Learning Barriers Research Articles

Metaverse-based distance learning as a transactional distance mitigator and memory retrieval stimulant

This present study explores Metaverse-based Distance Learning (MDL) as a mitigative strategy of transactional distance (TD) and an enhancer of memory retrieval in an educational setting. We conducted two experimental studies. In the first study (n = 367 participants), we found that MDL significantly reduced perceived TD, leading to positive learner attitudes and increased intentions for repeat learning. The second study utilized functional Near-Infrared Spectroscopy (fNIRS) to assess hemodynamic responses in the prefrontal cortex of 30 participants, comparing brain activity during lectures in MDL and e-learning environments. Results indicated that MDL elicited higher oxy-Hb activation in the prefrontal cortex, particularly during cognitively challenging tasks, correlating with improved memory retrieval. Grounded in both Transactional Distance Theory (TDT) and context-dependent memory (CDM) frameworks, we found that the technological and educational potential of MDL not only reduces psychological barriers in distance learning but also shows how it can improve cognitive engagement and retention. These findings underscore the potential of MDL in distance education and suggest pathways for future research to explore its implications further, particularly in conjunction with other emerging technologies.

The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study.

Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

Overcoming Linguistic and Cultural Barriers in English Language Learning: An Exploration of Culturally Responsive Pedagogy

This study investigated the implementation and effectiveness of CRP in English language learning at Cebu Technological University-Tuburan Campus, addressing linguistic and cultural barriers for learners and explored diverse subcultures, including respondents’ religion, family structure, socioeconomic status, and educational attainment. Employing a mixed-methods design, the research utilized surveys and pre-post-tests with thirty-three respondents, and interviews with six informants to gather data. Findings revealed a broad age range, a predominance of female participants, and a religiously influenced demographic. The pre-post-test results demonstrated a significant improvement in overall written communication competencies, highlighting a substantial improvement in the application of morphological concepts in writing essays, coupled with sustained high proficiency in grammar. A multiple regression analysis identifies the varying influences of demographic factors on test scores. Teachers perceived CRP as a catalyst for inclusive education, emphasizing customized approaches aligned with cultural backgrounds. Thus, CRP positively impacts language learning outcomes in diverse educational settings. Recommendations include implementing an action plan to enhance language proficiency and overcome linguistic and cultural barriers in English language learning. Findings contribute to a broader understanding of CRP’s significant application in a culturally diverse educational context.

Effective Pedagogical Strategies and Support Mechanisms for Enhancing the Learning Outcomes of Students with Special Educational Needs: A Systematic Approach

The educational landscape for students with special educational needs (SEN) has seen significant evolution over the years, but challenges persist in creating effective, inclusive learning environments. This paper systematically explores the pedagogical strategies and support mechanisms that have been identified as instrumental in improving learning outcomes for SEN students. Central to this study is the examination of differentiated instruction, individualized education plans (IEPs), and assistive technologies, all of which cater to the varied needs of students who require specialized support. Through a comprehensive literature review, case studies, and empirical data, the research highlights how educators can tailor teaching methods to accommodate diverse learning abilities, thereby fostering better engagement and academic success. Differentiated instruction, a key pedagogical strategy, allows educators to adapt content, process, and products to meet the specific needs of each student. This flexibility ensures that students with cognitive, physical, or sensory disabilities can fully participate in classroom activities, while still maintaining a sense of inclusion and equality. Additionally, support mechanisms such as assistive technologies—ranging from adaptive keyboards and screen readers to speech-to-text software—are proven to be invaluable in helping SEN students overcome traditional learning barriers. These technologies empower students to access educational content in ways that align with their individual capabilities, promoting independence and self-confidence in their learning journeys. Moreover, individualized education plans (IEPs) serve as personalized roadmaps that guide teachers, parents, and specialists in delivering tailored interventions and monitoring each student's progress over time. However, while these strategies and mechanisms offer immense potential for improving learning outcomes, there are significant challenges in their implementation. Many educators face difficulties in adapting their teaching methods due to limited training or insufficient resources, which can hinder the consistent application of these practices. Additionally, schools often struggle with policy constraints and funding limitations, which restrict their ability to provide necessary support, especially in under-resourced regions. The findings of this research underscore the importance of continuous professional development for educators, institutional support for inclusive practices, and strong parental involvement in the educational process. Ultimately, the study advocates for a systematic, multi-faceted approach that integrates pedagogical innovation with adequate support mechanisms. By doing so, the educational system can more effectively cater to the unique needs of SEN students, ensuring that they achieve both academic success and emotional well-being. This paper concludes with practical recommendations for educators and policymakers, offering a roadmap for fostering inclusive, supportive, and effective educational environments for SEN students. Through the combined efforts of educators, parents, and institutions, it is possible to create a more equitable educational landscape where every student, regardless of their learning challenges, is provided the opportunity to thrive.

Implementing an entrepreneurial mindset through activities in recycling course

There is an urgent need to connect theoretical knowledge acquired in engineering courses with practical, real-world applications to promote knowledge sustainability. To address this need, an entrepreneurially minded learning (EML) approach was implemented in an elective course titled Recycling of Advanced Engineering Materials. This approach enables students to explore the phases and interactions involved in product development by formulating and communicating requirements and solutions that consider both societal benefits and economic constraints, reflecting the entrepreneurial mindset behaviors outlined by the Kern Entrepreneurial Engineering Network (KEEN). The EML activities included hands-on recycling experiences and visits to local recycling companies, emphasizing motivation and overcoming conceptual learning barriers while enhancing students' entrepreneurial knowledge and reasoning skills. This study analyzed students' performance in exams, class discussions, and term projects alongside their perceptions of the engagement activities. Survey questions were designed to assess the impact of these activities on the development of students' entrepreneurial knowledge and abilities, utilizing a Likert scale for responses. Results from survey questions indicated that the EML approach significantly enhanced students' entrepreneurial knowledge and reasoning abilities, motivating them to engage in critical thinking and self-directed learning to address real-world challenges.

Overcoming Learning Barriers in Faraid Education for Improved Student Outcomes

General Background: Pondok Pesantren (Islamic boarding schools) are vital for character and knowledge development in Indonesia, especially in the study of faraid (Islamic inheritance law). Specific Background: At Wali Barokah Islamic Boarding School in Kediri City, students face obstacles such as ineffective teaching methods, limited resources, and challenges in understanding Arabic texts. Knowledge Gap: Existing research has not thoroughly analyzed these specific barriers and their impact on learning outcomes. Aims: This study identifies the obstacles faced in faraid education and offers strategic recommendations for improvement. Results: Using qualitative methods, the research reveals that methodological issues, insufficient materials, and rigid teaching styles significantly hinder student understanding and motivation. Novelty: This study provides a comprehensive analysis of the barriers affecting faraid learning. Implications: It highlights the need for adaptive teaching methods and improved resources to enhance student engagement and comprehension, ultimately fostering competent graduates in accordance with Islamic law. Highlights: Ineffective Teaching Methods: Predominantly traditional approaches lead to student disengagement and reduced comprehension. Language Challenges: Difficulties in understanding Arabic texts hinder students' ability to grasp complex concepts in faraid. Resource Limitations: Insufficient learning materials negatively impact the applicability and relevance of the knowledge acquired by students. Keywords: Faraid Knowledge, Islamic Boarding School, Learning Obstacles, Teaching Methods, Student Motivation

Exploring teaching learning barriers, supports, targets, and needs in developing English multisensory media: A case study of Malangnese visually impaired students

It is critical to comprehend and accommodate the English performance of visually impaired students (VIS), due to the variation of distinctive language learning factors, needs, and targets of each Malangnese VIS. This case study research explores teaching learning (TL) barriers, supports, learning targets, and needs in order to help develop media for long-term achievements. The study involved four teachers and one VIS at three special schools, the so-called Sekolah Luar Biasa A (SLB A) in Malang, Indonesia. Data were garnered through interviews and analyzed thematically. Results show that the inequality in English teaching, inadequate Braille sources, English chapters, and meeting reduction, as well as diverse VIS English competence, have impeded the overall TL process. On the other hand, classroom management, teacher and VIS Braille mastery, learning techniques, and English recognition have simultaneously backed up most of the inadequacy. The primary learning needs are providing ample Braille English sources, constructing daily life-based English themes and diverse learning materials for VIS at beginner and intermediate levels. This research aims to raise awareness and encourage collaboration among English educational parties and the stakeholders of SLB A in regenerating English TL experiences.

South African TVET Students’ Perceptions of Their Online Learning Experiences and Challenges: A Pilot Study

Learning in Technical and Vocational Education and Training (TVET) has been largely conducted through conventional methods. However, today, where information and communication technology plays a major role in people’s daily lives, learning now relies on how students respond to literate teaching and learning technologies. The unavailability of online learning technologies in the TVET sector continues to underplay its value in breaking long-standing learning barriers such as class sizes and timetabling. The challenge is its adoption in TVET, which is still in its infancy compared to universities. Therefore, online learning is gaining momentum as a pedagogical tool in the TVET sector. The paper aimed to discuss TVET students’ experiences during online learning. The study focused on how online learning impacts students’ learning experiences in the TVET sector. A qualitative approach was used, and data were gathered from 25 engineering students using Google Forms. Participant observation was also employed to confirm the findings. Engineering distance learning students were purposively and conveniently selected for the study. A conceptual framework was adopted from Aparicio et al.’s e-learning theory. Data were analysed thematically based on emerging themes. Findings showed that some students failed to attend online classes due to a shortage of smartphones/laptops, data, lack of communication from tutors and poor connectivity. Results revealed that students endorsed online learning for augmenting face-to-face contact sessions and flexibility to engage anytime. The study results indicated the existence of challenges, with notable progress. Addressing the challenges and acquiring a data-free learning management system could enhance online teaching and learning.

Socio-Cultural, Educational, and Psychological Barriers in ESL Learning: A Qualitative Study of Senior High School Students

This qualitative study explores the complex issues faced by the Senior High School students in learning ESL. Using the interviews and focus group discussions, this study aims at finding out the students’ experience, perception and challenges relating to their English accent. Ten male and twenty female students from the socio culturally and linguistically diverse school in Cotabato City Division volunteered for the study, offering information on the socio cultural, educational, and psychological aspects affecting their ESL learning during the academic year 2022-2023. The study shows that low students’ interactions in English beyond the classroom, the preferred use of students’ native language patterns, and inadequate amounts of exposure to English contexts are specific socio-cultural factors. Learning difficulties include; the imbalance in teachers’ competency, instruction, and teaching methods, and student supplies. On the psychological level, students have anxiety, unstable motivation, and problems with self-efficacy, which provides a meaningful addition to learners’ difficulties. Thus, this study recommended the need to tackle these challenges by increasing the training of teachers, developing quality teaching and learning materials, and providing effective learning conditions. These include promotion of English in contextual setting, computer aided instruction, offering counseling and psychological services to boost the learners’ morale. The findings of this study are hoped to help educators, and relevant stakeholders understand the best practices on how to help ESL learner Senior High School Students to break barriers and succeed academically and in their future careers as the world becomes a global village.

Learning experiences from an online QI fellowship programme during COVID-19 – a qualitative study

BackgroundDuring the COVID-19 pandemic in the United Kingdom, multiple aspects of everyday human existence were disrupted. In contrast, almost all levels of educational learning continued, albeit with modifications, including adaptation to virtual—or online—classroom experiences. This pedagogic transition also occurred in the National Institute of Health and Care Research Applied Research Collaboration Northwest London’s (NIHR ARC NWL) Improvement Leader Fellowship, an annual programme focusing on quality improvement (QI). This qualitative study aimed to understand how these changes impacted the Fellows’ learning experience.MethodsWe explored the experiences of two cohorts of programme Fellows (n = 18, 2020–2021 and n = 15, 2021–2022) with focus groups, analysed under a constructivist qualitative research paradigm.ResultsThe two primary and four sub-themes that emerged were: Online QI learning experience (benefits and challenges) and Implementing online QI learning (facilitators and barriers). While benefits had three further sub-themes (i.e., digital flexibility, connection between learners, and respite from impact of COVID-19), challenges had four (i.e., lack of interaction, technological challenges and digital exclusion, human dimension, and digital fatigue). While the facilitators had three sub-themes (i.e., mutual and programmatic support, online resource access, and personal resilience), barriers had one (i.e., preventing implementation and lack of protected time).ConclusionDespite challenges to in-person ways of working, online learning generally worked for action-orientated QI learning, but changes are needed to ensure the effectiveness of future use of virtual learning for QI. Understanding the challenges of the translation of learning into action is crucial for implementation learning, gaining insight into how improvement Fellows navigated this translation when learning remotely and implementing directly in their workplace is key to understanding the evolving nature of implementation over the pandemic years and beyond.

PRÁTICA PEDAGÓGICA PARA O ENSINO DO ATLETISMO: INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA NAS AULAS DE EDUCAÇÃO FÍSICA À LUZ DO DESENHO UNIVERSAL PARA A APRENDIZAGEM

Universal Design for Learning is a theoretical approach that considers school diversity and seeks to eliminate learning barriers, promoting accessible and consistent teaching for all. This approach can overcome traditional, teacher-centered pedagogical practices, which hinder the implementation of inclusive and teaching-learning processes for students with disabilities in Physical Education classes. Therefore, this research aimed to analyze the inclusive process of students with disabilities in Physical Education classes, using the pedagogical approach based on the Universal Design for Learning in teaching athletics. This research has a qualitative approach and action research design and was developed with a 6th-year elementary school class that included four students with intellectual disabilities. Twenty classes were taught to teach athletics using the principles of Universal Design for Learning. These classes were recorded in a field diary and analyzed using Qualitative Descriptive Analysis. Regarding the results, the students with disabilities were included in Physical Education classes, able to access the curriculum in a diversified way, remained in courses due to variations on the paths relating to bodily practices, and had the teaching-learning process carried out through variant ways to demonstrate appropriate knowledge. Concerning the students without disabilities, the Universal Design for Learning contributed to the teaching-learning process, providing autonomy in the engagement and development of activities. Received: 2024/07/12 Reformulated: 2024/9/27 Accepted: 2024/09/28

ANALISIS HAMBATAN BELAJAR (LEARNING OBSTACLE) SISWA SMP TERHADAP PENALARAN ALJABAR

This study aims to identify learning barriers experienced by junior high school students in understanding algebraic concepts and analyze how these barriers affect students' ability to solve number pattern problems. Indicators of epistemological barriers in the study are barriers to understanding concepts, barriers in applying procedures and barriers in operations. This type of research uses a qualitative approach with a case study type of research. This research was conducted at SMPN 3 Labuapi in the 2023/2024 school year. The instruments used in this study were descriptive test questions, interviews and documentation on students of class VIII-A SMPN 3 Labuapi. The subjects in this study were 6 students of class VIII-A SMPN 3 Labuapi. The instrument used in this research is a description test question as many as two questions and conducting interviews with each subject. Interviews were conducted to find out student obstacles in algebraic reasoning on number pattern material. The results of the analysis show that there is an epistemological obstacle in the 1 students of SMPN 3 Labuapi, namely errors in determining formulas, theorems or definitions and also errors in calculating values and the steps for solving number pattern problems that are ordered are not appropriate and errors in writing formulas that cause errors in calcu[i]lations. And the results of this study show that there are still many students experience epistemological barriers in the conceptual barriers section, procedural barriers and operational technique barriers.

Inclusive education: Bridging the gap between online and face-to-face teaching modalities

In the post-COVID-19 era, higher education institutions worldwide are increasingly adopting a blend of online and face-to-face teaching. The pandemic-induced shift to remote learning has prompted concerns about the inclusivity of online education compared to traditional classroom settings. This study aimed to evaluate the principles of inclusive education across both modalities, drawing on the experiences of (85) students from Birzeit University during the second semester of the 2022-2023 academic year. Three courses were examined: Scientific Research Methodology, Applied Action Research in Inclusive Education and Special Education, and Advanced English Language. Following a qualitative approach and descriptive analysis, the study collected data through students' reflective journals, in which they described their experiences with both teaching modes. The analysis was guided by UNESCO's 2017 inclusive education framework categorized into four domains: diversity and alignment in teaching methods, active participation and interaction, accessibility of educational materials and equity and justice. Findings indicated that although students generally perceived face-to-face teaching as more inclusive, there are potential benefits of a blended approach were also acknowledged, suggesting that combining online and face-to-face methods could enhance inclusivity. The study recommended a blended teaching approach to improve accessibility and flexibility, providing options that accommodate students' diverse needs, preferences and impairments. Additionally, it emphasized the importance of equitable access to technology and the internet to overcome barriers in hybrid learning, ensuring that no student is left behind.

DESAIN DIDAKTIS UNTUK MENGATASI HAMBATAN BELAJAR SISWA SD PADA PEMAHAMAN KONSEP LUAS BANGUN DATAR

This research focused on students who faced challenges in understanding concepts of two-dimensional area. The primary cause of these learning obstacles was the lack of mastery and comprehension in mathematics. To address this, a didactical design was developed based on the principles of the Realistic Mathematics Education (RME) model, aimed at helping students overcome these difficulties. This design was initially tested with fourth-grade students to observe their responses during the learning process. Despite some unforeseen reactions, the analysis of these initial implementations informed a revised design, which was subsequently tested again. The didactical design was divided into three sessions, each with anticipated student responses in mind. The research employed Didactical Design Research (DDR) using qualitative methods, including learning barrier tests, short fill-in lists, interviews, questionnaires, documentation, and field notes for data collection. The study resulted in a didactical design that could be effectively used to improve students' understanding of two-dimensional area concepts in mathematics.

The Impediments in Implementing Inclusive Education in Two Special Schools in Dr Kenneth Kaunda District Impediments and Recommendations

Background: The implementation of successful inclusive education our special schools is still a challenge as there are numerous impediments that hinders such implementation.  Objectives: To explore impediments in the implementation of inclusive education in two special schools in Dr Kenneth Kaunda District.  Method: To archive stipulated objectives, a qualitative research approach was employed. The population of the study was made up of two special schools in Dr Kenneth Kaunda District. Data was collected using semi- structured interviewed. Data was collected through interviews that were collected from learners who are identified with learning barriers and request for placement in special schools. The data was gathered from the participants and analysed in thematic manner.  Results: The study revealed that there are numerous impediments that hinders the implementation of inclusive education, inter alia, safety and security in schools, lack of parental involvement, learner’s drug abuse, shortage of therapists, teacher’s qualification, overage learners and shortage of special schools. The study also outlined factors curbing the implementation of inclusive education.  Conclusion: The study concluded that indeed the stipulated impediments hinders the successful implementation inclusive education.  Contribution: The suggested strategies will enhance the successful implementation of inclusive education in schools.

Tuntaskan hambatan belajar dengan Pemberian Asesmen DCM di SMA NEGERI 2 TUALANG

The article titled “Tuntaskan hambatan belajar dengan Pemberian Asesmen DCM di SMA NEGERI 2 TUALANG” discusses effective strategies for addressing learning obstacles in that school. The main focus of this article is on the implementation of the DCM as a tool to understand, identify, and address students’ learning difficulties at SMA NEGERI 2 TUALANG. The research demonstrates that using DCM can enhance students’ motivation toward the material and reduce learning challenges. The research methodology involves data collection through observation, interviews, and analysis of test results before and after DCM implementation. The findings indicate that students who receive DCM assessments show significant improvement when provided with group counseling services. The article provides practical recommendations for teachers and schools to utilize DCM assessments as a tool to enhance learning quality and reduce learning barriers within the school context.

IJSIE ABSTRACTS

The International Journal of Studies in Inclusive Education (IJSIE) is a double-blinded, peer-reviewed, fully open-access journal providing an advanced platform and opportunities for inclusive education-related research outputs. The Editorial Board welcomes empirical, conceptual, academic, and theoretical articles critically analysed and interpreted in all its holistic approach to inclusive education: inclusive education, learning barriers, learners, or students with special needs, etc. The scholarly articles must be prepared, treated, and interpreted with the same academic rigor expected of academic research. The IJSIE aims to provide an interdisciplinary forum for scholars, publishing professionals, librarians, and others to communicate original research that addresses current issues informed by the best practices. Scholarly publishing has only recently begun to exploit the full potential of networked digital technologies, which affects the broader process of research communication, including public access to and engagement with research. Influential trends towards responsible research and innovation, the globalisation of research, the emergence and inclusion of new or previously excluded stakeholders, and the advent of open science are reshaping scholarly publishing's scope and nature. The social, legal, and ethical dimensions of publications continue to co-evolve with these changes. Publications aim to provide an interdisciplinary forum for scholars, publishing professionals, librarians, and others to communicate original empirical and theoretical research on these and related topics to address current issues and inform best practices.

Safe Spacecraft Inspection via Deep Reinforcement Learning and Discrete Control Barrier Functions

While reinforcement learning (RL) offers high-performance solutions to complex tasks, its trial-and-error paradigm presents safety concerns when exploring unsafe states may be unacceptable. Safety filtering or run-time assurance (RTA) approaches can be used to monitor the RL agent’s desired control and prevent the agent from taking unsafe actions by satisfying safety constraints during and after training. This study investigates the problem of on-orbit inspection of a chief spacecraft using a deputy spacecraft controlled by an RL agent with safety constraints. Several constraints on the state space are enforced using discrete control barrier functions and an optimization-based RTA system. This assures the safety of the deputy spacecraft and its sensors even with a neural-network-based primary controller. A detailed analysis of RL agent performance for eight separate experiments is presented, including each safety constraint individually, all constraints simultaneously, and no constraints. Results demonstrate that the RL agent can complete the inspection task while adhering to safety constraints in a simulated RL environment. These results also show that the RTA system can aid the RL agent in learning a successful policy over fewer time steps but may lead to higher fuel usage, depending on the constraint(s) enforced.

Overcoming the coherence time barrier in quantum machine learning on temporal data

The practical implementation of many quantum algorithms known today is limited by the coherence time of the executing quantum hardware and quantum sampling noise. Here we present a machine learning algorithm, NISQRC, for qubit-based quantum systems that enables inference on temporal data over durations unconstrained by decoherence. NISQRC leverages mid-circuit measurements and deterministic reset operations to reduce circuit executions, while still maintaining an appropriate length persistent temporal memory in the quantum system, confirmed through the proposed Volterra Series analysis. This enables NISQRC to overcome not only limitations imposed by finite coherence, but also information scrambling in monitored circuits and sampling noise, problems that persist even in hypothetical fault-tolerant quantum computers that have yet to be realized. To validate our approach, we consider the channel equalization task to recover test signal symbols that are subject to a distorting channel. Through simulations and experiments on a 7-qubit quantum processor we demonstrate that NISQRC can recover arbitrarily long test signals, not limited by coherence time.