Learning Barriers Research Articles

Didactical Obstacles for Junior High School Students in Post-Pandemic Mathematics Learning

Face-to-face learning has been re-implemented by several schools after 2 years offline, and this has caused several obstacles when implementing it. Especially mathematics learning, which tends to require more effort to deliver material. Post-pandemic learning causes didactical obstacles to student and teacher learning during the teaching and learning process. So the purpose of this study is to analyze student barriers to post-pandemic learning. The research method used in this study is qualitative-descriptive, with data collection techniques such as survey methods, observation results, questionnaires, and interviews. The object of this study was 19 grade VIII–4 students and senior teachers at SMP Negeri 1 Cihampelas. This research uses several instruments for students, and the results can be analyzed for obstacles to the post-pandemic learning process. Based on the results of the study, it shows that post-pandemic learning barriers for Grade VIII–4 students are adaptation to a new environment; understanding the material is more difficult and ineffective because the learning process does not involve technology, conventional learning methods, psychological changes, or habits when online learning is still carried over so that it affects face-to-face learning, where students are not ready to get the next material due to the material they previously did not understand due to the lack of maximum understanding of students when learning online. Not only students, but teachers also have their own obstacles when learning after this pandemic, so teachers also need time to be able to adapt to face-to-face meetings that run according to mutual expectations.

Analysis of Student Learning Barriers for Elementary School Students in Understanding Mathematical Concepts of Fractions

Analysis of Student Learning Barriers for Elementary School Students in Understanding Mathematical Concepts of Fractions

Using staged teaching and assessment approaches to facilitate inter-university collaboration and problem-based learning.

This article describes the segmented module design and problem-based learning approaches employed to enable parts of a higher education environmental health module (course) to be shared between universities in Wales, Northern Ireland, and Australia. The module requires students to identify the needs and assets of a community then design community-based interventions to address problems and undertake an evaluation of those interventions. Accreditation body and the degree program learning outcome requirements in the UK and Australia were found to hold many comparable knowledge, skills, and graduate attribute criteria, eliminating a potential barrier for international learning and teaching collaboration between higher education institutions. Instead, barriers to collaboration were associated with institutional issues and practicalities such as timetabling and assessment requirements. Taking a segmented approach to module design allowed staged and varied levels of collaboration between participating institutions, all delivering modules (courses) with similar learning outcomes. This provided a more sustainable environment to facilitate shared learning and teaching and fostered closer relations between programs, within these constraining factors. Students using problem-based learning and its group-working component exhibited the development of leadership, communication, and independent learning skills.

Pardon my French, Turkish and Arabic! How Flemish headteachers and teachers respond to multilingualism in the classroom

ABSTRACT A growing amount of ethnically diverse students is bringing a multitude of different languages into the classroom. In Flanders, most schools respond to this reality by adopting a monolingual approach, where proficiency in Dutch is encouraged and the home language of students perceived as a barrier for learning, within this monolingual system. However recent studies have found that teachers will vary in their level of tolerance for linguistic diversity and alternate between monolingual and multilingual approaches. In this study, we aim to gain a better understanding of when teachers prefer to adopt one linguistic approach over the other via semi-structured interviews. We also examine the role of the headteacher in this process. We found that the linguistic approaches of headteachers were clearly reflected in the approaches of teachers, which highlights their role as transformative agents. Most teachers preferred a monolingual approach, dependent on: (1) the school context, (2) teachers’ basic needs for teaching and (3) teachers’ beliefs and experiences. On the other hand, teachers would occasionally adopt a multilingual approach, dependent on (1) who was speaking their home language, (2) when it was spoken, (3) where it was spoken and (4) why it was spoken.

Inclusive Learning Through Equity-Driven Approaches to Design in Engineering Education

Despite it being widely acknowledged that integrating principles of equity, diversity, inclusion, and accessibility (EDIA) in engineering has numerous benefits such as more innovative and inclusive design outcomes, there have been ongoing challenges in addressing equity, promoting diversity, and fostering inclusive teaching and learning strategies in higher education. If EDIA is taught separately from coursework in engineering, students are unlikely to engage with or incorporate EDIA principles in their work. Moreover, the pedagogical approaches for EDIA concepts, which include exploratory discussion and reflection, can be a barrier for student learning if they are not valued in the same way as traditional engineering epistemology and ideologies that prioritize a technical space and objective data. Lastly, evidence demonstrates that a lack of sense of belonging for underrepresented students can impact their learning experience. It is important to address how teaching approaches impact the shift of student mindsets in their design work and their engagement with the learning environment. In this exploratory project, we seek to understand the ways in which learning equity-driven approaches to design, such as design thinking, may impact engineering students’ perceptions of inclusivity in their learning environment and the quality of inclusivity in the work that they design and engineer. We focus on the rationale and development of the methodology in this paper since the work is still in progress. We are working with a diverse team of educators and researchers to review and revise course goals, student learning outcomes and related course content for two design thinking courses in a master’s level engineering program. Changes to the course material include further integrating EDIA principles and the “Liberatory Design framework” described by the Hasso Plattner Institute of Design as “a process and practice to liberate designers from habits that perpetuate inequity.” The impact of such revision is examined through qualitative analysis of students’ written reflections with prompts that focus on EDIA themes. A post-course survey is also used to assess students’ perceptions of EDIA in relation to their academic, professional, and personal learning experiences throughout the program and, more specifically, the design thinking course learning outcomes. Preliminary findings suggest that students connect design thinking approaches with an awareness of the value of diversity in their design teams and with more inclusive design outcomes for the end-user. This exploratory work can inspire research to further examine the role of design thinking and related pedagogical approaches in supporting the integration of EDIA principles in teaching engineering design.

Inquiry-Team-Based Lab Course Design Enhances Underrepresented Undergraduate Predictors of Persistence in the Sciences

IntroductionPersistence in Science, Technology, Engineering, and Mathematics (STEM) may be promoted in underrepresented student populations by implementing an authentic inquiry-team-based learning (ITBL) STEM laboratory course design.MethodsBetween Spring 2021 and Spring 2022, the research team compared junior and senior undergraduates enrolled in an ITBL-based pharmaceutical science lab course to a comparative student population enrolled in a traditionally designed biology lab course. At the end of either STEM lab course, students completed the experimentally validated Persistence in the Sciences (PITS) survey and an open-ended question asking them to recount a moment that validated or questioned their science identity determined the effect of the ITBL STEM lab course design on factors that may impact underrepresented students’ indicators of science identity formation and persistence in STEM.ResultsStudents taking an ITBL-based pharmaceutical sciences lab course demonstrated higher scores on the persistence in the sciences instrument compared to students in the traditionally designed biology lab. Interestingly, different underrepresented student communities scored differently among the six factors. Multiple mechanisms of validating science identity were cited by students such as through gaining confidence in individualistic laboratory performance, collaborating through learning barriers, and fostering confidence and societal impact in a future career in pharmacy.ConclusionThe pharmaceutical sciences ITBL lab offered a collaborative, growth-promoting environment with experiments that are authentic to perspective pharmacists, which resulted in students reporting higher persistence in the sciences scores indicative of feeling like a pharmacist such as project ownership content/emotion, science identity, and networking across various student demographics.

An investigation into the attitudes of Iranian EFL instructors and students towards online education: Lessons from the Covid-19 pandemic

The Covid-19 pandemic had a profound effect on the delivery of teaching and learning. Recent studies indicate that Covid-19 interfered with years of educational gains and that university EFL instructors and students faced a variety of problems as they sought to adjust to pandemic requirements. This study explored Iranian university EFL instructors’ and students’ attitudes towards on-line education. It also examined learning and teaching barriers and challenges they encountered during Covid-19. 60 university EFL instructors and 93 students completed two on-line questionnaires. Following, six university instructors and six students took part in interview sessions. The results showed that students favored various advantages that on-line education offered such as convenience, comfort, accessibility, flexibility, and suitability. Students further appreciated the potential of new technology and the opportunities that on-line education brought. However, they identified poor Internet access and excessive screen time as common barriers that could hinder the success and sustainability of high-quality on-line education. The results, moreover, demonstrated university EFL instructors recognized the multiple challenges associated with on-line education. They expressed difficulties in tracking attendance during on-line classes, monitoring students’ progress in on-line classes, as well as concerns about security issues and privacy regarding on-line classes. We believe that the experiences of both university instructors and students should be considered when designing new approaches to empower them.

Evaluating the Impact of Cartoon-Based Learning on Student Performance and Engagement in Medical Education: An Experimental Study.

Pathology, a foundational yet challenging subject in medical education, is marked by its extensive content and intricate concepts. These complexities often pose a significant learning barrier for students, who must not only comprehend but also effectively apply this knowledge in their clinical practice. This study aimed to investigate the impact of utilizing cartoons as a supplementary educational tool in pathology. Specifically, it focused on assessing whether incorporating cartoons into the learning process would enhance students' understanding, memory retention, and ability to recall complex topics, thereby augmenting the effectiveness of traditional teaching methodologies. Conducted from June to September 2022, this experimental study involved 106 second-year MBBS (Bachelor of Medicine and Bachelor of Surgery) students. Participants were split into two groups: the "traditional group," which received standard interactive large-group teaching, and the "combination group," which benefited from both the standard teaching and additional cartoon-based instruction. The study focused on two selected chapters of the pathology curriculum. After completing the first chapter, the groups were crossed over for the second chapter. Evaluation of the students' learning was conducted through post-learning assessments using multiple-choice questions (MCQs). The combination group, which received both traditional and cartoon-based teaching, showed a significant improvement in their assessment scores compared to the traditional group. This improvement was consistent in both assessments conducted (t(102) = 8.41, p < .001 and t(99) = 6.85, p < .001). Additionally, feedback from the students through a post-learning survey indicated a strong preference for the use of cartoons. The majority of students agreed that cartoons facilitated a better understanding and retention of complex pathology topics (χ² = 130.9, p < 0.001). The incorporation of cartoons as a supplementary learning tool in pathology teaching shows promising results. This innovative approach not only complements but also enhances the traditional teaching methods, leading to improved comprehension, retention, and recollection of complex subjects among medical students. The study highlights the potential of cartoons in revolutionizing medical education, especially in teaching challenging subjects like pathology.

Resilience in the face of adversity: Exploring junior high learners’ perspectives and experiences of blended learning during the COVID-19 pandemic

The COVID-19 pandemic significantly impacted education, revealing inadequacies and inequalities within the educational arena. This led to the emergence of blended learning as a necessary response, driven by integrating digital technology into teaching and learning. This paper explores the perspectives and experiences of junior high learners in the implementation of blended learning modality at a particular public high school institution in Eastern Visayas, Philippines. A qualitative approach using a single case study design was utilized, and the participants were selected using a purposive sampling procedure. Using Braun and Clarke’s thematic data analysis method, the study generated three themes regarding learners’ perspectives: the advantages of blended learning, limitations of blended learning for optimum learning, and ambivalent perceptions of learners towards blended learning. Moreover, five themes emerged regarding learners’ experiences of blended learning: affective issues in learning, distractive learning environment, time constraints as a learning barrier, internet connectivity issues, and challenges of quality education in blended learning implementation. As a result, school administrators, teachers, parents, and the entire academic community should strengthen their collaboration to promote and ensure the attainment of quality education in the blended learning setup. The results of this study can also assist future related research in knowing how blended learning modality can be better implemented.

Australian early childhood educators’ perspectives on digital teaching of geometry: The pedagogical enablers and barriers

Although studies have investigated the enablers and barriers of digital teaching and learning of STEM, the integration of digital technologies into teaching geometry – one of the main mathematical concepts, is frequently ignored and does not garner much scholarly attention. To fill this specific gap, this small-scale qualitative study explored the perspectives of four early childhood educators who have successful experience in using digital technologies in the teaching and learning of geometry with preschool-age children. The analysis of data uncovered early childhood educators’ effective pedagogical practices of digital geometry teaching while discussing the pedagogical benefits and challenges of embedding digital educational materials in geometric teaching. The findings of this research can particularly contribute to a qualitative lens of practically utilising digital technologies in engaging children in explorative geometric learning, which thereby provides valuable information for early childhood stakeholders to take into consideration in digital pedagogies of geometry education.

UK Optometrists' Professional Learning Needs Toward Engaging with Myopia Control Interventions.

This study aimed to explore the support that UK optometrists feel they require to facilitate their engagement with myopia control intervention. A self-administered online survey was distributed via QualtricsXM to practising optometrists in the UK via email lists and newsletters of local optical committees, social media, and optometric networks. Questions focussed on learning styles, training needs and barriers to learning. Fifty-five respondents completed the survey. Forty-eight respondents answered the question on where they get information about myopia control and learning style, 79.2% indicated that conferences offering Continuing Professional Development (CPD) material were their main source, and 20.8% preferred online learning as the preferred format of delivery. Optometrists would like to receive training in clinical assessments (78.9%), evaluating suitable interventions (76.3%), developing and implementing specific patient intervention plans (76.3%), carrying out chosen myopia control interventions (fitting/prescribing) (73.7%), and the use of pharmacological interventions (94.4%). Of the 40 respondents who answered professional development questions, 97 5% were most interested in finding, identifying and applying evidencebased practice (EBP), followed by clinical decision-making in myopia control (95.0%). When asked about barriers to learning in this field, 29.7% reported limited time to attend training as the greatest barrier. Optometrists felt they need training in various aspects of myopia management, from practical skills to assessing and fitting/prescribing appropriate myopia control interventions. They were also interested in learning more on EBP and clinical decision-making related to myopia control. To improve the uptake of myopia control among optometrists, various learning methods, especially online learning, and providing sufficient time for training are crucial.

Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective

Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.

Leveraging Communication Partner Speech to Automate Augmented Input for Children on the Autism Spectrum Who Are Minimally Verbal: Prototype Development and Preliminary Efficacy Investigation.

Augmentative and alternative communication (AAC) technology innovation is urgently needed to improve outcomes for children on the autism spectrum who are minimally verbal. One potential technology innovation is applying artificial intelligence (AI) to automate strategies such as augmented input to increase language learning opportunities while mitigating communication partner time and learning barriers. Innovation in AAC research and design methodology is also needed to empirically explore this and other applications of AI to AAC. The purpose of this report was to describe (a) the development of an AAC prototype using a design methodology new to AAC research and (b) a preliminary investigation of the efficacy of this potential new AAC capability. The prototype was developed using a Wizard-of-Oz prototyping approach that allows for initial exploration of a new technology capability without the time and effort required for full-scale development. The preliminary investigation with three children on the autism spectrum who were minimally verbal used an adapted alternating treatment design to compare the effects of a Wizard-of-Oz prototype that provided automated augmented input (i.e., pairing color photos with speech) to a standard topic display (i.e., a grid display with line drawings) on visual attention, linguistic participation, and (for one participant) word learning during a circle activity. Preliminary investigation results were variable, but overall participants increased visual attention and linguistic participation when using the prototype. Wizard-of-Oz prototyping could be a valuable approach to spur much needed innovation in AAC. Further research into efficacy, reliability, validity, and attitudes is required to more comprehensively evaluate the use of AI to automate augmented input in AAC.

The use of assistive technology to minimise educational learning barriers for learners with cerebral palsy

Cerebral palsy (CP) poses unique challenges in education because of motor impairments and communication difficulties. Assistive technology (AT) offers innovative solutions to address these barriers and create inclusive learning environments. In this article, we examine the use of assistive technology in minimising learning barriers for learners with cerebral palsy. We conducted semi-structured interviews with educators teaching at a CP school and learners who have been diagnosed with CP and observed lessons. The findings illustrated that learners with CP experience many barriers to learning, but with the use of AT by learners and educators, these barriers can be minimised. Recommendations include more training for learners and educators in the use of AT and a more supportive environment. More research is needed on the training programs needed to educate learners and educators on AT and how educators can use AT to bring about transformation in their lessons.

A Study to Assess Barriers of Online Learning in Nursing Education During Covid-19 Pandemic among Undergraduate Nursing Students Studying in selected Nursing Colleges of Bhopal

A Study to Assess Barriers of Online Learning in Nursing Education During Covid-19 Pandemic among Undergraduate Nursing Students Studying in selected Nursing Colleges of Bhopal

Second Language Learning for Sustainable Development: Barriers for Learners in Rural Communities

Learning of second language for sustainable development is defined as learning language that changes skills, knowledge, values and attitudes to build more sustainable and just societies for all (UN 2015: UNESCO 2017). It would not be preposterous to opine that language and communication play a paramount role in the quest for development, be it human, social, political, technological and any other form of development. Looking in Tanzania as a country, the plurality of ethnic languages through information flows, undoubtedly constitutes a barrier to effective human development processes. It draws on data from students in rural communities in one of the ward secondary schools in Tanzania. The study specifically sought to find out the type of pronunciation errors that students frequently commit and teachers views on how pronunciation errors can be addressed. Transfer of Learning Theory by Thorndike (1923) and Contrastive Analysis Theory by Charles Fries (1945) informed the collection and analysis of the qualitative data. Thus, data were collected through interviews with teachers and students and pronunciation tests administered through a wordlist and analyzed qualitatively. Seven teachers in three ward secondary schools and 35 students were involved. The findings of the study revealed that mispronunciation of English words was due to the difference in sounds between student’s mother tongue and English language. Moreover, the findings revealed that students lacked linguistic exposure as most of them meet English at school and constantly use Kiswahili and mother tongues at home. Therefore, teachers become the chief language input providers. The study recommends that teachers should take note of these differences in sounds and limited exposure to English language when designing and implementing lessons in classrooms since they are the main language input providers.

Consumer Motivation in Self Online Learning

This paper evaluates the consumption motivation regarding online learning. The research aims to gather information regarding learning engagement, motivation, satisfaction, and barriers to accessing and completing online courses. Grasping the patterns of digital course participants is vital for academic bodies and decision-makers to create and advocate for engaging online educational journeys. Collecting data concerning various factors aids in pinpointing consumer categories according to their necessities.

School Administrators’ Assessment of the Performance of Teacher Education Graduates: A Mixed Method Study

This study aimed to investigate the school administrators' assessment of the performance of teacher education graduates and identify areas requiring further exploration. Using an explanatory sequential mixed methods design, the quantitative phase involved a random selection of respondents from private and public schools in Davao City, while the qualitative phase included purposively chosen participants for in-depth interviews. Data were collected using adapted survey tools and interview guides, with mean and standard deviation used for quantitative analysis and coding and thematic analysis for qualitative data. Results showed high satisfaction levels among school administrators. The qualitative phase provided deeper insights into these findings, highlighting key themes. Regarding soft skills, themes included time management, student-centered support, communication, and a collaborative work environment. For hard skills, themes encompassed leadership, task completion, subject mastery, instructional design, and professional development. The study suggests that academic institutions should enhance support systems to address graduates' developmental needs and learning barriers, focusing on curriculum enhancement, recruitment, feedback, and personalized professional development.

Factors Impeding Learning at Various Stages of Simulation Training as Experienced by Nursing Students

Aim: To identify the learning barriers, nursing students encounter throughout distinct stages of simulation‐based education.Design: Qualitative study exploring learning barriers in simulation training.Methods: Data were collected through interviews with 13 fourth‐year nursing students at Dongnam Health University, divided into four groups. These students had prior simulation experience with a variety of medical scenarios, including shortness of breath, chest pain, preterm labor, postoperative pain management, and neonatal care. Interviews were conducted using a semistructured format and lasted approximately one hour per group. We then used content analysis to identify primary and secondary themes.Results: Three main themes and 13 subthemes were identified, highlighting learning challenges across different stages of simulation training: limitations in integrating theoretical foundations during the prebriefing phase, the impact of psychological stress on clinical reasoning abilities during the scenario phase, and constraints in reflective thinking during the debriefing phase.Conclusion: This paper highlights significant learning obstacles across the simulation training process and advocates for targeted educational strategies to overcome these barriers. Specific recommendations include implementing additional measures to enhance student immersion, ensuring psychological safety, and enhancing debriefing sessions to encourage reflective thinking.Implications: This paper emphasizes the need for immersive and realistic training in nursing education. It suggests enhancements in applying theoretical knowledge, managing stress‐induced clinical reasoning, and fostering reflective thinking to better prepare students for clinical realities. It also acknowledges that the sample size may limit generalizability and recommends further studies with larger cohorts.Impact: This study aims to better prepare nursing students for the complexities of clinical practice by emphasizing the development of holistic patient care and adaptive problem‐solving skills. The research implications suggest a potential transformation in nursing education and practice, aiming to improve healthcare outcomes.

Online learning during the COVID-19 pandemic: Medical students’ perspective of challenges and barriers

Abstract Background: Medical education has been affected significantly during the coronavirus disease (COVID-19) pandemic. During the pandemic, online learning functioned as the principal pathway of education at all levels of education for a considerable time. Online medical education has faced many challenges and constraints. Objectives: To evaluate the students’ perception toward online medical education in Iraq and related challenges and limitations. Materials and Methods: This study is a cross-sectional, descriptive study to evaluate the challenges and barriers of online learning during the COVID-19 pandemic. We created an online questionnaire. The survey was introduced to undergraduate students in the medicine, pharmacy, dentistry, and nursing colleges from all stages at the University of Basrah, south of Iraq. The study was conducted in April 2020. Results: The total number of participants was 882 students. There were 438 (49.6%) females. The responses of the students showed different problems and limitations facing online learning. These were divided into student-, faculty-, and technical-related barriers. The survey showed that 77% of the students are facing difficulties with having internet or having low-quality internet services. In addition, there was a shortage of students’ electronic devices mainly due to financial causes. The faculty-related were considered by the students (71.4%) to be mainly the deficient experience of the teaching staff in using digital resources. The students (49.4%) recommended online learning to continue in the future, blended with a classic education. Conclusion: The perception of medical students toward online learning was positive. The challenges and barriers to online education were related to students, faculty, and technical factors. The role of online learning can be promising in the post-COVID-19 era.