Learner Behavior Research Articles

Using immersive virtual reality to support designing skills in vocational education

AbstractImmersive virtual reality (IVR) offers possibilities of creating a learner‐centric environment that can provide more presence and engagement for students leading to an enhanced learning experience compared to conventional classroom practices. However, the potential of IVR in vocational education and training (VET) has not yet been explored in‐depth, and it is an open question of whether it can effectively support learner creation in a designing task. In this paper, we present an IVR application developed to support gardener apprentices in designing gardens. Using this application, we conducted an experimental study with gardener apprentices to investigate the effect of the IVR interface compared to paper sketching and learner behavior on the proportion, composition, and creativity of the design outcome. Additionally, we investigated how it can be combined with a paper sketching activity to improve its effectiveness. Our analysis shows that the IVR interface can be more effective for the proportion aspect, but this may be limited to students that are able to use it after working with paper. In terms of the combination order, the effectiveness of IVR on the design quality was improved when it was carried out after the paper sketching and this ordering produced a more effective outcome for the proportion and composition aspects. Finally, our results show that IVR design quality is related to learner behaviors such as the time spent on designing and the number of simulations used. This study demonstrates the effectiveness of IVR applications in supporting designing skills and how effectiveness can be improved by combining it with a conventional method of practice. Practitioner NotesWhat is already known about this topic The effectiveness of IVR has been reported in a variety of educational settings. IVR enhances learning through situated experience, multiple perspectives, and simulations that transfer to the real world. Most IVR applications for VET have focused on passive learning or basic procedural skills. What this paper adds Design and implementation of an IVR application in VET to support design‐related learning. The use of IVR may have a significant impact on the quality of design outcomes. The use of IVR after paper sketching may increase the quality of designs during IVR use. Implications for practice and/or policy IVR can enhance the design outcome in terms of the proportion aspect, but this may be limited to students that are able to use it after working with paper. The design quality can be affected by the combination order between IVR and paper sketching where the effectiveness of IVR can be improved when it is carried out after paper sketching. The behavior of learners while using IVR can be used as indicators of the design quality.

"Oh, this is actually okay": Understanding how one state child welfare training system adapted to the COVID-19 pandemic

BackgroundTraining for new and existing child protection system (CPS) caseworkers is critical to developing and maintaining a competent workforce that effectively works towards safety, permanency, and wellbeing outcomes for children in the system. The COVID-19 pandemic required a shift to virtual training to continue training CPS professionals safely. ObjectiveThe purpose of our project was to determine if there were differences in learning outcomes between learners who completed training in the usual delivery methods (Pre-COVID) and the fully virtual delivery methods (Post-COVID). We also sought to understand any factors that facilitated or impeded successful virtual training during the pandemic. Participants and settingCaseworkers-in-training completed learning and satisfaction assessments through standard continuing quality improvement efforts. Training facilitators, course developers, and leadership completed qualitative interviews. MethodsWe assessed quantitative differences in one US state in learner knowledge, satisfaction, and behaviors before and during the COVID-19 pandemic and conducted a qualitative thematic analysis of interviews with training system employees. ResultsOverall, there were limited differences in learner outcomes before and after the transition to virtual training delivery. Across the employee interviews, three main themes emerged: organizational culture facilitated the transition, external constraints caused challenges during the transition, and there were opportunities to evolve training practices positively. ConclusionsThe shift to a virtual learning environment had little impact on learner knowledge or satisfaction. Employee perspectives indicated that the pre-COVID investment in organizational culture has substantial dividends for performance during the crisis.

Examining the potential impact of digital game making in curricula based teaching: Initial observations

Digital game making is becoming an increasingly common means of learning in schools due to the appeal of delivering curriculum-based learning objectives while tapping into the popularity of videogames. Indeed, research suggests that digital game making may improve cognitive and behavioral skills in learners and this may have significant impact on learners with special education needs and disabilities (SEND). However, past work in digital game making has limited involvement with learners with SEND, focuses on short-term evaluations and is utilised during extra-curricular sessions with few studies using an action-based field research approach. Furthermore, there is little quantitative data from defined methodologies that demonstrate the impact of digital game-making on learning. This paper presents results from two field trials examining the use of digital game making in two schools (one mixed ability primary and one special school) to deliver national curriculum-based content over 8-weeks. Results from a feasibility trial informed a pedagogical design and identified evaluation metrics for a subsequent longer trial. Evaluation metrics included learner engagement and collaboration with peers as suitable indicators of inclusive learning. Impact on these metrics was measured using an in-class observation tool that sampled learner behavior yielding quantitative data and follow up interviews with teachers yielding qualitative data. Results suggest that digital game making is at least as effective in encouraging engagement and collaboration in learners when compared to traditional methods, with it being more engaging for learners with special needs. Contributions from this paper provide quantifiable evidence for the perceived benefits of using digital game making and a methodology for evaluating engagement and collaboration through classroom observation. Recommendations for further work and refinements of the pedagogical implementation that builds on these findings are presented.

Teachers’ Use of Education Dashboards and Professional Growth

Education dashboards are a means to present various stakeholders with information about learners, most commonly regarding the learners’ activity in online learning environments. Typically, an education dashboard for teachers will include some type of visual aids that encourage teachers to reflect upon learner behavior patterns and to act in accordance to it. In practice, this tool can assist teachers to make data-driven decisions, thus supporting their professional growth, however, so far, the use of education dashboards by teachers has been greatly understudied. In this research we report on two studies related to the associations between the use of education dashboards by elementary school teachers and the teachers’ professional growth. We used the framework defined by the International Society for Technology in Education’s (ISTE) Standards for Educators. In the first study, we took a quantitative approach (N=52 teachers), using an online self-report questionnaire, and found that the use of dashboards is positively associated with professional growth in the dimensions of facilitator, analyst, designer, and citizen. In the second study, we took a qualitative approach (N=9 teachers), using semi-structured interviews, to shed light on the mechanisms through which teachers benefit from the use of education dashboards.

Scholarly Evaluation of Curricula and Educational Programs: Using a Systematic Approach to Produce Publishable Scholarship.

The goal of designing innovative curricula and programs in medical education is to create interventions that will change the attitudes, knowledge, skills, and behaviors of learners in order to prepare them to contribute to the health of patients and communities they serve. Systematic evaluation allows curriculum/program developers to optimize their curriculum/program and ensure that the goals of the curriculum/program are met. While curriculum/program evaluation is distinct from educational research, when approached in a rigorous manner, curriculum/program evaluation can be published as educational scholarship. The goal of our paper is to equip readers with tools to apply a scholarly approach to curriculum/program evaluation to produce findings that will advance the field. We start by defining curricula, educational programs, learner assessment, and evaluation. We then briefly describe examples of best practice models for curriculum/program development that incorporate the critical step of planning for evaluation. Building on published work, we distinguish the use of best practice models and conceptual frameworks to inform curriculum/program development and evaluation. More specifically, we outline steps to plan an evaluation that demonstrates WHAT was effective, describes HOW the curriculum/program contributed to the outcomes achieved, and points to WHY the curriculum/program led to the outcomes observed. We conclude with key considerations for publishing findings of an evaluation, including what to include in each section of a manuscript.

THE INFLUENCE OF SOCIAL MEDIA ON LEARNING STYLE OF STUDENTS� IN COLLEGES OF EDUCATION IN KWARA STATE, NIGERIA

Social media is a platform which enables users to connect, create account profile, share files and interact with other users on the same platform. There have been reports that interaction of people with the social media has resulted to change in their behavior. However, it is not known whether or not this social media platform has capacity to influence learners� behavior particularly their learning style. This research examined the influence of social media on Colleges of Education students� learning style in Kwara State. Simple random sampling technique was employed to drawn 220 students (114 male and 106 female) from the selected Colleges of Education in Ilorin, Kwara State. Four (4) research questions were raised and answered using frequency count and percentage while t-test was used to analyze the only hypothesis. The findings showed that social media had influence on Colleges of Education students� learning style with 36.4 and there was no significant difference in the influence of social media on learning style based on gender with 0.592 P. (0.253). Based on the findings,� it was recommended that the use of social media for teaching in Colleges of Education be encouraged for interaction between instructors and student teachers to foster learning under close monitoring.Keywords: colleges of education influence; learning style; social media; students.

ICT를 활용한 원격접촉장면에서의 일본어 학습자와 모어화자의 청자언어행동

본 연구에서는 청각만을 제공하는 전화 통화의 경우와는 달리 청각과 시각을 동시에 제공할 수 있는 「텔레비전 화상회의 시스템」을 활용한 「원격접촉장면」에서 한국인 일본어 학습자와 일본어 모어화자가 어떻게 청자언어행동을 운용하는지를 실제 「대면접촉장면」과의 비교를 통해 실증적으로 분석, 고찰하는 것을 목적으로 하였다.BR 분석, 고찰의 결과 밝혀진 주된 결과는 다음과 같다.BR 1. 맞장구적 반응의 접촉장면에 있어서 한국인 일본어 학습자는 원격접촉장면(16.3%)보다는 대면접촉장면(33.8%)에서 2배 이상 출현율이 높은 것으로 드러났다. 한편, 일본어 모어화자는 대면접촉장면(66.2%)보다는 원격접촉장면(83.7%)에서 보다 더 높은 비율로 사용하고 있음을 알 수 있었다.BR 2. 맞장구적 반응의 출현위치에 있어서 일본어 학습자도 모어화자도 원격접촉장면에서는 상대방의

The Perception of Postalveolar English Obstruents by Spanish Speakers Learning English as a Foreign Language in Mexico

The present study deals with the perception (identification and discrimination) of an English phonemic contrast (/t∫/–/∫/, as in cheat and sheet) by speakers of two Mexican varieties of Spanish who are learning English as a foreign language. Unlike English, Spanish does not contrast /t∫/ and /∫/ phonemically. Most Spanish varieties have [t∫], but not [∫]. In northwestern Mexico, [∫] and [t∫] find themselves in a situation of “free” variation—perhaps conditioned, to some extent, by social factors, but not in complementary distribution. In this variety, [∫] and [t∫] are variants of the same phoneme. The present study compares the perceptual behavior of English learners from northwestern Mexico, with that of learners from central Mexico, whose native dialect includes only [t∫]. The results of a word-categorization task show that both groups of learners find cheat and sheet difficult to identify in the context of each other, but that, relative to the other learner group, the group of learners in northwestern Mexico find this task to be particularly challenging. The results of a categorical discrimination task show that both learner groups find the members of the /t∫/–/∫/ contrast difficult to discriminate. On average, accuracy is lower for the group of learners in northwestern Mexico than it is for the central Mexicans. The findings suggest that the phonetic variants found in one’s native dialect modulate the perception of nonnative sounds and, consequently, that people who speak different regional varieties of the same language may face different obstacles when learning the sounds of their second language.

IMPLEMENTASI PENDIDIKAN KARAKTER TANGGUNG JAWAB DAN KERJA SAMA DI DALAM PEMBELAJARAN TEMATIK KURIKULUM 2013 DI SD NEGERI 2 BERKOH

Character education is also a vehicle for the socialization of characters that should be possessed by a human child to make them the noble creatures on earth. Character education requires habituation. Behavior of learners can be developed through character analysis that is developed within core competencies such as the character of responsibility. The sense of responsibility also influences students' learning achievement, while the character of cooperation can be raised in learning activities in class through group activities. In collecting data and information needed in research, the authors use data collection techniques or interviews with interviews, observations, and documentation. The character education of responsibility and cooperation in the 2013 curriculum thematic learning has been carried out in SD Negeri 2 Berkoh. In SD Negri 2 Berkoh Character of responsibility can be applied through doing homework, learning in class, doing assignments from the teacher while the character of cooperation can be applied through group work, playing in class, respecting the opinions of others. The implementation of responsibility character education and cooperation in the 2013 thematic learning at SD Negeri 2 Berkoh can be done through various activities such as learning activities, guidance, spontaneous activities, exemplary and habituation.

PENDIDIKAN ISLAM DAN PERSONALITI DEVELOPMENT (Studi Pengembangan Kepribadian Siswa di SMAN 1 Karangbinangun Lamongan)

Abstract: research in this thesis is motivated by the reality in the field that shows the influence of the development of Islamic education on the personality of students. The position of Islamic religious educatin as compulsoy subjects in schools is expected to contibute sufficiently in improving the morale or behavior of learners seems difficult to realize. Therefore it is necessary to hold the development of Islamic religious education as an alternative to overcome the problems that exist in Islamic religious education. For that this thesis is written with thw title of ”development of Islamic religious education in an effort to improvethe quality of student personality”. The purpose of this study is to determine the development of Islamic religious education in an effort to improve the quality of student personality, supporting factors and inhibiting the development of Islamic religious education, and how to overcome the factors hindering the development of Islamic religious education. This research uses descriptive qualitative research approach. The subjects in this research are principal, Pai teacher and student SMAN 1 Karangbinangun. While data collection technique is done by interview, observation and documentation using data analysis technique from data editing stage, categorical data and interpretation of data. This study resulted in the conclusion that, the first development of Islamic religious education in an effort to improve the quality of personality is a conscious effort to improve quality as an effort to create better quality through Islamic religious education in the personality of a person. Second, the supporting factors and obstacles to the development of Islamic religious education is the expected results, materials and time allocations, methods, students as learnes, interaction between parents, good education environment, religious teachers to support student success and inhibiting factors is learning the less effective, educational curriculum, methods that do not vary, the environment is not good, the limitations of infrastructure so that the management tend to be sober. Third, how to overcome the factors that hamper development of Islamic religious education is the approach must be effective, maximize the competence of teachers, methods, create a good environment, and provide school infrastructure to support learning to be more effective.Keyword: Development quality of Islamic religious education, the quality of the student personality.

Pengembangan Pendidikan Agama Islam dalam Upaya Meningkatkan Kualitas Kepribadian Peserta Didik di SMAN 1 Karangbinangun Lamongan

Abstract: Abstract: This research is motivated by the reality showing the influence of the development of Islamic education on the personality of students. The position of Islamic religious education as a compulsory subject in schools expected to contribute sufficiently in improving the morale or behavior of learners seems difficult to realize. Therefore it is necessary to hold the development of Islamic religious education as an alternative to overcome the problems of Islamic religious education. The purpose of this study is to determine the development of Islamic religious education in an effort to improve the quality of student personality, supporting and inhibiting factors of the development of Islamic religious education, and to overcome the factors inhibiting the development of Islamic religious education. This is a descriptive qualitative research. The subjects in this research are principal, PAI teachers and students of SMAN 1 Karangbinangun. While data collection techniques are through interview, observation and documentation. This study concluded that firstly, the development of Islamic religious education in an effort to improve the quality of personality is a conscious effort. Second, the supporting factors of the development of Islamic religious education are the expected results, materials and time allocations, methods, students, interaction between parents, good education environment, religious teachers in supporting student success and inhibiting factors are less effective learning, educational curriculum, monotonous methods, less good environment, inadequate infrastructures. Third, to overcome the factors inhibiting the development of Islamic religious education is the approach must be effective, maximizing the competence of teachers, methods, creating a good environment, and providing school infrastructures to support effective learning process.Keywords: Quality of Islamic religious education, student personality, good environment

DEALING WITH STRESS IN TEACHER PROFESSION: INDIVIDUAL AND ORGANIZATIONAL STRESS MANAGEMENT MEASURES

Teaching is considered to be one of the most stressful professions. Bad social status of teacher in society, low salary, abundance of work roles, the need to work overtime, education reforms, disrespectful behavior of learners, high demands - all these factors and many others cause teachers‘ stress in their professional activity. The study is aimed at identifying individual and organizational practices that are used to cope with teacher stress as well as finding out what are the main stress management gaps and areas which need to be improved at organization level and individually. A quantitative survey conducted in five European countries revealed that the most frequent stress management measures used at individual level relate to rational practices focused on managing thoughts and promoting rational and positive thinking. Also different organizational interventions are implemented at school level to promote teachers’ motivation, participatory environment, open communication and support. However, these measures are insufficient. They need to be strengthened and expanded in order to promote more supportive work environment and trainings targeted to fill the gaps in school staff knowledge and skills on resolving conflicts and stress different management techniques.

Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning

Second language learning motivation is often analyzed as a multidimensional construct involving learner’s images of their individual selves and complex statistical measures. While many of these analysis have deepened understanding of various cognitive and affective factors influencing language learner behavior, research investigating the different motivation factors that combine learner types remains scarce. Involving 78 Malaysian undergraduates from a University in East Malaysia taking a proficiency course, the study looked at learner motivation in relation to L2 motivational dimensions, classroom factors and learning goals. An exploratory cluster analysis identified 4 group motivational profiles: 1-motivated, 2-amotivated, 3-externally motivated and 4-self-determined. Initial data analysis found both learner images (the ideal L2 learner) and instrumental (Ought to L2 learner) as main factors influencing motivated learning behavior. The combined findings for learner confidence in the classroom and vitality of L2 speaker communities revealed that except for the extrinsically motivated communities (e.g. International Finance students), most students indicated learning as more meaningful if attention was given to their first language resources. Classroom activities that integrate first language resources have a positive influence on learner’s effort and willingness to invest while a strict L2-only perspective have a negative effect on learner motivation. Given the role of English for the digital world, L2 universities may benefit from including learners’ first language resources and experience for engaging and helping learners to perform academically.

Mining Effective Learning Behaviors in a Web-Based Inquiry Science Environment

Analyzing learners’ learning behaviors helps teachers understand how learning behaviors of learners influence learning performance. To determine which learning behaviors influence learners’ science-based inquiry learning performance, this work develops an xAPI (Experience Application Programming Interface)-based learning record store module embedded in a Collaborative Web-based Inquiry Science Environment (CWISE) to record detailed data about students’ learning processes. This work discusses whether the significant correlation and cause-effect relationship among science inquiry competence, learning time, and learning performance exist, and examines whether remarkable shifts and differences in the learning behaviors of learners with different learning performances and inquiry competences exist by using sequential pattern mining and lag sequential analysis. The results demonstrate that inquire ability, total learning time in the designed inquiry learning course, and learning time in an inquiry buoyancy simulation experiment are positively correlated with learning performance and can predict learning performance, and the learning time in the inquiry buoyancy simulation experiment appears to be the most significant predictor. The results of lag sequential analyses indicate that learners with high learning performance and high inquiry competence re-adjust hypotheses after performing an inquiry buoyancy simulation experiment, while learners with low learning performance and low inquiry competence lack this critical inquiry learning behavior. This study presents a systematic analysis method to insight the effective learning behaviors in a web-based inquiry learning environment based on mining students’ learning processes, thus providing potential benefits in guiding learners to adjust their learning behaviors and strategies.

Surgical education interventions in liver surgery: a systematic review.

The objective of the study was to identify and to evaluate the impact of educational interventions to learn and train liver surgery outside the operating room. A systematic literature search was conducted using PubMed, Web of Science, Embase, and ERIC databases from inception to September 2019 according to the PRISMA guidelines. Studies describing and assessing outcomes of educational interventions in liver surgery, outside the operating room, were included. Neither language nor date of publication restriction was applied. Methodological quality was appraised using NOS-E (Newcastle-Ottawa Scale for Education), and the level of evidence was evaluated based on GRADE (Grades of Recommendation Assessment, Development, and Evaluation) standards. Of the 10,403 screened abstracts, 53 articles were eligible for inclusion, comprising 27 descriptive studies (50.9%), 14 case series assessing any relevant outcome (26.4%), 8 non-randomized controlled trials (15.1%), and 4 randomized controlled studies (7.5%). Almost half (26/53) of the studies did not include any participants, while the remainder of the publications (27/53) involved 1306 learners. The majority of the studies focused on cognitive knowledge (31/53) and/or psychomotor skills training (24/53). Only one publication assessed affective skills. The GRADE score was very low or low in most articles (46/53). Five studies were scored high (5-6) according to NOS-E. Two studies reported data regarding the reliability and validity of employed assessment tools. High-quality studies, particularly well-designed randomized controlled trials that evaluate the effectiveness of simulation-based training on learner behavior and patient outcomes in liver surgery, are still lacking. Forthcoming studies should use robust assessment tools supported by validity evidence.

Massive Open Online Course Evaluation Methods: Systematic Review.

BackgroundMassive open online courses (MOOCs) have the potential to make a broader educational impact because many learners undertake these courses. Despite their reach, there is a lack of knowledge about which methods are used for evaluating these courses.ObjectiveThe aim of this review was to identify current MOOC evaluation methods to inform future study designs.MethodsWe systematically searched the following databases for studies published from January 2008 to October 2018: (1) Scopus, (2) Education Resources Information Center, (3) IEEE (Institute of Electrical and Electronic Engineers) Xplore, (4) PubMed, (5) Web of Science, (6) British Education Index, and (7) Google Scholar search engine. Two reviewers independently screened the abstracts and titles of the studies. Published studies in the English language that evaluated MOOCs were included. The study design of the evaluations, the underlying motivation for the evaluation studies, data collection, and data analysis methods were quantitatively and qualitatively analyzed. The quality of the included studies was appraised using the Cochrane Collaboration Risk of Bias Tool for randomized controlled trials (RCTs) and the National Institutes of Health—National Heart, Lung, and Blood Institute quality assessment tool for cohort observational studies and for before-after (pre-post) studies with no control group.ResultsThe initial search resulted in 3275 studies, and 33 eligible studies were included in this review. In total, 16 studies used a quantitative study design, 11 used a qualitative design, and 6 used a mixed methods study design. In all, 16 studies evaluated learner characteristics and behavior, and 20 studies evaluated learning outcomes and experiences. A total of 12 studies used 1 data source, 11 used 2 data sources, 7 used 3 data sources, 4 used 2 data sources, and 1 used 5 data sources. Overall, 3 studies used more than 3 data sources in their evaluation. In terms of the data analysis methods, quantitative methods were most prominent with descriptive and inferential statistics, which were the top 2 preferred methods. In all, 26 studies with a cross-sectional design had a low-quality assessment, whereas RCTs and quasi-experimental studies received a high-quality assessment.ConclusionsThe MOOC evaluation data collection and data analysis methods should be determined carefully on the basis of the aim of the evaluation. The MOOC evaluations are subject to bias, which could be reduced using pre-MOOC measures for comparison or by controlling for confounding variables. Future MOOC evaluations should consider using more diverse data sources and data analysis methods.International Registered Report Identifier (IRRID)RR2-10.2196/12087

The Temptation of Data-Enabled Surveillance: Are Universities the Next Cautionary Tale?

There is increasing concern about “surveillance capitalism,” whereby for-profit companies generate value from data, while individuals are unable to resist (Zuboff 2019). Non-profits using data-enabled surveillance receive less attention. Higher education institutions (HEIs) have embraced data analytics, but the wide latitude that private, profit-oriented enterprises have to collect data is inappropriate. HEIs have a fiduciary relationship to students, not a narrowly transactional one (see Jones et al, forthcoming). They are responsible for facets of student life beyond education. In addition to classrooms, learning management systems, and libraries, HEIs manage dormitories, gyms, dining halls, health facilities, career advising, police departments, and student employment. HEIs collect and use student data in all of these domains, ostensibly to understand learner behaviors and contexts, improve learning outcomes, and increase institutional efficiency through “learning analytics” (LA). ID card swipes and Wi-Fi log-ins can track student location, class attendance, use of campus facilities, eating habits, and friend groups. Course management systems capture how students interact with readings, video lectures, and discussion boards. Application materials provide demographic information. These data are used to identify students needing support, predict enrollment demands, and target recruiting efforts. These are laudable aims. However, current LA practices may be inconsistent with HEIs’ fiduciary responsibilities. HEIs often justify LA as advancing student interests, but some projects advance primarily organizational welfare and institutional interests. Moreover, LA advances a narrow conception of student interests while discounting privacy and autonomy. Students are generally unaware of the information collected, do not provide meaningful consent, and express discomfort and resigned acceptance about HEI data practices, especially for non-academic data (see Jones et al. forthcoming). The breadth and depth of student information available, combined with their fiduciary responsibility, create a duty that HEIs exercise substantial restraint and rigorous evaluation in data collection and use.

Opportunities and Challenges in Multigrade Teaching Using Direct and Indirect Teaching Methods with Zurashi and Watari Approaches in the Philippines: Kagay-Anon Ria Schools Experiences

This project study aimed to identify the opportunities and challenges encountered by the Kagay-anon1 teachers’ utilizing direct and indirect teaching methods cultivated in Japan; facilitate the multi-grade teachers’ practices for continuing professional development; and determine the observed patterns of behavior of learners in the teaching and learning process. The participants of this project were purposely selected based on the prioritization matrix. Document analysis, In-depth interview (IDI), and Focus group discussions (FGDs) served as sources of information. Coding and thematic analyses were employed. Findings revealed that teachers have learned new concepts in multi-grade teaching, improved teaching competence, boosted self-esteem, enhanced the structure and organization in lesson planning, understood the dynamics of lesson study, initiated proactive actions for the learners, shared responsibility through student learning facilitator, given technical assistance from superior, and empowered to be resourceful and innovative. However, teachers affirmed that they have encountered challenges in their classroom such as physical set-up, class size, boards, and IMs preparation. Despite the challenges, multi-grade teachers have observed positive changes in the behavior of learners. It is recommended that the identified challenges could be addressed with the help and support of the internal and external stakeholders as well as other existing professional learning communities.

Digital Accommodations for Students Living with Print Disabilities: A Literature Review

There is a growing base of literature describing the importance of improving access to digital and physical academic resources for students with print disabilities. This review aims to explore the experience of medical learners who are print disabled as it relates to improving access to digital and physical resources and removing encountered barriers in the medical library. By applying both the critical disability and self-efficacy theories to persons with print disabilities, librarians can understand learner behavior surrounding motivation, determination, and perceived challenges in using library resources and services.

Intensive Motivational Drive Supports Vision and Motivated Behavior in Japanese Learners of English

Intensive Motivational Drive Supports Vision and Motivated Behavior in Japanese Learners of English