Learning Center Research Articles

Improving Students' Basic Emotional Management Skills Through the Emoji Card Method in the Malaysia International Teaching Volunteer Program

This review summarizes the literature discussing emotional management among children, particularly students in the Quranic Learning Center (Taman Pendidikan Al-Quran) in Kuala Lumpur, Malaysia, using the emoji card method. The ability to recognize, understand, and manage one's emotions and those of others greatly aids in building relationships and addressing life's challenges. Moreover, awareness of biases and self-emotions supports daily learning processes and enhances students' academic growth. The method employed for this community service was an experimental approach with a One-Group Pretest-Posttest design. The implementation stages included: (1) initial partner condition mapping, (2) introduction and administration of a pretest using a socio-emotional assessment sheet, (3) training using the "Storytelling & Role Play Card Emoji" method, (4) mentoring by volunteer teams and individual counseling sessions, and (5) posttest administration with identical measurements to the pretest. The findings demonstrated that emotional management training significantly improved students' skills in the Quranic Learning Center in Kampung Baru, Malaysia. These results are pivotal as they provide short-term solutions to common student issues and empower them to better adapt to their learning and social environments. Thus, these outcomes contribute to the development of more effective and sustainable community service programs, fostering better personality development in addressing challenges.

Design strategies for artificial intelligence based future learning centers in medical universities

BackgroundThis study explores the acceptance of artificial intelligence(AI) tools in medical students and its influencing factors, thus providing theoretical basis and practical guidance for the construction of future learning centers in medical universities.MethodsThis study comprehensively applied the unified theory of acceptance and use of technology(UTAUT), expectancy confirmation theory (ECT), and innovation diffusion theory (IDT) to analyze the data through structural equation modeling.ResultsEffort expectancy (EE), facilitating condition (FC), social influence (SI), and satisfaction (SA) significantly influence medical students’ continuance intention (CI) to use artificial intelligence tools. Relative advantage (RA) has a significant impact on medical students’ satisfaction (SA) with artificial intelligence tools. Personal innovativeness (PI) plays a significant positive moderating role in the relationships between facilitating condition (FC) and continuance intention (CI), as well as between satisfaction (SA) and continuance intention (CI).ConclusionsThe construction of AI-based future learning centers in medical universities should attach importance to providing personalized learning paths, ensuring technical support and training, creating a collaborative and innovative environment, and showcasing the comparative advantage of tools.

Understanding the complexity of centers for teaching and learning: introducing a four-dimensional model

Abstract Centers for Teaching and Learning (CTLs) are gaining visibility in the higher education landscape as key actors that support universities in providing high-quality education and fostering a culture that values teaching and learning. While existing research on CTLs typically focuses on evaluation, impact, or institutionally context-specific work, we sought to unearth a framework that could be universally applied to understanding CTL work and functionality. Following data collection and 25 interviews with CTL Directors from higher education institutions across the USA, we created an integrative approach that brings together organizational, behavioral, and relational perspectives. The four dimensions—governance, identity, social capital, and activities—enable us to investigate CTLs from various angles and at different levels, providing valuable clues for understanding CTL performance and challenges. This integrative model can also be used as a framework to inform CTL design decisions.

Driver lines for studying associative learning in Drosophila

The mushroom body (MB) is the center for associative learning in insects. In Drosophila, intersectional split-GAL4 drivers and electron microscopy (EM) connectomes have laid the foundation for precise interrogation of the MB neural circuits. However, investigation of many cell types upstream and downstream of the MB has been hindered due to lack of specific driver lines. Here we describe a new collection of over 800 split-GAL4 and split-LexA drivers that cover approximately 300 cell types, including sugar sensory neurons, putative nociceptive ascending neurons, olfactory and thermo-/hygro-sensory projection neurons, interneurons connected with the MB-extrinsic neurons, and various other cell types. We characterized activation phenotypes for a subset of these lines and identified a sugar sensory neuron line most suitable for reward substitution. Leveraging the thousands of confocal microscopy images associated with the collection, we analyzed neuronal morphological stereotypy and discovered that one set of mushroom body output neurons, MBON08/MBON09, exhibits striking individuality and asymmetry across animals. In conjunction with the EM connectome maps, the driver lines reported here offer a powerful resource for functional dissection of neural circuits for associative learning in adult Drosophila.

Driver lines for studying associative learning in Drosophila.

The mushroom body (MB) is the center for associative learning in insects. In Drosophila, intersectional split-GAL4 drivers and electron microscopy (EM) connectomes have laid the foundation for precise interrogation of the MB neural circuits. However, investigation of many cell types upstream and downstream of the MB has been hindered due to lack of specific driver lines. Here we describe a new collection of over 800 split-GAL4 and split-LexA drivers that cover approximately 300 cell types, including sugar sensory neurons, putative nociceptive ascending neurons, olfactory and thermo-/hygro-sensory projection neurons, interneurons connected with the MB-extrinsic neurons, and various other cell types. We characterized activation phenotypes for a subset of these lines and identified a sugar sensory neuron line most suitable for reward substitution. Leveraging the thousands of confocal microscopy images associated with the collection, we analyzed neuronal morphological stereotypy and discovered that one set of mushroom body output neurons, MBON08/MBON09, exhibits striking individuality and asymmetry across animals. In conjunction with the EM connectome maps, the driver lines reported here offer a powerful resource for functional dissection of neural circuits for associative learning in adult Drosophila.

The Effect of the Application of the Project-Based Learning Model on Early Childhood Social-Emotional Skills

The application of the project-based learning model is one of the strategies that can be chosen to develop the principle of play while learning and make children the center of learning in early childhood education. This study aims to examine the effect of the application of the Project Based Learning (PBL) model on early childhood social-emotional skills. The research method used is quasi-experimental with a non-equivalent control group design. The research subjects consisted of early childhood children who were divided into two groups: an experimental group that applied PBL and a control group that did not use the Project Learning method. Data were collected through observation and assessment of children's social-emotional abilities before and after the intervention. The results show that the application of the PBL model significantly improves early childhood social-emotional skills compared to conventional learning methods. The implication of this study is that the PBL model can be an effective alternative in the development of early childhood social-emotional skills, which has a positive impact on their readiness to face future challenges.

Pengembangan Instrumen Penilaian Berbasis Proficiency Test Untuk Pendidikan Kesetaraan Paket C

The Community Learning Center (PKBM), through its Paket C program, plays a vital role in providing equality education for individuals unable to access formal schooling. This study aims to develop a proficiency test -based assessment instrument designed to holistically evaluate the competencies of Paket C learners. The instrument assesses mastery of academic material, functional skills, and entrepreneurial abilities, which are distinctive features of the Paket C program. The research adopts a qualitative approach, utilizing observation to create test specifications, blueprints, and items tailored to appropriate difficulty levels, discrimination indices, and distractor functions. The findings indicate that proficiency test s address the limitations of the current assessment system, which primarily focuses on standardized examinations, by offering a more comprehensive, valid, and relevant evaluation aligned with workforce demands. Moreover, the flexible scheduling and needs-based approach of Paket C education provide broader access for working individuals or those who have not completed formal education. Proficiency test s also ensure the fulfillment of Graduate Competency Standards (Standar Kompetensi Lulusan or SKL) through assessments that integrate Competency Credit Unit (SKK)-based curricula and the evaluation of applied skills. The study recommends the adoption of proficiency test s as an integral part of Paket C's educational evaluation system to create a more inclusive, adaptive, and relevant assessment model that aligns with the learners' needs and the challenges of the modern workforce.

The maternal X chromosome affects cognition and brain ageing in female mice

Female mammalian cells have two X chromosomes, one of maternal origin and one of paternal origin. During development, one X chromosome randomly becomes inactivated1, 2, 3–4. This renders either the maternal X (Xm) chromosome or the paternal X (Xp) chromosome inactive, causing X mosaicism that varies between female individuals, with some showing considerable or complete skew of the X chromosome that remains active5, 6–7. Parent-of-X origin can modify epigenetics through DNA methylation8,9 and possibly gene expression; thus, mosaicism could buffer dysregulated processes in ageing and disease. However, whether X skew or its mosaicism alters functions in female individuals is largely unknown. Here we tested whether skew towards an active Xm chromosome influences the brain and body—and then delineated unique features of Xm neurons and Xp neurons. An active Xm chromosome impaired cognition in female mice throughout the lifespan and led to worsened cognition with age. Cognitive deficits were accompanied by Xm-mediated acceleration of biological or epigenetic ageing of the hippocampus, a key centre for learning and memory, in female mice. Several genes were imprinted on the Xm chromosome of hippocampal neurons, suggesting silenced cognitive loci. CRISPR-mediated activation of Xm-imprinted genes improved cognition in ageing female mice. Thus, the Xm chromosome impaired cognition, accelerated brain ageing and silenced genes that contribute to cognition in ageing. Understanding how Xm impairs brain function could lead to an improved understanding of heterogeneity in cognitive health in female individuals and to X-chromosome-derived pathways that protect against cognitive deficits and brain ageing.

Education for Rohingya Refugee Children in Malaysia: a Pathway to Sustainable Development Goals

Objective: Rohingya refugee children are among the most vulnerable groups in the world. Despite the persecution that they received from the Myanmar government, the negative stigma towards them has worsened their conditions. Hence, education is the only way to change their lives across generations. However, while residing in Malaysia, these children have limitations in accessing formal education in national schools and most probably enrol in Alternative Learning Centres (ALC). Consequently, this study argues that every child deserves the right to education regardless of their status and must be in line with the aims of the SDGs and other international legal frameworks. Theoretical Framework: The Sustainable Development Goals on “Quality Education” emphasize the need to ensure inclusive and equitable quality education and promote opportunities for lifelong learning for all. Method: In-depth interviews with informants involving four key persons representing policymakers and implementers, and 10 Rohingya parents who registered their children in alternative learning centres were collected with the aim to examine the extent of quality education being emphasised for Rohingya children in Malaysia. Results and Discussion: The result of the analysis found that the Rohingya refugee children received limited quality education due to no access to formal education, in which education was only provided at alternative learning centres. Nonetheless, both the provider (the alternative learning centres) and receiver (Rohingya parents and children) still struggle with a number of issues and challenges. Originality/Value: This study is unique in that it examines the educational needs of Rohingya refugee children in Malaysia in a timely and context-specific manner, particularly through the lens of international human rights and the sustainable development framework. It highlights the gap between global educational goals and local realities, making it an important contribution to the field of refugee education.

Integrating Infant Safe Sleep and Breastfeeding Education Into an App in a Novel Approach to Reaching High-Risk Populations: Prospective Observational Study.

Sudden unexpected infant death (SUID) is a leading cause of death for US infants, and nonrecommended sleep practices are reported in most of these deaths. SUID rates have not declined over the past 20 years despite significant educational efforts. Integration of prenatal safe sleep and breastfeeding education into a pregnancy app may be one approach to engaging pregnant individuals in education about infant care practices prior to childbirth. This study aims to assess whether pregnant individuals would engage with prenatal safe sleep and breastfeeding education provided within a pre-existing pregnancy app. Secondary objectives were to compare engagement among those at high and low risk of losing an infant to SUID and to assess the importance of end user push notifications for engagement. This prospective observational study was conducted from September 23, 2019 to March, 22 2022; push notifications were removed on October 26, 2021. TodaysBaby (University of Virginia, Boston University, and Washington University), a mobile health program in which safe sleep and breastfeeding video education was originally provided via texts, was embedded into the MyHealthyPregnancy app (Naima Health LLC). Pregnant mothers who received prenatal care within the University of Pittsburgh Medical Center hospital system were randomized to receive either safe sleep or breastfeeding education beginning at the start of the third trimester of pregnancy and ending 6 weeks post partum. Pregnant persons were designated as high risk if they lived in the 5% of zip codes in Allegheny County, Pennsylvania with the highest rates of SUID in the county. The primary outcome was engagement, defined as watching at least 1 video either in response to a push notification or directly from the app's learning center. A total of 7572 pregnant persons were enrolled in the TodaysBaby Program-3308 with push notifications and 4264 without. The TodaysBaby engagement rate was 18.8% with push notifications and 3.0% without. Engagement was highest in the initial weeks after enrollment, with a steady decline through pregnancy and very little postpartum engagement. There was no difference in engagement between pregnant persons who were low and high risk. The most viewed videos were ones addressing the use of pacifiers, concerns about infant choking, and the response of the body to the start of breastfeeding. Integrating safe sleep and breastfeeding education within a pregnancy app may allow for rapid dissemination of infant care information to pregnant individuals. Birthing parents at high risk of losing an infant to SUID-a leading cause of infant death after 1 month of age-appear to engage with the app at the same rates as birth parents who are at low risk. Our data demonstrate that push notifications increase engagement, overall and for those in high-risk zip codes where the SUID education is likely to have the most impact.

Exploring the Orton-Gillingham Approach to Teaching Reading from the Perspective of Tutors at the Scottish Rite Learning Centre for Children - Halifax

Research indicates that individuals with poor reading skills are more at risk of dropping out of school and having fewer career options than their peers who are proficient readers (Castles at al., 2018; Jamieson, 2009). The Scottish Rite Learning Centre for Children - Halifax (SRLCC-H) in Nova Scotia offers tuition-free tutoring services based on the Orton-Gillingham approach, to students with reading-based learning disabilities, such as dyslexia. Through individual interviews, this study explores the perspectives and experiences of the volunteer tutors and tutors-in-training at the SRLCC-H. The findings indicate that OG tutoring improved their students’ reading abilities and increased their levels of confidence.

Refugee Learning Center in Indonesia: A Habitat for Refugee Well‐Being in Transit

ABSTRACTAlthough students' well‐being is widely researched in educational settings, little is known about how educational contexts influence the sense of well‐being experienced by refugee students in transit countries. This case study examined how a refugee learning center in Indonesia helps cultivate refugee students' sense of well‐being in different forms of capital. Data derived from public‐facing multimodal sources included the center's annual reports, staff and students' written narratives, digital stories on social media, and other artefacts. A qualitative content analysis (QCA) illuminated the interconnected forms of resources enacted in the refugee learning center for facilitating refugee students' subjective well‐being, such as accredited education programs, English‐medium instruction, and extracurricular activities for cultural capital; inclusive support systems and teacher support for social capital; and job‐related skills through volunteer opportunities for economic capital. This study not only broadens understanding of the connection between acquiring capital and the subjective well‐being of refugees but also contributes to the dearth of literature on refugee education in Indonesia. The implications for research, policy, and practice emphasise how stakeholders can implement comprehensive programs and strategies that integrate different resources to cultivate refugee students' well‐being and to further examine, sustain, and scale such programs in Indonesia and possibly elsewhere.

Managing the Rare Ethnic Art of the Baiku Yao at the Li Lake National Ethnic Art Museum and Learning Centre

Background and Aims: This paper investigate and records the rare ethnic art of the Baiku Yao around Li Lake, the article needs to address the question) to investigate and inscribe rare ethnic arts on Li Lake Bai Kuyao's cultural significance. 2) to design Ethnomuseum attraction management. Methodology: The research methodology includes ethnographic surveys, field investigations, and interviews with museum experts. It leverages the UNESCO Convention for the Safeguarding of Intangible Cultural Heritage for a deeper understanding of intangible cultural heritage classifications, defines the role and functions of museums through the International Council of Museums' "New Museology" concept, and uses the cultural values presented in the Burra Charter Guidelines as guiding principles. Results: Researchers have documented the unique ethnic art of the Baiku Yao at Li Lake: the styles and patterns of Baiku Yao clothing, the fourteen steps of traditional craftsmanship, architectural features, and characteristics of festival activities. Additionally, a comprehensive management plan for the ethnographic museum and learning center has been developed, covering themes, spatial design, interactive experiences, visitor guides, and a museum website. This research and museum management plan potentially impacts the protection, promotion, and sustainable development of the Baiku Yao cultural heritage, also bringing influence and economic benefits to the local community. Conclusion: The study includes a management plan for a museum and learning center in addition to documentation of the Baiku Yao people's distinctive art and traditions. This plan intends to benefit the local community economically while preserving and advancing their cultural heritage.

The perspective of children of migrant workers (TKI) on physical and emotional changes during puberty: A study at CLC Ladong Simunjan, Kuching, Sarawak

Puberty is an important stage in a child's development marked by significant physical and emotional changes. Children at the Ladang Ladong Community Learning Center (CLC), Simunjan, face this phase amidst limited information and support. This research aims to explore children's perspectives at CLC Ladang Ladong regarding their experiences during puberty, especially regarding physical and emotional changes. Using a qualitative approach and in-depth interview methods, data was collected from several puberty-aged children who attended CLC. The results showed that children have varying understandings about changes in their bodies and emotions. Some of them felt confused and lacked self-confidence, while others showed good adaptation. Factors such as communication with parents, the role of teachers, and the social environment contribute to how they deal with these changes. This research underlines the importance of holistic education and better emotional support from the surrounding environment in helping children face puberty.

Approaches and Techniques of Phenomenon-Based Learning: PheBL

Background and Aims: Phenomenon-Based Learning is important because it connects academic content to real-world issues, making learning more meaningful and engaging for students. It improves critical thinking and prepares students to face real-world challenges by addressing complex, multifaceted problems from multiple perspectives. This paper aims to investigate the approaches and techniques of phenomenon-based learning. PheBL Methodology: The paper presents a thorough examination of various educational approaches and techniques within the PheBL framework. It systematically investigates how integrating real-world phenomena from multiple disciplines can improve teaching practices and student learning outcomes. Results: The finding found that Phenomenon-Based Learning (PheBL) is a comprehensive approach to education that places real-world phenomena at the center of inquiry and learning. By combining disciplines around a common phenomenon, PheBL encourages students to investigate complex, multifaceted issues from multiple perspectives. This methodology encourages deeper comprehension and critical thinking by actively involving students in problem-solving and inquiry. Finally, PheBL's approach not only aligns educational practices with real-world contexts but also increases student engagement and comprehension by employing an interdisciplinary lens that reflects the world's interconnectedness. Conclusion: The findings show that Phenomenon-Based Learning (PheBL) effectively centers education on real-world issues, bringing together multiple disciplines to foster a deeper, more critical understanding of complex topics. This approach improves student engagement and comprehension while also aligning learning practices with the interconnected nature of real-world problems.

Progressive Islamic Education at Muhammadiyah At-Tajdid Islamic Boarding School in Blora

Since its establishment, Muhammadiyah has always focused on advancing education, resulting in numerous educational institutions across various levels as evidence of its dedication to enlightening the nation. However, despite its significant quantity, Muhammadiyah's quality is still considered mediocre, necessitating innovative ideas to achieve its goals. Progressive Islamic Education emerges as a solution to address the stagnation in Muhammadiyah's educational progress. This concept is Muhammadiyah's interpretation of K.H. Ahmad Dahlan's practical teachings. Progressive Islamic Education aims to shape students' personalities by integrating religious and general sciences to address real-life societal issues. This study aims to describe the concept and implementation of Progressive Islamic Education at Pondok Pesantren Muhammadiyah At-Tajdid Blora. Using a qualitative approach with a case study method, the researcher directly observed and interviewed individuals involved with the concept and implementation of Progressive Islamic Education at the pesantren, while also gathering data through documentation. The study's findings reveal that Pondok Pesantren Muhammadiyah At-Tajdid Blora formulates Progressive Islamic Education into several key points: aligning objectives with Muhammadiyah's goals, integrating religious and general educational content, emphasizing positive aspects in its methods, and conducting thorough evaluations. Its implementation occurs in three phases. The first phase instills Islamic values and knowledge to shape students' character. The second phase involves experiential learning through holiday activities, such as teaching at Al-Quran learning centers. The third phase places students in the community to solve problems using their acquired knowledge and experience.

Effectiveness of self-directed online learning in improving stunting knowledge among health workers: A pilot study at the learning center, Faculty of Public Health, Universitas Indonesia

Introduction: The level of knowledge about stunting among health workers remains varied. Nowadays, self-directed or asynchronous online learning has become a prominent approach in the learning process. Objective: This study aimed to examine the effectiveness of self-directed online learning in improving health workers’ knowledge about stunting. Method: A total of 41 participants from 5 provinces (South Sumatera, West Java, East Nusa Tenggara, Maluku, and South Sulawesi) were purposively selected to enrol in a stunting course at the Learning Center, PDRC, Faculty of Public Health, Universitas Indonesia. The learning materials comprised 15 topics in the form of animated videos and one digital pocketbook. A paired t-test was used to evaluate changes before and after completing the course. Result: The analysis showed a significant improvement in knowledge score (p-value < 0.05), with an average increase of 21 points. However, an individual topic analysis indicated the need for further discussion to enhance participants' understanding. Conclusion: Self-directed online learning effectively improves health workers’ knowledge about stunting. Nevertheless, further studies should explore the impact of synchronous sessions in enhancing knowledge retention and comprehension.

Study of China Opera Intangible Cultural Heritage for Online Learning Center

Study of China Opera Intangible Cultural Heritage for Online Learning Center

Stakeholders’ Perceptions about the Competences of Open and Distance Learning Graduates

Education plays a vital role in individual and national development. Open and Distance Learning (ODL) is an educational approach that enables learners to study independently within their own environments without attending conventional classes. In ODL, the learning is facilitated through provided course outlines or modules. This quantitative study investigates the perceptions of key stakeholders, including ODL learners, employers, and the head of a nearby school, regarding the skills, values, and competencies of ODL graduates, as well as their ability to perform assigned tasks. The study was conducted at the Institute of Adult Education learning centres found in Dar es Salaam, Mbeya, and Ruvuma, with a total of 622 respondents. The data was collected through closed-ended questionnaires and analysed using the Statistical Package for the Social Sciences (SPSS) version 23. Descriptive statistics, including tables, frequencies, and percentages, were used to present the data, while inferential analysis employed the Pearson Chi-square test to determine relationships between variables. The results indicate that stakeholders, including employers and ODL learners, expressed confidence in the innovative skills developed by ODL graduates. The heads of the nearby schools were particularly confident with graduates' communication skills. Employers showed the highest confidence in the graduates’ ability to effectively manage assigned tasks. Similarly, the heads of the nearby schools were confident in the ODL program for equipping graduates with quality and sustainable skills to serve their communities. They also recognized the graduates' ability to demonstrate a high level of competence when taking on responsibilities. ODL learners consistently expressed confidence in nearly all aspects of the program’s outcomes. The study recommends that ODL institutions partner with employers to understand the skills ODL graduates should possess to succeed in the workplace. Additionally, ODL institutions should ensure that their programs are of high quality so that all graduates meet consistent standards of professional readiness in the labour market.

Learning Beyond Borders: The Teaching of English for Refugees in Jakarta Learning Centers During COVID-19

Learning Beyond Borders: The Teaching of English for Refugees in Jakarta Learning Centers During COVID-19