Learner Attributes Research Articles

Predictors of Happiness and Life Satisfaction among University Teacher-Trainees on Internship

The study investigated the factors that drive happiness and life satisfaction among university teacher trainees on school practice internship. It was a purely qualitative study that employed explorative methods and a phenomenological design because it dealt with the subjective experiences about happiness and life satisfaction during internship as a phenomenon. It was conducted on a population of 25 participants drawn from a total population of about 700 teacher trainees on internship placement. The respondents were selected using both purposive and convenient sampling technique. These methods were preferred because purposively, the respondents were teacher trainees on internship and conveniently, they were under the supervision of the corresponding author. Data was collected using in depth interviews and analysed using themes and narratives drawn from the transcribed data. Results’ presentation, analysis and discussions was done concurrently. The findings revealed that happiness and life satisfaction among teacher trainees on internship school practice placement is determined by economic and financial drivers, supervision processes, collegial social support and connections, student or learner attributes, logistical provisions and follow up factors. As a result of the findings, universities invested in teacher training and schools hosting internship teacher trainees are required to boost the university-based and school-based factors in order to promote happiness and life satisfaction among the trainees respectively through provision of teaching practice logistics, supervisor support and evaluation, student/learner discipline, as conditions aimed at enhancing happiness, for the end goals of academic achievement

Sustainable Personalized E-Learning through Integrated Cross-Course Learning Path Planning

This study addresses the growing need for sustainable and personalized learning solutions in online education by optimizing cross-course learning paths. With the increasing volume of e-learning resources, students often struggle to select appropriate courses and learning paths that align with their individual abilities and goals. A novel cross-course learning path planning model is proposed, which integrates resources from multiple courses using modified matching functions based on Item Response Theory (IRT) and a knowledge graph. This model effectively matches learner attributes, such as abilities, learning styles, and goals, with material attributes like difficulty, types, and prerequisites. An innovative variable-length continuous representation (VLCR) and an improved differential evolution algorithm are employed to optimize the multi-attribute matching (MAM) model, enhancing learning personalization. Results from numerical experiments indicate that cross-course learning paths significantly enhance learning outcomes for a wide range of learners, with over 45% benefiting from improved matches compared to single-course paths. Additionally, 70% of learners experienced similar or better results with cross-course learning. This approach not only promotes efficient learning but also supports sustainable educational practices, preparing educators and learners to meet the challenges of a rapidly changing world.

Micro-credentials through the eyes of employers: benefits, challenges and enablers of effectiveness

Purpose This study explores the perceptions of Australian employers regarding the benefits and challenges of micro-credentials within higher education and enablers of their effectiveness.Design/methodology/approach A qualitative approach that included 11 semi-structured interviews with employers affiliated with an Australian university was used. A deductive thematic approach was employed to analyse the data.Findings Micro-credentials were generally seen to be beneficial for an array of people, including employees, employers, customers and communities – stakeholders in all environmental layers of micro-credentials’ ecological system. Findings also indicated that both challenges of micro-credentials and enablers of their effectiveness depended heavily on attributes of learners, employers and higher education providers. The conclusion is that, based on the evidence of this study, micro-credentials within higher education are worth trialling.Originality/value Although research interest in micro-credentials is growing, few empirical studies have investigated micro-credentials’ benefits, challenges and enablers of effectiveness, especially from the perspective of employers. The study carries practical and policy implications for those involved with micro-credential research and development.

Attribution to Classroom Disruptive Behavior: Insights from Secondary Teachers

Disruptive behavior in the classroom is a significant concern for teachers in schools across the globe. Extensive research has conclusively shown that effectively managing disruptive behavior in the classroom is a crucial factor that enhances the quality of instruction. The successful management of disruptive behavior in the classroom is influenced by various factors, including the causal attribution that a teacher assigns to the behavior. This study explored teachers’ perspectives on the factors contributing to disruptive behavior in the classroom. The study employed an interpretive paradigm and a qualitative approach with a case study research design. Data was generated via semi-structured interviews with six members of the School Management Team and a focus group interview with seven teachers from four purposively chosen Quintiles Three secondary schools. The findings showed that teachers attribute classroom disruptions to the characteristics and attributes of learners, contextual elements within schools, and external factors. The study concludes that these factors should be considered when developing classroom behavior strategies.

Grit and Second Language Learning Engagement: The Mediating Role of Affect Balance.

The study of the relationship between key psychological attributes of learners and their engagement in second language (L2) learning helps to understand the critical personality mechanisms influencing language learning. The present study examined the L2 learning engagement from the perspectives of grit (i.e., consistent efforts and interests devoted to a long-term goal) and affect balance (a notion that takes into account both positive and negative emotions concurrently, assessing and evaluating which side holds more significance or influence). A cohort of English L2 learners (N = 394) participated in an online survey aimed at gauging their levels of grit, affect balance, and engagement in L2 learning. The results indicated that grit and affect balance were significantly correlated with behavioral engagement and affective engagement in L2 learning. However, among the two components of grit, namely consistency of interest, showed no significant relationship with L2 learning engagement, while perseverance of effort was significantly positively correlated with L2 learning engagement. Affect balance played a partially mediating and full mediating role between perseverance of effort and behavioral engagement as well as affective engagement respectively. These findings confirm the crucial role of perseverance of effort in second language learning and reveal the unique role of affect balance in their relationship.

Online learning success model for adults in open and distance education in Western China.

This study investigates the factors influencing online learning (OL) success among non-full-time adult students in open and distance education in Western China. To utilize a structural equation model with seven construction elements that combine the information system success (ISS) model and TPACK theory. Data from 245 participants were analyzed using PLS-SEM. Results reveal that system quality, service quality, and teachers' TPACK ability have varying degrees of positive impact on OL success. The main contribution of this study is its innovative combination of TPACK theory and the ISS Model, which has not been extensively explored in previous research. Additionally, this study emphasizes the significance of addressing the distinctive requisites and attributes of part-time adult learners engaged in online learning (OL). The findings of this study can help educational practitioners and policymakers create more effective and efficient OL environments that meet the needs of adult learners and bridge the gap between theory and practice.

Exploring the Impact of Matching E-Training Material to Arabic Dyslexia Type on Learners’ Reading Performance, Satisfaction and Behaviour

Abstract Dyslexia is a reading difficulty that can be found everywhere, regardless of a person’s ethnicity or race. The manifestation of dyslexia depends on the structure and orthography of a language. There is a lack of research into Arabic dyslexia, particularly the benefits of adaptive learning in this area. The study presented in this paper aimed to understand the impact on learners’ reading performance, satisfaction and behaviour when matching e-training material with learner attributes. The focus is on learners with short vowel dyslexia. The study was undertaken with 22 female primary school children in Saudi Arabia, all of whom were native Arabic speakers. These children were divided into two groups: a matched group (which included learners with short vowel dyslexia) and a mismatched group (which included learners with vowel dyslexia). An e-training system ‘DysTypeTrain2’ was designed and developed to support the study. A mixed-methods approach was used to collect both quantitative and qualitative data. The quantitative data were collected from (i) pre- and post-test results to calculate the improvement in reading performance and (ii) learner satisfaction scores. The qualitative data were collected from observations of learners’ behaviour. It was found that the learners’ reading performance and satisfaction improved in both experimental conditions (short vowel dyslexia group and vowel dyslexia group), regardless of their Arabic dyslexia type, indicating that the system was effective and the learning process was improved. Further, the learners were happy and excited about the system.

A study on the application of quantum computing in improving the efficiency of English language learning

Abstract The rapid development of information technology has brought new opportunities to the field of language learning and formed new learning methods. In this paper, a content-based quantum recommendation algorithm is first proposed to calculate the preference attributes of English learners using the Hamming distance and then combined with the constructed dynamic interest model of learners to complete the personalized recommendation of English language learning resources. The algorithm is employed to build an English-language customized learning system that incorporates learning, resource management, and proficiency assessment functions, and performance testing is carried out simultaneously. Furthermore, the study utilizes the system to conduct application experiments to evaluate its improvement in English language learning efficiency. The results showed that the mean value of perceived satisfaction with the improvement of English language efficiency in classes using the system was 7.48, and the ANOVA results (F=3.88, p<0.5) indicated a significant difference from the traditional method. Among them, the performance enhancement rates of superior and intermediate students were more than 45% and 62%, respectively, which effectively enhanced the efficiency of English language learning. After this study, it can provide a high reference value for the application of quantum machine algorithms in the field of education.

U.S. Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology: Bringing Heteroglossic and Global Approaches to TESOL Teacher Education

Purpose This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Findings The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs’ home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

Knowledge and skills gap of graduates entry-level: perception of logistics and supply chain managers in Oman

PurposeThe study provides an evaluation of the knowledge and skills importance covered in the degree of Logistics and Supply Chain Management (LSCM) as well as the knowledge and skills gap of graduates entry-level.Design/methodology/approachThe study used both descriptive and exploratory research designs. The study adopted a self-administered questionnaire. The sample size is 41 logistics industry mid-managers of six organizations selected from the main operators of Sohar Port in Oman.FindingsThe findings reveal that logistics professionals agree on the importance of all the learner attributes, knowledge and cognitive skills, and general competencies identified in a university degree with a major in LSCM. Furthermore, the results identified moderate levels of gaps in five knowledge areas and six soft and hard skills of graduates at the entry level.Research limitations/implicationsFurther research can be built on this study findings by evaluating the perception of logistics and supply chain industry professionals in different global contexts and investigate the effectiveness of different training and educational programs in enhancing the knowledge and skills of logistics professionals in various regions.Practical implicationsThis study may extend beyond Oman and have important implications for LSCM practices in other developing countries. Universities' management in developing countries can use this study findings to identify the key skills required by entry-level logistics professionals and incorporate them into their curricula to better prepare graduates for the workforce. In addition, the skills identified in our study, such as decision-making skills, managing stress, negotiation skills and critical thinking, are relevant to logistics professionals in other developing countries with similar socio-economic and industry characteristics.Originality/valueUnlike the prior studies that focused on the mismatch between educational degrees and job requirements without considering study specializations and industry, this paper lays a nuanced understanding of the knowledge and skills gap associated with entry-level graduates of the logistics and supply chain industry. As such, the paper offers inputs for the LSCM academic degree related to knowledge and skills needed by logistics and supply chain industry.

Dispositions towards learning: the importance of epistemic attributes for postgraduate learners

PurposeLearners’ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attributes of postgraduate learners in coursework programs, and to understand the relationships between dispositional attributes and academic achievement at this level.Design/methodology/approachThis study profiled the dispositions towards learning of 880 Master’s students in Australia, reported in an online survey. Statistical analysis was used to explore the possibility of underlying dispositional dimensions and latent clusters of participants within the cohort.FindingsThe profile of the cohort overall was as expected for an elite academic group, yet there was substantial variation between individuals. Cluster analysis identified three groups of students with meaningfully different dispositional profiles. Exploratory factor analysis revealed two underlying dispositional dimensions, representing epistemic and agentic attributes. Epistemic attributes were most closely related to academic achievement.Practical implicationsIt is argued that students at Master’s level typically possess the agentic attributes necessary for effective self-regulation. At this level, therefore, epistemic attributes are more relevant for differentiating between higher and lower achieving students. The attainment of sophisticated epistemic attributes is in line with the stated goals of postgraduate education. This supports the explicit teaching of metacognitive and epistemic skills within postgraduate degrees.Originality/valueThis study contributes a detailed analysis of Master’s students’ dispositional profiles. Two underlying dispositional dimensions are identified, representing agentic and epistemic attributes. The importance of epistemic attributes for postgraduate academic achievement identifies an opportunity for targeted interventions to raise the quality of learning at this level.

Attending lectures in person, hybrid or online—how do students choose, and what about the outcome?

As a consequence of the COVID-19 pandemic, most courses at a large technical university were adapted so that students had a free choice of whether to attend lectures on-site or online; in addition, in many courses, lecture recordings were available. At the subsequent exam session, over 17,000 student-survey responses were collected regarding attendance choices, learning behavior, interest in the course, perception of the exam, and recommendations to future students. A total of 27 learner attributes and their relationships were investigated. In addition, conditional attributes and free-response statements were analyzed, and the students’ exam grades were retrieved to gauge their performance. We found only minute differences with respect to exam performance, but the analysis indicates distinctly different preferences and constraints in taking advantage of learning opportunities. We also found some indications that performance differences might be larger for interactive-engagement courses. The results of the analysis may be key to answering why at many universities, faculty report that live-lecture attendance has decreased more strongly than expected with the availability of new, virtual attendance modes.

'Not always so':Embracing process in the development of curricula for contemporary person-centred healthcare professional education.

Contemporary person-centred healthcare and professional education operates within an interconnected and rapidly changing world of challenge and opportunity in the development of curricula that reflect practice. In times characterised by change and uncertainty, with increasing opportunities for networking and collaboration, educational curricula with an emphasis on 'process' rather than a more traditional, mechanistic emphasis on 'product', would seem appropriate in looking towards the future. Learning and emergent professional identity occurs through individuals'social definitions in turn influenced by knowledge and power relationships. The Dialogical Curriculum Framework seeks to promote a more even distribution of knowledge and power through participation and co-production in the pursuit of tolerance and coherence to support learning and identity. The parameters and dynamics of the Dialogical Curriculum Framework are represented through the interconnected relationship between learner attributes, curriculum themes, and curriculum constructs. The processes of space for reflection, open dialogue, participation and symbolic interactionism drive the curriculum, within the context of UK policy and Society. The emphasis on the pursuit of person-centred care makes it important for students to make connections with their own and other professions/disciplines to reflect the complexities of contemporary healthcare-an understanding of the 'whole', rather than fragmented parts. By way of example, a co-produced module of study within a preregistration MSc Physiotherapy programme is highlighted. Students identify, develop, and design small-group projects working with 'Physiopedia'. Thus, projects hold the potential to contribute to a global educational forum as well as student dialogue for learning.

Designing Local CFL Textbooks for Sri Lanka: A Conceptual Framework towards Penetrating the Hegemony and Ideology in Global Competition

Despite the dramatic growth in demand for Chinese language in Sri Lanka, fewer efforts have been taken for catering the specific necessities of Sri Lankan CFL learners towards an optimal student friendly learning environment. The hegemonic and ideological approaches of global textbooks have least addressed the socio-linguistic attributes of Sri Lankan learners. The present study examines the shortcomings of global CFL textbooks used by Sri Lankan learners from a student perspective and develops a rudimentary conceptual framework with reference to existing literature. The key informants of the study were (n=35) Chinese language students of Sri Lanka who constitute for a non-probabilistic convenience sample. It was inferred from the analysis that there is a critical requirement of incorporating local languages, their specific vocabulary and local context into CFL textbooks in Sri Lanka. It was further concluded that textbooks best be optimized for supporting translanguaging or partial immersion rather than total immersion or monolingual instructional approaches that would accommodate the socio-linguistic, socio-cultural and meta-cognitive spaces of the learners.

Minding the complexities of psychotropic medication management for children and youth in the foster care system: Paper 1: The facilitators and barriers to learning about trauma-informed medication management

The phenomenon of inappropriate polypharmacy among the foster care population arises in part due to the challenges related to integrating trauma-informed principles into service delivery. It is further exacerbated by the complexity of intersecting systems in which child welfare case workers need to communicate, including foster and biological parents, social service agencies, and advocates. Yet, there is limited research about trauma-informed psychotropic medication management interventions for child welfare staff. This pilot study was conducted to evaluate a trauma-informed psychotropic medication management intervention and is reported in two manuscripts, pertaining respectively to the facilitators and barriers to learning, and perceived individual and institutional trauma responsiveness. The intervention comprised of a 2-hour-long training session for child welfare staff and a 3-month web-based curriculum for leadership personnel, aiming to increase their understanding of trauma-informed psychotropic medication management. In the first paper, we report on the facilitators and barriers to learning, grouped into three categories: teacher attributes, learner attributes, and situational factors. In the second paper, in addition to trauma responsiveness ratings, we also provide a detailed account of one participant's life experience and perceptions of the intervention provided, as an exemplar of the psychosocial facets of resilience. The ABC Medication Scale scores that measured staff knowledge, attitudes, and behaviors associated with medications used to treat mental health symptoms showed a significant change in scores following training. Based on these findings, we provide practical solutions to address situational factors that are worth considering when providing training for child welfare staff. PAPER 1 ABSTRACT: THE FACILITATORS AND BARRIERS TO LEARNING ABOUT TRAUMA-INFORMED MEDICATION MANAGEMENT: Given that foster care children experience many challenges that threaten their well-being, their physical and mental health needs tend to be greater than those of their peers who are not in foster care. However, owing to the transient nature of the foster care placements, as well as continuous changes in medical providers and counselors, the screenings, supportive interventions, and treatments they receive may be fragmented. This is particularly problematic when considering that many of these children are medicated as a means of managing their behavior. Moreover, children in foster care are also more vulnerable to having the medications and diagnoses accumulate due to frequent placement changes and lack of treatment continuity. Our research was guided by the question "What are the facilitators and barriers to learning about trauma-informed psychotropic medication management?" We developed an intervention to address the issue of inappropriate polypharmacy and examined the facilitators and barriers to learning using a mixed methods design. The facilitators to learning were instructor-specific (e.g., reputation, teaching style, capacity for selecting and implementing relevant resources), learner-specific (altruism, capacity to see personal relevance in the learning situation, desire for knowledge/competence, career advancement/recognition-seeking), and situational (immediacy/on-demand resources, reinforcement of pleasant learning experience). Barriers were largely situational (workload and family demands). Based on these findings, we provide practical strategies for addressing situational factors that are worth considering when designing training curricula aimed at child welfare staff.

Teacher Education for Sustainable Development: A Review of an Emerging Research Field

Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a growing field characterized by five types of inquiry: designing learning environments, understanding learner attributes, measuring learning outcomes, promoting systems change, and advancing visions for the field. Major innovation potentials of TESD for more general teacher education are its emphasis on the grand socio-environmental challenges of our times, methodologies to engage with knowledge diversity (e.g., inter/transdisciplinarity), and sustainability science learning approaches (e.g., backcasting). We suggest that future work builds from this review to strengthen links between teacher education and TESD in enhancing quality education.

Teaching a Foreign Language According to Age Groups

Teaching a foreign language according to age groups (adults, adolescents and preschool/school children) has its own specificity, as well as methods and principles with some attributes of adult learners being facilitative of this task and others constituting a source of difficulties. This study is aimed to provide an overview of key issues relevant to foreign language learning and teaching according to age groups, as well as highlights the ways in which the characteristics of age groups can be capitalized upon to optimize the teaching process. In the first place, common principles of language learning are discussed, which is followed by a consideration of issues concerning the specificity of teaching foreign languages according to age, as well as choice of the most effective methods and strategies.

History, Development, and Enlightenment of Adapted Physical Education National Standards

As the total number and proportion of individuals with disabilities worldwide are increasing, the international community is paying more and more attention to the equal education rights of individuals with disabilities. Since the Individuals with Disabilities Education Act issued in 1975, physical education (PE) played a significant part in special education. According to the requirements of the United States federal legislation, a national certification examination system has been established and developed subsequently to better promote the development of physical education for children with disabilities. The National Consortium for Physical Education for Individuals with Disabilities (NCPEID) has formulated the Adapted Physical Education National Standards (APENS). The first version of APENS was developed in 1995 to certify adaptive sports professionals across the United States. The second edition came out in 2006. In addition, many undergraduate and graduate teacher education programs use APENS as a basis for preparatory courses. At some universities, completion of APENS has become a graduation requirement. The NCPEID reviews APENS every few years to keep it up to date, and it also reviews national tests as needed to reflect current knowledge and practice. This paper was to understand the primary contents of APENS. We found that the APENS include Human Development, Motor Behavior, Exercise Science, Measurement and Evaluation, History and Philosophy, Unique Attributes of Learners, Curriculum Theory and Development, Instructional Design and Planning, Teaching, Consultation and Staff Development, Student and Program Evaluation, Continuing Education, Ethics and Communication. These standard fields guide teachers, administrators, and families in basic knowledge, skills, and attitudes. In addition, the establishment of APENS has reference value and significance for the system construction, legal regulations, discipline construction, personnel training, peer education, community support, and other aspects of PE for individuals with disabilities in China.

A contribution of fanfiction writing to improving voice and fluency of learners of Japanese from an agentic perspective

This study explores the possibilities of using fanfiction as an out-of-class mediating tool to enhance in-class writing development in distance learning environments. For this purpose, seven Japanese language learners participated in an out-of-class fanfiction writing activity during their spring break. Since the notion of agency is reactive to different learning contexts, it was employed to bridge classroom-based and out-of-class learning practices. To assess learners' level of agency, participant observation and three semi-structured interviews were conducted before, during, and after the fanfiction activity. The data drawn from interviews were analyzed as per the relationships between agency, engagement, self-regulation, autonomy, and investment. First, the issues and stressors that inhibited learners from active participation in in-class learning were identified. Then, a comparison of the agency level regarding learners' in-class practices before and after their participation in the fanfiction activity was made. The results of the analysis indicate that learners' level of agency was developed, and several positive attributes of agentic learners were observed. Furthermore, learners capitalized on affordances of their dynamic interactions with fanfiction writing as they became more fluent in in-class writing and fostered their ability to express their voice.

A Framework for Mobile Learning Acceptance Amongst Formal Part-Time Learners: From the Andragogy Perspective

Mobile learning is posited to be an effective learning tool for various learners. However, limited studies have been conducted to explore formal part-time learners’ behavior towards mobile learning. Therefore, this study investigated the level of acceptance of mobile learning by formal part-time learners in Malaysia. A theoretical model was developed based on the unified theory of acceptance and use of technology (UTAUT) and formal part-time learners’ attributes such as self-directed learning, prior mobile learning experience, learning readiness, and orientation to learning. The developed model and hypotheses were examined using a questionnaire, and measurement and structural models were analysed using SmartPLS (v 3.2.7). The participants of the study comprised 394 formal part-time learners enrolled in five public universities in Malaysia. Finding confirmed the significant influence of self-directed learning, learning readiness, effort expectancy, performance expectancy, social influence, and facilitating conditions in predicting the mobile learning behavioral intention and usage behavior. These findings can be considered by practitioners to enhance behavioral intention towards m-learning usage. The attributes of formal part-time learners toward the usage of m-learning in public universities were properly underlined in this study. This study’s main contribution would be to aid in the exploration of formal part-time learners’ characteristics, which would aid m-learning practitioners in developing the necessary applications and strategies.