Peer Collaboration Research Articles

Prehospital neurological emergencies– a survey on the state of prehospital neurological assessment by emergency medical professionals

BackgroundNeurological emergencies are one of the major diagnosis groups in the Emergency Medical Services (EMS) with the highest rate of misdiagnosis. Despite the knowledge of time sensitivity and the importance of prehospital factors, prehospital delay is common. Although several stroke triage scales have been developed, a gold standard in the prehospital setting is lacking.ObjectivesOur aim was to evaluate the perception of neurological emergencies by EMS personnel and to identify current problems, difficulties and opportunities for improvement in the prehospital management of stroke, seizure, non-specific neurological symptoms, and paediatric neurological emergencies.MethodsThe study was conducted as an online survey through SoSci Survey and was made available from March 1st to June 30th 2023 to all personnel working in emergency medical services. The access link was distributed through snowballing, social media, and through a QR code on a promotional poster. The survey was completed anonymously. The final survey consisted of 30 questions in German on the topics of neurological emergencies, general neurological assessment, specific neurological examination including paediatric assessment, stroke, and seizures, and finally suggestions for improvement.ResultsThe largest group of participants were paramedics, who estimated to encounter neurological emergencies at a general rate of 20–60%. When unease was felt, the main reasons were ambiguity of symptoms and insufficient admission capacity of hospitals. The biggest challenges were highly varied. Almost 80% of participants assumed that the neurological assessment would be omitted in difficult patient groups such as demented, intoxicated or children. 75% felt uncomfortable making a paediatric assessment, 50% were unfamiliar with the Paediatric Glasgow Coma Scale.ConclusionsSupport through more standardized practical training and defined, uniform guidelines is needed. There was also a clear need for peer collaboration, feedback and case sharing. Digitalization, the usage of telemedicine and updated versions of the documentation protocols including paediatric adaptations to current guidelines could further improve current neurological assessment in the prehospital setting.

Technology Integration in Foreign Language Teacher Training Programs: Exploring Cutting-Edge Tools and Applications for Professional Development

The incorporation of technology into the training of foreign language teachers has garnered considerable interest among educators, who have increasingly acknowledged the inherent possibilities of innovative tools and applications in augmenting their professional growth. Notwithstanding, these tools allow educators to remain abreast of the most current pedagogical methodologies, augment their instructional expertise, and proficiently cater to the varied requirements of students. This study investigates the incorporation of these tools within the instructional program of educators specializing in foreign languages; with the ultimate aim of unveiling the views of relevant stakeholders on how these tools aid in strengthening their professional growth. The study involved the participation of 107 individuals, comprising both foreign language university lecturers and teacher trainers. Furthermore, a quantitative method of analysis was adopted in analyzing the research data that was collated through the use of an online questionnaire. Several significant findings were made from the research data which were presented and analyzed. The research findings revealed that technology integration seamlessly paves the way for the professional development of foreign language educators. Also, a comprehensive training program, provision of ongoing professional development opportunities, peer collaboration, and establishment of feedback and evaluation mechanisms can aid in countering major limitations of the implementation of technology integration.

Impact of Information Communication Technology Tools on Teaching and Learning of Secondary School Learners

The implementation of Information Communication Technology (ICT) has streamlined the result[1]oriented delivery of teaching and learning that has also facilitated the creation of engaging and interactive learning and enhanced the assessment. Although students currently benefit from enhanced access to diverse learning resources, peer collaboration, and self-directed learning due to technological advancements. The study is an attempt to analyze of impacts of ICT on academic and pedagogical effects on the learners of secondary school of Karachi. School learners' curiosity, ideas, and concept development matter for their future educational journey, and schools are unable to develop their competencies in the era of ICT which is a concern of all stakeholders. A survey has been used for the data collection from eight schools from all districts of Karachi. The sample has been collected randomly from the n-8 schools with N=1200 students from class 6th to 10thlevel. SPSS has been used for data analysis. The results reveal that ICT tools have not been used in teaching and learning management. Due to financial constraints, the utilization of ICT devices in classroom management is delayed or ignored. Nonetheless, inadequate electrical supply and poor internet connectivity in most of the areas significantly hinder the use of ICT devices in classrooms, compounded by the need for additional training for teachers from non-technical backgrounds. It is recommended that ICT tools should be used extensively for better learning outcomes at the school level.

Framework Of Art Pre-Service Teachers' Professional Abilities For Effective Teaching

The effectiveness of art education relies heavily on the professional abilities of pre-service teachers, necessitating a deep understanding and enhancement of these competencies. This study delves into the critical role of art teachers' professional competence in shaping the effectiveness of art education. The study's findings encompass the conceptual framework of professional abilities, its integration into pre-service art teacher education, and its impact on teaching effectiveness in art education. Utilizing a library research approach, this study examines a conceptual framework of professional abilities, including (a)pedagogical knowledge, (b)instructional design, (c)assessment practices, (d)classroom management and (e)professional development. Findings highlight the significance of enhancing professional abilities, such as pedagogical knowledge and instructional design, to improve teaching quality and enrich student learning experiences in art education. The implications of this framework include (a) art teacher education programs, (b) educational policy, and (c) classroom practice. Suggestions include (a)enhancing simulation-based learning, (b)establishing mentorship programs, (c)promoting reflective practice, (d)facilitating peer collaboration, and (e)incorporating technology and cultural responsiveness into art teacher education. Overall, this study underscores the importance of cultivating robust professional abilities among pre-service art teachers to elevate the quality of art education and foster meaningful student engagement and learning.

Answering the Call for Community: Establishing a Collaborative Peer Support System for Faculty Librarians

This article explores how the creation of a community of practice among early-career librarians effectively fosters change in academic libraries. The authors distributed a survey to evaluate the needs of untenured faculty librarians at their institution and assess the best approach to address these needs. The results indicated that their library’s established model of mentorship between untenured and tenured colleagues left gaps that could be best met through the creation of a peer support group. The authors share the survey results, indicate the implications from these findings, and suggest how librarians at other institutions can implement similar communities of practice.

Influence of semiotic resources on peer interactions during collaborative digital multimodal composing

Collaborative digital multimodal composing (CDMC) has recently gained traction in the advent of technology-enhanced language learning, yet scant attention was paid to the influence of semiotic resources on the interaction patterns between learners. The present study attempted to fill the research gap by examining the interactions between English as a Second Language (ESL) learners in an online English for Academic Purpose (EAP) course. Using a multiple case-study design, three pairs of undergraduates completed a collaborative multimodal writing and video-making task for presentation using ZOOM. Influence of semiotic resources can be unveiled through manipulating the mode of presentation. Data of this study includes the verbal exchanges and non-verbal on-screen interactions between the participants while they are working on the tasks. Their interaction patterns were analyzed through conversation analysis and two aspects of collaborations, namely equality and mutuality, were also examined. Their interaction patterns were found to be strikingly different across both tasks, and languaging mainly serves the function of verbalization of content-related issues, such as searching for information and assembling various multimodal elements, with only rare instances of either grammar-based or lexis-based language-related episodes (LRE). Another striking finding is that pairs who are working collaboratively with balanced division and mutual contribution are less susceptible to our manipulation, as compared to those who are demonstrating a dominant-dominant or expert-novice working pattern. Implications of these findings on fostering peer collaborations during CDMC are discussed.

Developing leadership competencies for genomics integration through globally networked learning and education.

To describe the implementation and evaluation of an education strategy called the globally networked learning-genomics (GNL-G) used in Master's courses in Canada and Finland. The study focused on the feasibility and effectiveness of GNL-G in developing leadership competencies for integrating genomics into practice. Interpretive description qualitative methodology was used to explore how GNL-G, global exchanges and assignments standardized with the Assessment of Strategies to Integrate Genomics in Nursing (ASIGN) tool influenced competency development. The Reporting Item Standards for Education and its Evaluation in Genomics (RISE2 Genomics) framework guided the design, implementation, evaluation, and reporting of GNL-G. Data included one-to-one interviews, written assignments, and reflections. Interviews and assignment data from three cohorts of students for a total of ten Canadian and 11 Finnish master's students participated in this study. The ASIGN Tool played a crucial role in facilitating students' analysis of their practice context and the development of leadership strategies. Participation in GNL-G enhanced students' confidence to lead efforts to integrate genomics, irrespective of their genomics expertise. Engagement with global peers emphasized the importance of incorporating equity, ethics, and social justice into leadership strategies for genomics integration. The GNL-G strategy enhanced leadership competencies for genomics integration in graduate students from Canada and Finland. The ASIGN Tool and global peer collaboration highlight the importance of innovative educational methods in preparing leaders for the complexities of genomics in healthcare.

Somebody who understands the culture and their needs that can cater for them in their retirement time: a peer research study exploring the challenges faced by British Muslims with palliative care needs during the COVID-19 pandemic

BackgroundInequities in palliative and end-of-life care access exist, with evidence of lower uptake of these services among people from the British Muslim community. Little research exists exploring the experiences of...

A lesson plan for planning lessons

BackgroundPreparing, performing, and evaluating the effectiveness of a lesson plan are essential nurse educator skills. This study describes an innovative teaching strategy designed to build a nurse educator's academic skill set. MethodQualitative retrospective exploratory descriptive design of an innovative teaching strategy meant to enhance competency and confidence in the nurse educator's lesson planning skills. The teaching strategy is described and themes were identified from student evaluative comments. Comments were analyzed using a triangulated content analysis process. ResultsData were categorized into Take-Away Point main themes with sub-themes noted in parentheses. Lesson Planning main themes were Time Consuming; Toolkits are Helpful (Madness to Methods E-cards, Alternative Plans, The Fink Lesson Map Template); Components Help Organize (Learning Objectives, Student-Centered); and Reflection Offers Growth Opportunities (Learning, and Faculty Development). The Muddiest Points' main themes were Curriculum Mapping and Experience. ConclusionGraduate nurse educator students valued structured guidance and peer collaboration while learning lesson planning. This teaching strategy may also aid faculty development by enhancing nurse educator role confidence and career fulfillment.

Social Media Applications and their Effect on Undergraduate Students’ Learning in Higher Education

The development of social media has significantly impacted education, with institutions striving to use these tools to foster critical thinking, collaboration, and knowledge creation among students. This study investigates the effects of social media on student learning in higher education through the lived experiences of six participants using a qualitative methodology. Interviews were conducted to explore the impact of social media on academic performance, its use for learning assistance, academic goals, and perceived benefits. The findings show that social media is widely used by college students, who believe it plays a significant role in their academic growth. Social media facilitates interactions with educational content outside traditional classroom settings, peer collaboration, and access to quality educational resources. Additionally, participants emphasized that social media helps connect people globally, providing access to diverse learning opportunities and perspectives. This study suggests that incorporating social media into teaching strategies can drastically alter students' learning experiences, boosting engagement and preparing them for success in a technology-driven world.

Facilitating regular Physical Education for students with disability-PE teachers' views.

The objective of this study is to describe how Physical Education (PE) teachers work to facilitate participation for students with disability in compulsory, mainstream inclusive, secondary school. Inclusive school-based Physical Education (PE) is an important context for students to share the benefits of physical activities with peers, especially for students with disability whose opportunities for participation in extracurricular physical activity are limited. Two focus group interviews were performed with eight experienced PE teachers who teach students with disability in regular PE. Qualitative content analysis was used to analyze the interviews. Two themes emerged, the importance of having a structured and welcoming environment and the need to adapt the PE environment. Student mastery experiences is emphasized and achieved by teaching approaches encouraging peer collaboration before physical performance and competition. Key aspects to participation for students with disabilities are inclusive mindsets, proper preparation, and adaptations. Special arrangements when participation in-class is not possible require regular and close teacher-student communication and, when needed, additional support. Experiences of participation are important matters for further advancement of equality and social inclusion for students with disability. Schools need to develop support structures to provide students with disability with "real-life" experiences that optimize participation.

Art, AI and Robotics: A New Pathway for Youth to Voice and Identity

To address the critical lack of representation in computer science and STEAM (science, technology, engineering, art, and mathematics), we designed learning experiences for high school youth using culturally situated art and design principles structured to increase authentic engagement, particularly for underrepresented and underestimated youth. Referencing sociocultural practices from hip-hop, we invited students to engage with us in an iterative process of storytelling, creation, and fabrication. Through design cyphers, we centered student knowledge to define the why behind making robotic prototypes and address the benefits and dangers of artificial intelligence such as bias and stereotypes. By integrating cyphers into the design thinking process, we created spaces for students to communicate, collaborate, and create innovative solutions to prototype, iterate, remix, and advance to their final project. In collaborative peer reviews and gallery walks, the groups received constructive critiques at each step of the design process, from prototype to final project.

Peer Collaboration and Competition: Comparing the Effectiveness of Gamified and Non-gamified SRS in Collaborative Learning

Peer Collaboration and Competition: Comparing the Effectiveness of Gamified and Non-gamified SRS in Collaborative Learning

Teacher Professionalisation and School Engagement in Chinese Vocational Colleges and Universities

The purpose of this study was to analyse the professionalism and school engagement of educators in vocational colleges and universities in China. The study classified the demographic characteristics of the respondents based on age, gender, professional experience, and specific areas of expertise. The study also assessed the respondents' professional qualities in terms of pedagogical knowledge, dedication to lifelong learning, ethical practices, and collaboration with peers. In addition, the study assessed respondents' perceptions of school engagement in a variety of areas including administrative support, technology resources, professional development, and mentorship programmes. The study used a descriptive research design involving 300 educators from 287 comprehensive higher education institutions and seven majors in Sichuan Province. The results of the study showed that the majority of the participants were between the ages of 26 and 45 years old and expressed mainly positive feedback on the training provided. The data confirmed that educators agreed on many aspects of professional behaviour, particularly in terms of teaching competence, commitment to continuous learning and peer collaboration. It is noteworthy that teachers' perceptions of professionalism were always similar regardless of length of tenure, age or subject of teaching. This consistency suggests that school engagement policies are broadly effective and do not vary across these demographic variables. Given the clear link between teacher professionalism and school engagement, vocational institutions may consider developing programmes to promote both simultaneously. In addressing both simultaneously, vocational institutions can leverage the interaction between teacher professionalism and engagement to build an academic ecosystem that benefits both teaching staff and learners. Finally, based on the research findings and analytical insights, a programme to improve school engagement and teacher professionalism in vocational education in China is proposed.

University academics’ experiences of participating in collaborative peer observation learning circles

University academics’ experiences of participating in collaborative peer observation learning circles

Improving young children's peer collaboration in early educational settings: A systematic review

Improving young children's peer collaboration in early educational settings: A systematic review

Mathematics Learning Centers – Not Just for the Elementary Classroom

Given the recent trajectory of secondary mathematics performance in the United States, as compared to international counterparts, this design and development case study aimed to explore the varied pedagogical practice and its impact on mathematics proficiency. This study sought to improve mathematics proficiency through varied instructional practices. During one algebra unit, two instructional modalities were employed, by the same instructor, to two separate groups of students. Quantitative measures were captured through the descriptive statistics of Pre-test, Post-test, and Reaction Survey results. The Kirkpatrick Model (Level I and II) was also employed. In addition, qualitative data were obtained through Researcher Notes, Researcher Experience Journal, and Participant Journals. Findings suggested the effectiveness of a learning center pedagogical design, including peer collaboration, technology, and small group, as it yielded higher proficiency than traditional direct instruction. Pre- to Post-Test scores revealed a 1.727 higher mean growth in the experimental group over the control group (Culleny, 2021).

Exploring Professional Development Practices: Insights from Gurukul, Sanskrit, and General Schools

This study aims to examine the professional development strategies used by teachers in Gurukul, Sanskrit, and general schools in Karnali and Gandaki provinces. The purpose of the study is to gain insight into the strategies teachers employ to advance their professional development. Through focus group discussions with a purposeful sample of six teachers, the study investigated the variety of professional development strategies used in these institutions. The study's findings revealed that teachers employ numerous strategies, including professional development training, field trips, peer collaboration, workshops, seminars, sharing of best practices, and technology integration. In addition, the study considered cultural norms, infrastructure constraints, and regional challenges as contextual factors that influence the implementation and efficacy of professional development strategies.

Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers

AbstractAn increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enhancing peer collaboration is a powerful pedagogical tool that promotes communication among peers and mutual support, thus positively affecting learners' performance during classroom work. At the heart of the article, it discusses some practical pedagogical ideas for teachers which focus on teaching collaborative principles and strategies during classroom work. Although it pays particular attention to the context of primary school English foreign language teaching, its content may also be relevant to primary school teachers of other foreign and second languages.

The Impact of Motivation on MOOC Retention Rates: A Systematic Review

This systematic review investigates the effectiveness of motivational strategies on learner engagement and retention rates in Massive Open Online Courses (MOOCs). Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we analyzed 140 studies published between 2014 and 2023 from key academic databases. The objective was to identify and evaluate motivational strategies that significantly reduce MOOC dropout rates. Our findings reveal that personalized learning, interactive content, and peer collaboration are strongly correlated with increased learner engagement and persistence. These strategies align well with learners' intrinsic goals, enhancing their educational experience and adherence to courses. The review also identifies gaps, such as the need for longitudinal studies and culturally tailored motivational strategies, offering a refined agenda for future research in MOOC education. This study contributes to the field by systematically synthesizing existing research, providing new insights into effective educational strategies, and highlighting areas for improvement in MOOC design and implementation. Doi: 10.28991/ESJ-2024-SIED1-08 Full Text: PDF