Learning Challenges Research Articles

Transdisciplinary teaching and learning in a master’s program in urban agriculture

Purpose This study aims to explore transdisciplinary teaching and learning in a transdisciplinary master’s course in an urban agriculture master’s program. Design/methodology/approach An action research approach was used, applying qualitative methods, such as reflection notes, classroom dialogues, focus group discussions and interviews. Findings The students expressed high-level inter- and intrapersonal competencies and provided thorough insights into how they developed ideas across disciplines. However, the potential for collaborating with partners outside the university (case owners) was not fully exploited and needs further development. Originality/value The study constitutes a detailed example of the benefits and challenges of transdisciplinary teaching and learning, suggesting an integral education. It adds to the knowledge of how to develop academia further to facilitate competence for sustainable development.

Mengoptimalkan Pembelajaran Bagi Anak Dengan Adhd Melalui Pendekatan Inklusif di Sekolah Dasar

Inclusive education has become a focus of attention in supporting the successful learning of all students, including those with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD face special challenges in managing their attention, impulsivity, and energy, requiring appropriate learning approaches. This research aims to investigate and identify the optimal implementation of an inclusive approach in supporting the learning of children with ADHD in elementary schools. Qualitative research methods were used to explore the experiences of educators, school staff, and parents in facing the learning challenges of children with ADHD. The results show that inclusive approaches implemented in elementary schools can play a key role in creating a supportive learning environment for children with ADHD.

An Equation Model on the Professional Knowledge and Confidence for Future Employment of Students in Programs Supported With Emerging Technologies

Students enrolled in interdisciplinary programs supported with modern information technologies may face more challenges in learning, because they must learn from at least two curricula, including courses of big data, new media technologies and intelligent platform use, etc. Taking students in these programs as an example, this study aims to investigate relationships among eight variables related to student career development. The research employed the quantitative method of Pearson bivariate analysis, ANOVA and Hayes (2017) regression procedure to test the direct and indirect relationship among variables. The researcher developed a moderated mediation model visualizing the relationship between professional knowledge and confidence for successful employment. Recommendations of early intervention targeting first-year students and different curriculum designing were proposed to facilitate planning in the acquisition of professional knowledge and the establishment of career goals, aiming to enhance the career development and success of tertiary vocational college students.

The Role of Digitization and Independent Learning In Enhancing Professional Competencies

This article explores the impact of digitization on higher education in Uzbekistan, focusing on the comprehensive development of students through independent learning. Highlighting the significance of President PQ-1875's decision to improve foreign language education, the research examines the implementation of this initiative since 2013 and its effects on enhancing the professional competencies of language teachers. Through the establishment of specialized programs and educational frameworks, the study underscores the importance of fostering critical thinking, creativity, and socialization among students. The findings emphasize the role of interdisciplinary integrated independent learning, where students actively engage in their educational processes, supported by educators who guide and facilitate their learning journeys. The article outlines effective teaching strategies, assessment criteria aligned with international standards, and innovative educational technologies that encourage student autonomy and collaboration. By integrating various subjects and promoting creative approaches to problem-solving, the research advocates for a student-centered educational environment that prepares learners for complex real-world challenges. The conclusion stresses the necessity of organizing independent learning processes to cultivate students' professional competencies, fostering an educational landscape that aligns with their interests and enhances their critical and creative skills.

A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physicians

BackgroundRecent changes in anatomy curricula in undergraduate medical education (UME), including pedagogical changes and reduced time, pose challenges for foundational learning. Consequently, it is important to ask clinicians what anatomical content is important for their clinical specialty, which when taken collectively, can inform curricular development.MethodsThis study surveyed 55 non-primary care residents in anesthesiology (AN; N = 6), emergency medicine (EM; N = 15), obstetrics and gynecology (OB; N = 13), and orthopedics (OR; N = 21) to assess the importance of 907 anatomical structures across all anatomical regions. Survey ratings by participants were converted into a post-hoc classification system to provide end-users of this data with an intuitive and useful classification system for categorizing individual anatomical structures (i.e., essential, more important, less important, not important).ResultsSignificant variability was observed in the classifications of essential anatomy: 29.1% of all structures were considered essential by OB residents, 37.6% for AN residents, 41.6% for EM residents, and 72.0% for OR residents. Significant differences (with large effect sizes) were also observed between residency groups: OR residents rated anatomy of the back, limbs, and pelvis and perineum anatomy common to both sexes significantly higher, whereas OB residents rated the pelvis and perineum anatomy common to both sexes and anatomy for individuals assigned female at birth highest. Agreement in classifications of importance among residents was observed for selected anatomical structures in the thorax, abdomen, pelvis and perineum (assigned male at birth-specific anatomy), and head and neck. As with the ratings of anatomical structures, OR residents had the highest classification across all nine tissue types (p < 0.01).ConclusionsThe present study created a database of anatomical structures assessed from a clinical perspective that may be considered when determining foundational anatomy for UME curriculum, as well as for graduate medical education.

Exploring the Practical Teaching Mode of Language Laboratory based on Artificial Intelligence

With the rapid development of artificial intelligence (AI) technology, its application in the field of education is becoming more and more extensive, especially in the teaching mode of language laboratory, AI technology shows great potential and innovation space. The purpose of this paper is to explore the practical teaching mode of language lab based on artificial intelligence, and to reveal its advantages and challenges in language learning by analysing the current status of the application of AI technology in teaching. This study aims to explore the in-depth analysis of the research on the practical teaching mode of language labs based on artificial intelligence. Firstly, it introduces the problems of language labs and analyses the limitations and problems of traditional labs. Secondly, the language laboratory solution measures are elaborated in detail to construct the practical teaching mode of language laboratory based on artificial intelligence. Then, the practical teaching mode of language laboratory based on artificial intelligence is explored. Finally, the application value of the language laboratory of artificial intelligence in the aspects of linguistic research and teaching practicability is discussed. As an innovative application of educational technology, the language laboratory of artificial intelligence has a positive role in promoting the transformation of the modern language teaching mode, and provides new perspectives and methods for foreign language teaching. This paper focuses on the design and construction of the practical language teaching mode of artificial intelligence. With the rapid development of artificial intelligence technology, its application in the field of education has become increasingly widespread. In language teaching, the construction of an AI-based practical teaching model can help to improve teaching efficiency and quality and stimulate students’ interest in learning. This paper elaborates the design principles, construction elements, implementation process and effect evaluation of this teaching mode from various aspects.

Multimodal Representation Learning via Graph Isomorphism Network for Toxicity Multitask Learning.

Toxicity is paramount for comprehending compound properties, particularly in the early stages of drug design. Due to the diversity and complexity of toxic effects, it became a challenge to compute compound toxicity tasks. To address this issue, we propose a multimodal representation learning model, termed multimodal graph isomorphism network (MMGIN), to address this challenge for compound toxicity multitask learning. Based on fingerprints and molecular graphs of compounds, our MMGIN model incorporates a multimodal representation learning model to acquire a comprehensive compound representation. This model adopts a two-channel structure to independently learn fingerprint representation and molecular graph representation. Subsequently, two feedforward neural networks utilize the learned multimodal compound representation to perform multitask learning, encompassing compound toxicity classification and multiple compound category classification simultaneously. To test the effectiveness of our model, we constructed a novel data set, termed the compound toxicity multitask learning (CTMTL) data set, derived from the TOXRIC data set. We compare our MMGIN model with other representative machine learning and deep learning models on the CTMTL and Tox21 data sets. The experimental results demonstrate significant advancements achieved by our MMGIN model. Furthermore, the ablation study underscores the effectiveness of the introduced fingerprints, molecular graphs, the multimodal representation learning model, and the multitask learning model, showcasing the model's superior predictive capability and robustness.

Graph neural networks for multi-view learning: a taxonomic review

With the explosive growth of user-generated content, multi-view learning has become a rapidly growing direction in pattern recognition and data analysis areas. Due to the significant application value of multi-view learning, there has been a continuous emergence of research based on machine learning methods and traditional deep learning paradigms. The core challenge in multi-view learning lies in harnessing both consistent and complementary information to forge a unified, comprehensive representation. However, many multi-view learning tasks are based on graph-structured data, making existing methods unable to effectively mine the information contained in the input multiple data sources. Recently, graph neural networks (GNN) techniques have been widely utilized to deal with non-Euclidean data, such as graphs or manifolds. Thus, it is essential to combine the advantages of the powerful learning capability of GNN models and multi-view data. In this paper, we aim to provide a comprehensive survey of recent research works on GNN-based multi-view learning. In detail, we first provide a taxonomy of GNN-based multi-view learning methods according to the input form of models: multi-relation, multi-attribute and mixed. Then, we introduce the applications of multi-view learning, including recommendation systems, computer vision and so on. Moreover, several public datasets and open-source codes are introduced for implementation. Finally, we analyze the challenges of applying GNN models on various multi-view learning tasks and state new future directions in this field.

Benefits and Challenges of Online Teaching and Learning among Upper Primary ESL Students: The Teachers’ Perspectives

Benefits and Challenges of Online Teaching and Learning among Upper Primary ESL Students: The Teachers’ Perspectives

The Impact of Learning Experiences on Meeting Teacher Accreditation Standards: A Mixed-Methods Study

Professional Accreditation for teacher education programs is a quality assurance measure for normal universities. To clarify the factors affecting student teachers' learning and their mechanisms, a mixed-methods study was conducted on government-funded student teachers. The study found that learning experiences in areas such as clear goals, student support, appropriate assessment, teaching quality, and course organisation have varying degrees of influence on learning outcomes. The mechanisms of influence include: the combined effect of misaligned learning goals and simplified exam content hinders the improvement of learning quality; gaps in subject systems and structural shortages of teacher resources undermine the distinctive features of teacher education; and an imbalance between increasing learning challenges and insufficient student support obstructs the development of professional competencies. Therefore, universities should leverage participation in professional accreditation as an opportunity to reform teacher education curricula, build high-quality teaching teams, optimize the structure of teacher resources, and improve student support services to create an excellent training environment

Early career academics’ professional learning in a PBL-focused pedagogical development program

ABSTRACT This study explores early career academics’ (ECAs) professional learning in a Danish university’s Professional Learning (PL) program, based on problem- and project-based learning (PBL) principles. Using a complexity theory lens, professional learning is viewed as a dynamic process involving intrapersonal, behavioral, relational, and contextual sources. Data from 38 written reflections via a questionnaire and six in-depth interviews were analyzed to assess ECAs’ learning outcomes and challenges during and after the PL program. The findings indicate that the program advanced participants’ PBL and pedagogical knowledge, changed their pedagogical beliefs and teaching practices, and improved their collaborative skills and interactions with students and colleagues. Several challenges ECAs confronted are reported at individual and organizational levels, namely, time management, the learning process, the actual teaching and supervision process, institutional culture, and resource allocation. The study suggests ways for ECAs, program designers and organizers, and university management in promoting more effective professional development processes.

Unretirement: Motivational Factors Among Financially Independent Seniors and Their Potential to Contribute to Organizational Productivity, Knowledge Transfer and Corporate Resilience

The main objective of this study is to investigate a solution for the current lack of skilled workers in Europe and to optimize the utilization of expertise. For this qualitative study, 36 semi-structured interviews were conducted (with a purposive sample of financially independent (soon-to-be) retirees and employers). The thematic analysis revealed (1) on both the employer’s and recruiter’s side, there are many stereotypes and prejudices, as well as a lack of creativity about how to integrate these highly motivated specialists into the organization’s workforce; (2) as regards senior experts, there is a worry that their competences and commitment will be judged based on how they have been treated in recent years of employment. The results also indicate that searching for intellectual challenges and solving them with a team of co-workers is one of the main attractions for senior experts. We identified six main patterns for unretirement choices: learning and intellectual challenges, applying expertise, public perception of retirees, belonging and social connections, compensating for loss of status, and feeling appreciated. Appreciating, valuing, and channeling this drive to solve present-day problems independent of a person’s chronological age should be self-evident for organizations and societies.

Learning Outcomes, Benefits, and Challenges of International Research Experiences for Students (IRES): An Exploratory Study of an IRES Program in China

Despite the increasing number of international programs targeting students’ learning of research and intercultural skills, there has been limited holistic investigation of students’ experiences employing both qualitative and quantitative methods. In this study, we incorporated several measures to explore students’ experiences in an International Research Experiences for Students (IRES) program, which benefited from the existing partnership between Virginia Tech in the U.S. and Shandong University in China. We examined students’ intercultural competence and interdisciplinary research skills and explored students’ stories of their lived experiences across three cohorts, each with five students, who completed the IRES program. Both open-ended survey responses and interview data demonstrate that the experience allowed students to learn skills involving the various tools, methods, and processes needed to conduct experiments and solve interdisciplinary problems. In particular, qualitative data further demonstrated the influence of the program on students’ desire to pursue graduate degrees and navigate the research process. While the behavioral dimension of cultural intelligence did not show a major improvement, student interviews suggested enhanced student abilities in interpersonal interactions, including non-verbal and verbal means for effective communication. We provide explanations for the differences between quantitative and qualitative results. Reflecting on the results, we elaborate on the importance of structural elements necessary for creating international experiences for students and the need to examine students' learning processes using different means of data collection.

A Qualitative Exploration of Student Perceptions and Challenges in Blended Learning: Insights from Preschool Psychology Courses

A Qualitative Exploration of Student Perceptions and Challenges in Blended Learning: Insights from Preschool Psychology Courses

Systematic Literature Review: Mathematical Literacy Skills in Terms of Mathematics Learning Motivation

Mathematical literacy and motivation to learn mathematics are two important aspects of education. Mathematical literacy enables students to understand and apply mathematical concepts in everyday life, as well as think logically and solve problems. Mathematics learning motivation influences students' effort and perseverance in learning the material, improving academic interest and performance. The combination of the two is essential for educational success and the development of critical thinking skills required in the modern world. The objectives of research generally cover the following aspects Measuring Mathematics Literacy Level, Assessing Mathematics Learning Motivation, Identifying the Relationship between Mathematics Literacy and Learning Motivation, Recognizing Barriers and Challenges, Developing Effective Learning Strategies. This research uses the SLR (Systematic Literature Review) method by reviewing 16 articles. Data collection in this study was carried out by reviewing all articles related to Mathematical Literacy Ability, Learning Motivation, Mathematical Literacy Ability in terms of Learning Motivation published from 2019 to 2023. Based on the results of the study, it was found that motivation to learn mathematics plays an important role in students' mathematical literacy skills. Students with low motivation tend to learn by force, so their mathematical literacy skills are low because they tend to do problems procedurally without in-depth analysis. The implication is the need for motivational strategies, curriculum design, teacher training, literacy programs, and parental involvement.

Online Learning Challenges Encountered by University Students Amidst the COVID-19 Pandemic: A Systematic Review of Digital Divide Perspective

The COVID-19 has required a rapid conversion from the conventional learning to online learning, revealing and intensifying the digital inequality amongst university pupils. The primary objectives of this systematic review study are to identify the digital divide challenges encountered by university students in online learning amidst the COVID-19 pandemic and to understand the underlying reasons contributing to these challenges. This study focuses on empirical research published between 2020 and 2023. The review utilized the seven phases of systematic review recommended by the Evidence for Policy and Practice Information and Co-ordinating Centre. A comprehensive Scopus and Web of Science search was undertaken using word string "higher education/university education/university students", "online learning/distance learning," "COVID-19/pandemic,” “digital divide/digital inequality/digital exclusion," and, and the initially 190 articles were extracted.The criteria for inclusion restricted the number of publications that were examined to a total of 11. The analysis reveals two primary categories of digital divide challenges: the first-level digital divide, characterized by limited access to essential digital devices and internet connectivity, and the second-level digital divide, which relates to varying levels of digital competency among students.Key factors contributing to these challenges include financial constraints, geographical disparities, and inadequate technological infrastructure. Students from economically disadvantaged backgrounds and rural areas faced significant obstacles in engaging with online learning platforms, leading to adverse academic outcomes. Strategies for bridging the digital divide should be implemented in collaboration with educational institutions, government agencies, and private sector stakeholders. These strategies should focus on the enhancement of technological infrastructure, the provision of financial support, and the provision of digital literacy training programs. The review highlights the importance of understanding the digital divide in shaping future educational practices and policies, aiming to create a more inclusive and resilient higher education system in the post-pandemic era. By addressing the identified challenges, institutions can empower all students to succeed in an increasingly digital learning environment.

COVID-19 online learning challenges: Kazakhstan secondary schools case study

BackgroundThe COVID-19 pandemic necessitated a rapid transition to online learning (OL) globally, posing significant challenges for educational systems. This study investigates the experiences of secondary school students in Kazakhstan, highlighting the adaptation processes, educational outcomes, and challenges faced during this shift.MethodsData were collected through an online survey administered to 3,670 secondary school students across Kazakhstan, selected through convenience sampling. The survey comprised 21 questions using a combination of Likert-type scales and multiple-choice questions to capture students’ demographic details, satisfaction levels, perceived difficulties, and academic performance changes during OL. Data validation was ensured by cross-referencing responses, descriptive statistics, T-tests, ANOVA, correlation analysis, and regression were employed to analyze the data and identify factors influencing students’ attitudes toward OL and the associated challenges.ResultsThe results revealed that satisfaction with OL was positively correlated with satisfaction with education in general and negatively correlated with the level of difficulty in OL (p &amp;lt; 0.001). Rural students, while more satisfied with learning overall (p &amp;lt; 0.001), were less satisfied with OL compared to their urban peers, and also reported greater challenges (p &amp;lt; 0.05). A significant portion of respondents (44.2%) disagreed that OL was an effective learning method, and 43.7% expressed a need for face-to-face interaction with teachers, especially female and rural students (p &amp;lt; 0.001). Most students (40.8%) reported worse learning outcomes with OL, particularly urban students (p &amp;lt; 0.001), and 32.0% noted a decrease in motivation. Regression analysis identified older students and those who experienced greater difficulty with OL as less likely to prefer it, while those who showed improvement in academic performance and motivation were more favorable toward OL. These findings highlight the complexity of educational preferences and the disparities between urban and rural students during the pandemic.ConclusionWhile the findings may be applicable to other countries with similar educational systems, cultural, economic, and technological differences should be considered when generalizing the results. The insights gained from this study will be valuable for policymakers, educators, and academic institutions to improve the resilience and effectiveness of educational practices in the face of such challenges.

Caregivers' Perceptions of COVID-19 Educational Disruptions on Children With Developmental Language Disorder and Typically Developing Peers.

Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first- and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers. A conventional content analysis approach was used to analyze caregivers' written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (n = 23) and caregivers of TD children (n = 22). Four categories of caregiver responses were generated for each group: impacts on children, remote learning challenges, impacts on caregivers, and protective factors. For both groups, concerns about the child's well-being and literacy learning were most prevalent and prevailed over concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their cdhildren. As compared to caregivers of TD children, caregivers of children with DLD reported higher rates of remote learning challenges and more negative impacts on literacy learning, speech and/or language, and education in general. DLD caregivers also shared fewer positive comments and remarks related to protective factors. Results indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Thus, responsive research and supports for these families is essential.

The use of trade-related writing in upper secondary vocational education and training

ABSTRACT In Upper secondary vocational education and training (VET) we note the presence of students with learning challenges, including reading and writing difficulties. However, both the learning and practice of a trade require the use of trade-related writing. One characteristic of those writings is their plurisemioticity which we can see as different semiotic resources at hand to do things and make meaning in the situation. The purpose of the present contribution is to describe the use of trade-related writing in upper secondary vocational training (VET) within a heterogeneous group of individuals in terms of their level of education upon entering the training program. Our results from analysis of data from a case study of a carpentry programme shows that learners use such writing with an affective attitude of openness and that they are inclined to use at the first place semiotic systems and mediums with which they are more familiar. Results raise as well issues of information literacy, particularly in terms of the quality of the information obtained by learners in digital medium.

Group work and translanguaging as coping strategies for content learning in English-medium higher education contexts

Abstract English as a medium of instruction (EMI) has been increasingly used in Higher Education institutions in countries where English is spoken as a second or foreign language (ESL/EFL). Research over the last decade has predominantly focused on EMI implementation, perceptions, and attitudes of stakeholders towards EMI as well as the challenges experienced by both teachers and students. However, little research, thus far, has focused on the coping strategies used by students to overcome challenges and manage their EMI study. The present study duly aims to fill this gap and contribute to the advancement of EMI research and pedagogy in this under-researched area. The study particularly attempts to explore group work and translanguaging as coping strategies that students employ to overcome content learning challenges and succeed in their EMI study. The study adopted a qualitative methodology and semi-structured interviews were used as the main method of data collection. Twenty participants voluntarily took part in the study. The data were analysed thematically and inductively. Results showed that students utilised several coping strategies to overcome EMI learning challenges and described these strategies as being helpful for them to understand EMI subject content. The pedagogical implications are discussed.