beyond dealing with large class sizes, other inhibitory factors militating against the application of play-based recounted by tutors/lecturers included limited resources, time allocation challenges, and classroom space constraints. In light of these findings, it is recommended that faculty development programmes incorporate play-based learning modules, and that institutions provide adequate instructional materials, assistive technologies, and adopt group-based strategies to support implementation in large classes, thereby promoting inclusive education.

In the increasingly advanced digital era, the use of information technology-based learning media is very relevant and important. Given the gap between students' needs for interactive and innovative learning media and teaching methods that still tend to be conventional in Islamic Education (PAI) subjects. This study aims to examine the feasibility of developing Islamic Religious Education (PAI) learning media based on the website "FIKISMART" in the context of Fiqh Mawaris learning at the Junior High School (SMP) level. Therefore, this study uses the Research and Development (R&D) method to explore the needs of students and teachers in Fiqh Mawaris learning. Through qualitative data collection (Needs analysis and feasibility for teachers) and quantitative (Needs analysis, Validity (Material and Media Experts) and feasibility for students). The results of the study at the needs analysis stage showed that 54% of students answered "agree" which showed that website-based learning media was feasible to be developed. Furthermore, the researcher compiled a prototype of interactive and informative learning media. The results of the validity test showed that the "FIKISMART" learning media was proven valid with a score of 91% by material experts and 93% by media experts. From the feasibility test, "FIKISMART" has significant potential to be developed and used, especially to improve students' understanding of Fiqh Mawaris material. By considering the aspects of usability, relevant content, and high interactivity, this media is expected to provide a more enjoyable and effective learning experience.

The idea of play-based learning in the early years prior to school entry has long been a fundamental tenet of quality and inclusive practice in early childhood education and care (ECEC). This is supported by a substantial body of research, developed over an extended period of time, that links play to a range of learning and developmental outcomes, including: cognitive development and higher order thinking; language and literacy; physical development, including children's health and wellbeing; social competence and self-regulation of emotion and behavior. Play-based approaches to learning in the early years have also been linked to the development of high-level learning dispositions (e.g., curiosity, creativity, enthusiasm, persistence, imagination)and processes (e.g., investigation, problem-solving, risk taking and critical reflection) that support success in school and beyond. Notwithstanding different perspectives on play pedagogies, and the teacher’s role, play is also seen to support children’s engagement and active learning and to offer a platform for differentiated teaching and learning. Reflective of this, Australia’s national Early Years Learning Framework (DEEWR, 2009) promotes play as the right of all children, an integral part of being a child and as the prime context for learning in the early years. While play-based learning is a noted pedagogical approach in ECEC settings prior to school, this is not the case within the primary school context. With the roll-out of the Australian School Curriculum (ACARA, 2011), and its focus on content and assessment, opportunities for play and learning, even in the non-compulsory Foundation year, are rapidly diminishing, being replaced by more teacher-directed and didactic approaches to instruction to cover required content and comply with related assessment and accountability measures. This chapter begins with an overview of historical and contemporary perspectives on play as a context for learning, with a focus on the connection between play, imagination and active learning in ECEC. This is followed by an analysis of selected contemporary Australian ECEC policy and curriculum documents to investigate perspectives on play-based learning as children transition to school in Queensland, Australia. Finally, the implications for teaching are discussed, with a focus on the need for pedagogical continuity and the application of play-based learning as a way to motivate and support active learning within diverse classrooms. It is argued that it is not an ‘either’ ‘or’ context, but a case of drawing together playful and imaginative pedagogies with other intentional teaching strategies to promote and support the best outcomes for all children.

Research has shown that adult learners have a strong desire for a self-directed and autonomous learning experience. This paper presents an evaluation of an approach to supporting self-directed learning employed in a graduate-level Web application design and development course. The approach allows students to define and develop semester-long team projects in an independent fashion including the definition of their own grading metric and the evaluation of themselves against the measure. This paper presents the results of a survey on student opinion of the self-directed learning approach and an evaluation of grades. Study results indicate that the self-directed learning approach used in the course was quite successful in providing adult students with an autonomous and self-directed learning experience

Active learning aims to strengthen and facilitate the stimulus and response of students in learning, so the learning process becomes fun, not boring for them. By providing active learning strategies for students can help their memory, so they can be delivered to the learning objectives successfully. This is not considered in conventional learning.The purpose of this study is to determine the application of learning through the active student learning approach in SMP Negeri 2 South Dampal and to find out the obstacles and solutions encountered in the application of learning through the student active learning approach.The research method used is a qualitative approach by describing and interpreting the meaning of data. Furthermore, to obtain data in accordance with the problem, data collection is done by observation, interviews, questionnaires, and documentationThe results showed that the application of active learning can be achieved well, by observing students' attitudes and changes both in cognitive, affective, and psychomotor values.

The aim of the study was to evaluate our practice of self-directed learning (SDL) among pre-university students in Malaysia. Respondents provided data on their previous school learning experiences besides present SDL experiences in college. We carried out exploratory factor analysis based on the school data. We did a confirmatory factor analysis using College SDL experiences of students. Given high similarities between the measurement models, we decided to use the original structure of the instrument. Students provided feedback using a questionnaire based on Prociuk’s. A large majority declared that they needed SDL experiences which they lacked while at school. The study also showed that students had rated their SDL experiences in college more positively than in school, on four factors of SDL experiences. Pearson correlations showed that “knowledgeable and organised teachers” and “promotion of active learning” correlated significantly with students’ current satisfaction with SDL in college.

Team-based Learning (TBL) is a global education strategy designed to inculcate self-directed and active learning. The fallout is a new breed of students who are exposed to restricted and compromised teaching and learning methods via online platforms amidst this COVID -19 pandemic. Therefore, this innovation aims to explore the application of active learning among undergraduate medical students through virtual TBL. In this pilot study, the concept of medical genetics is introduced virtually through utilizing online platforms, Microsoft TeamsTM and Universiti Kebangsaan Malaysia (UKM) Learning Management System (UKMFolioTM), while maintaining the principles of TBL. Emphasis is placed on applied learning to apply the fundamental knowledge learnt during the preparation phase through team discussions and subsequent pitching presentations. Our study indicates no significant difference (p=0.404) in the mean score of students who participated in conventional face-to-face TBL sessions and virtual TBL. This suggests that active and self-directed learning can be integrated through virtual means with reproducible excellent results as with conventional face-to-face TBL. Nonetheless, issues related to Internet stability and insufficient content experts must be addressed if we are to tackle successful virtual teaching and learning.

In this article, we investigate understandings and practices of learning through play (LtP) in refugee and host-country contexts in Ethiopia, Tanzania, and Uganda. This is an area in which international donors have increased their investments in recent years. We used a positive deviance approach to select 12 best practice preprimary and primary schools. We used ethnographic methods to study these schools for 14-20 days in order to learn from their existing play-based teaching and learning practices. Our findings draw from the research team's observations, visually stimulated interviews, and focus group discussions with 205 teachers, parents, and headteachers, and 160 students. The findings reveal that most of these education stakeholders (teachers, students, and parents) understood play and formal learning to be mutually exclusive but also recognized the developmental benefits of play. The findings also describe various LtP and LtP-adjacent learning activities, such as guided play and games, storytelling and role-play, energizers, and structured playful learning. The factors found to be critical to the school-based implementation of LtP include supportive policies, school leadership, and parental support, professional development and support for teachers, and addressing schools' capacity and structural limitations. Based on these findings, we recommend that LtP proponents frame LtP as connected to active learning methods in terms of definition, conceptualization, and advocacy for its integration into policy frameworks. We built on the extant constructivist pedagogy and play literature to develop a typology of classroom-based LtP activities with the aim of encouraging policymakers, practitioners, and researchers to strengthen education systems' ability to provide targeted support for teachers that will enable them to gradually increase their implementation of quality LtP practices across typology zones.

The purpose of this research is to investigate the application of learning through play passing over a target to improve learning outcomes for students in grade 01 Sidamulya SDN Tegal Year 2014 research was conducted at 01 Sidamulya SDN Tegal, the samples in this study were students of class V are numbered, 38 students. This research is a class act consisting of two cycles where each cycle consists of four stages: planning, action, observation, and reflection The results showed that the application of the method can improve learning outcomes play on volleyball passing the fifth-grade students of SDN Tegal Sidamulya 01 The year 2014.The average value of passing on the learning outcomes of the first cycle (72.84) second cycle (76,52). So that the learning outcome of the first cycle to the second cycle of (3.68). While the number of students who otherwise completed the first cycle of 27 students (71%) and the second cycle of 34 students (89%). The conclusion of this study, that the passing on learning through target shooting game for the fifth-grade students of SDN Tegal Sidamulya 01 2014 can improve student learning outcomes.increase learning outcomes.

Education in Indonesia, especially at the elementary school level, faces challenges in improving the quality of learning, especially in Indonesian language subjects. Many students experience difficulty in understanding material presented through conventional teaching methods which tend to be monotonous. This research aims to design interactive and interesting multimedia-based learning media to increase students' motivation and understanding of Indonesian language material. The designed learning media integrates visual, audio and interactivity elements to create a more enjoyable and effective learning experience. Through the development of this media, it is hoped that students can be more actively involved in the teaching and learning process, so that their learning outcomes can improve. This research also aims to make a positive contribution to the development of education in Indonesia by utilizing information technology in learning. It is hoped that the results of this research can be a reference for teachers and other educators in creating a more innovative and effective learning environment.

Applying the Science of Learning to Classroom Teaching: The Critical Importance of Aligning Learning with Testing

This theoretical article examines the crucial role of play-based learning (PBL) in enhancing the mathematical skills of children in the Early Childhood Phase, referred to as Foundation Phase (Grade R-3) learners, within a South African context. The article argues that the traditional approach to teaching early childhood mathematics, where teachers typically instruct while learners listen and repeat, is often rigid and lacks engagement. For learners to thrive in mathematics and truly comprehend the subject, they need to be actively involved in ‘doing’ mathematics. PBL is an approach to teaching and learning that uses various forms of play as a medium for learning. The objectives of the article are: a) to explore alternative methods for teaching mathematics to learners in the Early Childhood Phase, and b) to highlight the benefits and value of play as a mode for teaching and learning mathematics. As a theoretical paper, it does not include a methodology section; rather, relevant literature was analysed to support and justify the claims and to address the research questions. The study found that PBL can enhance the development of the vestibular system, which can positively impact learners’ cognitive abilities, including mathematical skills. The study is significant for both learners and teachers in the Early Childhood Phase, as it provides an opportunity for teachers to utilise alternative, play-related, and enjoyable methods to teach mathematics. The paper concludes that a child-centred, play-based curriculum encourages and promotes learning in a playful setting through discovery, investigation, problem-solving, imaginative thinking, and creative thinking.

The nature and characteristics of self-directed learning (SDL) by physicians has been transformed with the growth in digital, social, and mobile technologies (DSMTs). Although these technologies present opportunities for greater "just-in-time" information seeking, there are issues for ensuring effective and efficient usage to compliment one's repertoire for continuous learning. The purpose of this study was to explore the SDL experiences of rural physicians and the potential of DSMTs for supporting their continuing professional development (CPD). Semistructured interviews were conducted with a purposive sample of rural physicians. Interview data were transcribed verbatim and analyzed using NVivo analytical software and thematic analysis. Fourteen (N = 14) interviews were conducted and key thematic categories that emerged included key triggers, methods of undertaking SDL, barriers, and supports. Methods and resources for undertaking SDL have evolved considerably, and rural physicians report greater usage of mobile phones, tablets, and laptop computers for updating their knowledge and skills and in responding to patient questions/problems. Mobile technologies, and some social media, can serve as "triggers" in instigating SDL and a greater usage of DSMTs, particularly at "point of care," may result in higher levels of SDL. Social media is met with some scrutiny and ambivalence, mainly because of the "credibility" of information and risks associated with digital professionalism. DSMTs are growing in popularity as a key resource to support SDL for rural physicians. Mobile technologies are enabling greater "point-of-care" learning and more efficient information seeking. Effective use of DSMTs for SDL has implications for enhancing just-in-time learning and quality of care. Increasing use of DSMTs and their new effect on SDL raises the need for reflection on conceptualizations of the SDL process. The "digital age" has implications for our CPD credit systems and the roles of CPD providers in supporting SDL using DSMTs.

Objective: In this study, we analyzed a sample of nursing students, focusing on their self-directed learning experiences as they completed a program comprising specialized exercises and examinations and clinical training. Through this, we aimed to identify means of improving nurses’ self-directed learning skills during nursing education.Methods: Sixty-six third-year university students underwent a six-week adult-nursing training involving participatory-type simulated-patient (SP) exercises and objective structured clinical examinations (OSCEs), during which they maintained portfolios in which they noted their experiences and thoughts as they engaged in this education. We analyzed, through qualitative induction, the written data in these portfolios. We followed this by cross-sectionally integrating, using a chronological perspective, experiences reported by the same sample in previous research, consequently clarifying the structure of the students’ self-directed learning.Results: The students’ self-directed learning experiences during the adult-nursing training were divided into six classifications. Comparison of self-directed learning in participatory-type SP exercises, OSCE, and training, respectively, showed that few students applied their experience of the SP and OCSE exercises in training. However, during training they showed a strong ability to independently perform reviews of challenges that arose in actual practice and to engage in collaboration. They also showed increased desire to perform nursing.Conclusions: As the exercises and practice were not conducted consecutively, external experiences may have affected the continuity of the education, and hindered the students’ ability to maintain a sense of continuous development. Thus, encouraging students to regularly review their education may enhance their self-directed learning skills.

There are many factors plaguing nursing programs at this time. Clinical sites can be difficult to find or manage; clinical instructors may be difficult to attain, train or retain; large...