‘Moment of Panic': a qualitative diary study on student–faculty partnerships

Co-teaching and student-faculty partnerships are two approaches that independently facilitate significant conversations about teaching and learning. Written reflections from a module involving both approaches suggest that these conversations took place not only backstage (between co-teachers), but also on the front stage (with student partners). The interaction between co-teaching and student-faculty partnerships encourages the sharing of authority, resulting in shared decision-making (between co-teachers and with student partners) being a frequent topic of significant conversations. Our findings suggest significant conversations at the intersection of co-teaching and student-faculty partnership facilitate shared cognition and mutual trust and have important implications for academic development.

Student-faculty partnership has proven to significantly enhance many attributes in the teaching-learning process due to its ability to expose students to higher levels of engagement, enforcing the confidence, motivation, and responsibility of the students, as well as the establishment of a friendly and tight relationship between the students and faculties. Nevertheless, the student-faculty partnership is not only limitedly practised in Malaysia, but also the occasionally reported practices have involved matured postgraduate students with educational background and significant experience in teaching and learning. In this study, the student-faculty partnership has been implemented for undergraduate students to enhance the process of teaching and learning. This is done by involving the students in developing instructional videos using POWTOON tool. The study analysed three sources of data, viz. a survey questionnaire, online quiz marks, and test 1 marks, to assess the students’ perception toward this experience as well as to evaluate its impact on their academic performance. The findings indicate that student-faculty partnership has significantly improved the students’ learning and soft skills. In fact, the students responded positively to the activities conducted throughout this experience and gave positive feedback about the developed instructional materials. As an implication of this study, we strongly believe that the findings will serve as a good start for spreading the practice of the partnership of undergraduate students with faculties in Malaysian universities.
 Keywords: Partnership, learning, improvement, engagement

PurposeThe application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.Design/methodology/approachBased on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.FindingsThe nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.Research limitations/implicationsImplications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.Originality/valueThis paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.

The inclusive learning school farm environment is an authentic outdoor learning environment that supports students with different disabilities to participate physically, sensorily, and mentally in an inclusive environment and active learning experience. Barriers and challenges face the students with different disabilities due to the lack of knowledge and understanding of the design requirements of outdoor school farm learning spaces. Through reviewing the research background along with an expert survey, the researchers provide a thought-provoking discussion and detailed consideration of guidelines and requirements essential to design an inclusive learning environment in a school farm, where all students together, regardless of their abilities, can get equal opportunities for doing, thinking, feeling, and being themselves through the quadruple inclusive experiences within their interactive and physical environment that comprises spatial experience, sensorial experience, social integration experience, and nature interaction experience. The experiences gained empower the students, can potentially change their behavior and attitudes, and help them to navigate as independent future change-makers.

This qualitative study explored the perspectives and practices of five Special Needs Education (SNED) teachers at Koronadal National Comprehensive High School - Junior High School Department, regarding inclusive learning environments for dyslexic learners. The research aimed to comprehend the teachers views on teaching and handling dyslexic students, individual teaching challenges encountered, ways for addressing these challenges, and strategies for fostering inclusive learning environments. Phenomenology guided the research design, utilizing in-depth interviews with a semi-structured approach. Thematic analysis revealed key perspectives: dyslexic learners struggle with reading and grasping new concepts, necessitating patience, understanding, and equal opportunities for academic and personal development. Challenges in fostering inclusivity included maintaining patience, time constraints, lack of training/resources, insufficient knowledge, discrimination, and inadequate funding. Teachers addressed these through self-directed learning, professional development, and promoting positive environments. Strategies for fostering inclusivity included differentiated instruction, Individualized Education Plans (IEPs), collaboration, training, and multisensory approaches. Insights highlighted the importance of accepting dyslexic learners, providing ongoing support, and prioritizing professional development. The study recommended utilizing these insights to enhance inclusive learning for dyslexic learners and conducting further research to meet the needs of all special education students to give them hope (handom) and achieve their dreams (pangandoy) in life. KEYWORDS: Dyslexia, Perspective, and Practices of SNED Teacher, Inclusive Education

Student partnerships are often promoted in research and policies to improve quality in higher education. Existing research focuses on outcomes of such partnerships, while the specific factors that unfold when student partners (SPs) enact their dual roles as students and employees remain underexplored. We also lack understanding of how SPs’ work relates to wider quality work practices at universities. Addressing this gap, we combine social practice and organisational perspectives to investigate which tensions SPs make sense of when working. We also explore how SPs’ attempts to resolve these tensions can be interpreted as engaging in quality work. To this end, we interviewed SPs who worked as colloquium leaders facilitating weekly sessions for first-semester students on legal methods at a law faculty; we also collected written reflections, observations, and documents. Using thematic analysis, we found that SPs faced and created tensions related to (a) their aims of creating collaborative colloquia and the competitive learning environment at the faculty, (b) the perceived expectations of teaching legal methods despite not being experts, and (c) ambiguities regarding whether SPs are expected to act as peers or facilitators. We found that these tensions typically emerged where local colloquium practice met institutional quality structures, implicit understandings of quality, and professional standards. By trying to find solutions locally, SPs indirectly engaged with quality work more systemically. We argue that SPs should be understood as actors in the quality system, and that SPs’ unique perspective should be used to explore existing tensions within learning environments and their development.

The study on educational resources and inclusion of learners with hearing impairments in East Karachuonyo Division, Homabay County, was carried out to find out the level of educational resources in the inclusive schools in East Karachuonyo Division, Kenya. The objectives of the study were to determine the profile of respondents, determine the level of educational resources, determine the level of inclusion, and determine whether there is a significant relationship between educational resources and the inclusion of hearing-impaired learners in East Karachuonyo Division, Rachuonyo North District, Tt. Mabay County. The descriptive correlation survey method was adopted, where two variables or correlations were compared based on the sample size. Both quantitative and qualitative research methods were used to perform statistical analysis and produce results. However, the findings of the study revealed that females who teach hearing-impaired learners slightly outnumber their male counterparts at 55 (55%) and 45 (45%), respectively. The majority of the respondents were between the ages of 30 and 39, and most have taught in schools for between 1 and 5 years. Most of the teachers—62%—have no training in the teaching of learners with hearing impairments. On the human resources available in the schools, regular teachers take the lead with a mean of3.61, while the rest are found in a few schools. General resources dominate at the expense of specific resources. Social interaction and relationships among learners and teachers are available, but special attention to learners with hearing impairments is not fostered in the inclusive school. The study revealed that there are adequate teaching and learning materials that, most importantly, appeal to learners without special needs, scoring a 2.51 availability. Compensatory devices, on average, were rated low, with hearing aids and loudspeakers rated at a mean of 1.52 and 1.47, respectively. Inclusion of learners was rated highly as eight out of twelve elements were high with free interaction, the same curriculum content, the same teaching time, and the aspect of combining learners ranking very high at 3.20, 3.48, 3.47, and 3.30, respectively. Finally, the study revealed that there is a significant relationship between educational resources and the inclusion of learners with hearing impairments in East Karachuonyo division, Homabay County, Kenya. Keywords: Educational resources, Hearing impairments, East Karachuonyo Division, Teaching and learning materials.

Investigating First Year Undergraduate EAL Students' Academic Literacy Experiences.

The implementation of inclusive teaching requires that teachers adapt their behavior and actions in such a way that they promote trust within an all-inclusive and supportive teaching and learning environment. This review chapter analyzes how teachers through their personality traits promote trust between themselves and students in order to promote an inclusive and supporting teaching and learning environment. The chapter will use Giddens Structuration Theory with reference to agency theory to understand how their personality traits as imbedded in their agency may either promote or hinder their ability to create trust and build inclusive and supportive environment in the classroom. In this chapter, some lessons from the literature review and analysis will be drawn and recommendations made. The main lesson drawn is that teachers’ personality traits are very important toward establishing trust between them and the student in an inclusive classroom. It is very important also to note that the application of teacher agency based on their personality trait may or may not create the conducive conditions for a pedagogy that is inclusive or constraining for the students.

Today, providing all learners with technology-supported learning environments has become important due to the use of new technological advancements in learning environments. All learners have the right to benefit from these advancements in an equal learning environment. One of the factors which play an important role in providing an equal and effective learning environment is learner characteristics. The learning pace and style of each learner are different. Universal design principles and assistive technologies play a big role in providing learning environments in the context of such individual differences. From this point of view, creating inclusive learning and inclusive learning environments which consider learner variety and differences specific to each learner and providing technology-supported learning environments utilizing universal design principles and assistive technologies are discussed in this chapter.

ABSTRACTStudent–faculty partnership has been researched by contemporary academic developers, particularly its outcomes and challenges. However, theoretical discussions linking it with larger social–educational–political discourses are still lacking. This reflection aims to help fill the gap by analysing how student–faculty partnership might contest the neoliberalisation of higher education. It argues that, by positioning partnership as the basis for learning, student–faculty partnership provides an alternative discourse to contest the marketisation and corporatisation of higher education, the (re)production of learners as competitive and self-interested, and the standardisation and mechanisation of learning.

The inclusion of learners in secondary education has been fundamentally associated with the learning environment. However, little is known about the relationships between types of learning environments and inclusion when moderated by self-efficacy and mediated by disability status. This study measured whether different types of learning environments were associated with inclusion differently and if self-efficacy and disability status mediated the relationships between learning environment and inclusion. In a cross-sectional study, 309 learners with and without disabilities were assessed for inclusion in secondary education, Self-efficacy, Disability status and Learning environment. Regression Analyses were used to measure the association between different types of Learning environment and inclusion and the moderating role of learner’s self-efficacy and disability status in the relationship between learning environment and inclusion in secondary education. The findings yielded that physical and social learning environments are the types of learning environments that significantly and independently predicted inclusion in secondary education. The physical learning environment was significantly correlated with social efficacy (B=. 18, P<. 001) and all four facets of inclusion: access (B=. 19, P<. 001), Presence (B=. 12, P<. 001), Participation (B=. 14, P<. 001) and Achievement (B=. 10, P<. 001). While Social environment also had appositive and stronger effect on social efficacy (B=. 27, P = .001) and facets of inclusion; access (B=. 33, P<. 001), presence (B=. 22, P<. 001), Participation (B=. 26, P<. 001), and achievement (B=. 20, P<. 001). Disability status was found not to relate significantly to self-efficacy and inclusion, but self-efficacy was positively associated with inclusion. The direct relation between learning environment and inclusion remained significant (B=. 33, P<. 001). However, self-efficacy and disability status did not mediate the relationship between learning environment and inclusion. Types of learning environments should be considered when implementing inclusion in secondary education. Psycho-educational intervention should consider the development of social efficacy as a key determinant of the inclusion of all learners in secondary education.

At the present the choice of an integrated teaching and learning environment is a national resposible task for creation of the new information society of the 21 centure. During tle last decade a lot of learning and teaching environments have been developed. In the first ones the learner plays an active role, and in the second ones the teacher creates an individual plan for each learner. In this paper three block models of computer-based teaching systems and a lattice of teaching processors are remained. Three kinds of models, namely graph, block and relational are proposed as a theoretical background of an integrated teaching and learning environment.

<p dir="ltr">Background<br>Clinical practice is an important part of medical education, providing students with an opportunity to put theory into practice and develop clinical skills. Primary health care (PHC) has gained increasing importance for students' development of clinical skills and provides a place where students can prepare for their future profession under supervision. The clinical learning environment in PHC is also a workplace with patients, supervisors, and other professionals, which creates a complex learning environment. In PHC, students meet authentic patients as they come to PHC with they problems when the students participate in everyday clinical work.</p><p dir="ltr">In order to ensure the quality of the learning environment in PHC and provide an opportunity for both the PHC centre and the university to receive up-to-date feedback, it is important that the students have access to an evaluation instrument. The instrument needs to measure several aspects of the learning environment.</p><p dir="ltr">To ensure quality and the student's opportunity to progress in their journey towards a future profession, it is important to gain an understanding of how the clinical learning in PHC is perceived by students and patients and how it can be evaluated.</p><p dir="ltr">Aims<br>The aim of Study I was to adapt and validate the Clinical Learning Environment and Supervision (CLES) instrument to measure medical students' perceptions of their learning environment in PHC. In Study II, the aim was to explore medical students' perceptions of the clinical learning environment in PHC and how these perceptions vary according to the stage in the education programme. In Study III, the aim was to explore the perceptions of ordinary patients in PHC when participating in encounters with medical students and what they believe they contribute to the students' learning. In Study IV, the aim was to explore medical students' perceptions of learning from patient encounters in a PHC context.</p><p dir="ltr"><br></p><p dir="ltr">Methods<br>In Study I, the CLES instrument was adapted to measure medical students' learning environment in PHC. The CLES instrument, which contains 25 items, was sent electronically to 1,256 students in the medical programme over 9 semesters. The study used exploratory factor analysis based on the principal components method, followed by oblique rotation, to confirm the adequate number of factors in the data. Construct validity was assessed by factor analysis. Confirmatory factor analysis was used to confirm the dimensions of the CLES instrument. In Study II, content analysis was used to analyse the students' free text comments, which they wrote in connection with the usual evaluation of their learning environment. In Study II, an adapted CLES instrument was used as an evaluation instrument. Study III was a qualitative study where individual interviews were analysed by inductive content analysis. A total of 13 patients were interviewed immediately after they had met a medical student during their visit to the PHC centre. Study IV was a qualitative study that used individual interviews with a semi-structured interview guide. The data was analysed by inductive content analysis. In total, 21 medical students were interviewed.</p><p dir="ltr">Results</p><p dir="ltr">In Study I, a total 394 of students answered the questionnaire. The construct validity showed a clearly indicated four-factor model. The cumulative variance explanation was 0.65. The overall Cronbach's alpha was 0.95. The adapted CLES instrument had high construct validity and reliability and high internal consistency. In Study II, the two main themes were 'The supervisor was the central factor in determining the meaningfulness of the placement at all stages of the education' and 'Basic prerequisites for perceived clinical learning were to having an active role in an authentic clinical context and being trusted to work independently with patients'. The three categories were 'The perceived relationship with the supervisor', 'The perceived journey to become a doctor' and 'The perceived structure and culture'. In Study III, one main theme was found: 'Participating in a dialogue adapted to students' needs without being aware of one's role as a teacher' and four categories: 'Expectations and conditions for participation', 'Contribution to learning', 'Collaboration in learning', and 'Perceived benefit for the patient'. In Study IV, the main theme was 'The individual patient encounters are the key to learning in PHC'. Four categories were found: 'Patient encounters in primary health care are instructive, rewarding, and challenging', 'Encounters with patients in PHC provide opportunities for gradual professional development', 'A committed supervisor plays a significant role in learning', and 'Learning in PHC and learning in hospitals complement one another'.</p><p dir="ltr">Conclusion<br>The CLES evaluation instrument was adopted for medical students and was subsequently seen as a useful tool for their evaluation of the clinical learning environment in PHC. Students' perceptions and experiences of clinical practice in PHC showed that the supervisor and patient were important for the student's progression. Active participation in clinical work and patient encounters, and the mix of patients in PHC, were seen as important for the development of clinical and communication skills. Patients were not always aware of their role in the student's learning but were able to contribute in many ways. The patients adapted to the students and allowed the students to perform examinations at their own pace. Students felt responsible for the patient and sometimes felt uncertain about whether they had the necessary competence. Committed supervisors provided students with the confidence to act on their own, and the students were aware of their own development.</p><h3>List of scientific papers</h3><p dir="ltr">I. <b>Öhman E,</b> Alinaghizadeh H, Kaila P, Hult H, Nilsson G.H, Salminen H. Adaptation and validation of the instrument Clinical Learning Environment and Supervision for medical students in primary health care. BMC Medical Education. 2016. 16:308. <a href="https://doi.org/10.1186/s12909-016-0809-8">https://doi.org/10.1186/s12909-016-0809-8</a></p><p dir="ltr">II. Salminen H, <b>Öhman E,</b> Stenfors-Hayes T. Medical students' feedback regarding their clinical learning environment in primary healthcare: a qualitative study. BMC Medical Education. 2016. 16:313. <a href="https://doi.org/10.1186/s12909-016-0837-4">https://doi.org/10.1186/s12909-016-0837-4</a></p><p dir="ltr"><br>III. <b>Öhman E,</b> Toth-Pal E, Hult H, Nilsson G.H, Salminen H. How patients in primary health care perceive their contribution to medical students' learning - an interview study. [Manuskript]</p><p dir="ltr"><br></p><p dir="ltr">IV. <b>Öhman E,</b> Toth-Pal E, Hult H, Nilsson G.H, Salminen H. Medical students' perception of learning from patient encounters in primary health care; a qualitative interview study. BMC Medical Education. 2023. 23:935. <a href="https://doi.org/10.1186/s12909-023-04923-9" rel="noreferrer" target="_blank">https://doi.org/10.1186/s12909-023-04923-9</a></p>

<p dir="ltr">Background<br>Clinical practice is an important part of medical education, providing students with an opportunity to put theory into practice and develop clinical skills. Primary health care (PHC) has gained increasing importance for students' development of clinical skills and provides a place where students can prepare for their future profession under supervision. The clinical learning environment in PHC is also a workplace with patients, supervisors, and other professionals, which creates a complex learning environment. In PHC, students meet authentic patients as they come to PHC with they problems when the students participate in everyday clinical work. </p><p dir="ltr"><br></p><p dir="ltr">In order to ensure the quality of the learning environment in PHC and provide an opportunity for both the PHC centre and the university to receive up-to-date feedback, it is important that the students have access to an evaluation instrument. The instrument needs to measure several aspects of the learning environment.</p><p dir="ltr">To ensure quality and the student's opportunity to progress in their journey towards a future profession, it is important to gain an understanding of how the clinical learning in PHC is perceived by students and patients and how it can be evaluated.</p><p dir="ltr">Aims<br>The aim of Study I was to adapt and validate the Clinical Learning Environment and Supervision (CLES) instrument to measure medical students' perceptions of their learning environment in PHC. In Study II, the aim was to explore medical students' perceptions of the clinical learning environment in PHC and how these perceptions vary according to the stage in the education programme. In Study III, the aim was to explore the perceptions of ordinary patients in PHC when participating in encounters with medical students and what they believe they contribute to the students' learning. In Study IV, the aim was to explore medical students' perceptions of learning from patient encounters in a PHC context.</p><p><br></p><p dir="ltr">Methods<br>In Study I, the CLES instrument was adapted to measure medical students' learning environment in PHC. The CLES instrument, which contains 25 items, was sent electronically to 1,256 students in the medical programme over 9 semesters. The study used exploratory factor analysis based on the principal components method, followed by oblique rotation, to confirm the adequate number of factors in the data. Construct validity was assessed by factor analysis. Confirmatory factor analysis was used to confirm the dimensions of the CLES instrument. In Study II, content analysis was used to analyse the students' free text comments, which they wrote in connection with the usual evaluation of their learning environment. In Study II, an adapted CLES instrument was used as an evaluation instrument. Study III was a qualitative study where individual interviews were analysed by inductive content analysis. A total of 13 patients were interviewed immediately after they had met a medical student during their visit to the PHC centre. Study IV was a qualitative study that used individual interviews with a semi-structured interview guide. The data was analysed by inductive content analysis. In total, 21 medical students were interviewed.</p><p dir="ltr"><br></p><p dir="ltr">Results<br>In Study I, a total 394 of students answered the questionnaire. The construct validity showed a clearly indicated four-factor model. The cumulative variance explanation was 0.65. The overall Cronbach's alpha was 0.95. The adapted CLES instrument had high construct validity and reliability and high internal consistency. In Study II, the two main themes were 'The supervisor was the central factor in determining the meaningfulness of the placement at all stages of the education' and 'Basic prerequisites for perceived clinical learning were to having an active role in an authentic clinical context and being trusted to work independently with patients'. The three categories were 'The perceived relationship with the supervisor', 'The perceived journey to become a doctor' and 'The perceived structure and culture'. In Study III, one main theme was found: 'Participating in a dialogue adapted to students' needs without being aware of one's role as a teacher' and four categories: 'Expectations and conditions for participation', 'Contribution to learning', 'Collaboration in learning', and 'Perceived benefit for the patient'. In Study IV, the main theme was 'The individual patient encounters are the key to learning in PHC'. Four categories were found: 'Patient encounters in primary health care are instructive, rewarding, and challenging', 'Encounters with patients in PHC provide opportunities for gradual professional development', 'A committed supervisor plays a significant role in learning', and 'Learning in PHC and learning in hospitals complement one another'.</p><p dir="ltr"><br></p><p dir="ltr">Conclusion<br>The CLES evaluation instrument was adopted for medical students and was subsequently seen as a useful tool for their evaluation of the clinical learning environment in PHC. Students' perceptions and experiences of clinical practice in PHC showed that the supervisor and patient were important for the student's progression. Active participation in clinical work and patient encounters, and the mix of patients in PHC, were seen as important for the development of clinical and communication skills. Patients were not always aware of their role in the student's learning but were able to contribute in many ways. The patients adapted to the students and allowed the students to perform examinations at their own pace. Students felt responsible for the patient and sometimes felt uncertain about whether they had the necessary competence. Committed supervisors provided students with the confidence to act on their own, and the students were aware of their own development.</p><h3>List of scientific papers</h3><p dir="ltr">I. <b>Öhman E,</b> Alinaghizadeh H, Kaila P, Hult H, Nilsson G.H, Salminen H. Adaptation and validation of the instrument Clinical Learning Environment and Supervision for medical students in primary health care. BMC Medical Education. 2016. 16:308. <a href="https://doi.org/10.1186/s12909-016-0809-8">https://doi.org/10.1186/s12909-016-0809-8</a></p><p dir="ltr">II. Salminen H, <b>Öhman E,</b> Stenfors-Hayes T. Medical students' feedback regarding their clinical learning environment in primary healthcare: a qualitative study. BMC Medical Education. 2016. 16:313. <a href="https://doi.org/10.1186/s12909-016-0837-4">https://doi.org/10.1186/s12909-016-0837-4<br></a><br>III. <b>Öhman E,</b> Toth-Pal E, Hult H, Nilsson G.H, Salminen H. How patients in primary health care perceive their contribution to medical students' learning - an interview study. [Manuskript]</p><p dir="ltr"><br></p><p dir="ltr">IV. <b>Öhman E,</b> Toth-Pal E, Hult H, Nilsson G.H, Salminen H. Medical students' perception of learning from patient encounters in primary health care; a qualitative interview study. BMC Medical Education. 2023. 23:935. <a href="https://doi.org/10.1186/s12909-023-04923-9" rel="noreferrer" target="_blank">https://doi.org/10.1186/s12909-023-04923-9</a></p>