Learning Community Research Articles

비대면 온라인 수업에서의 학습 참여도와 학생 만족도의 관계에 관한 실증적 연구

Objectives The purpose of this study is to empirically analyze the relationship between learning engagement and student satisfaction in a contactless online class environment. Methods The study employed regression analysis and text-based network analysis as research methods. Regression analysis was used to quantitatively measure the direct impact of learning engagement factors on stu-dent satisfaction. Text-based network analysis was used to explore the indirect effects on satisfaction by identify-ing information flow and centrality within the learning community. Results The analysis revealed a positive correlation between course completion rates and the frequency of the keyword ‘hard work’ in lecture comments, as well as the number of completed quiz submissions. However, the number of lectures and viewing time did not have a significant impact. The network analysis indicated that key-words such as ‘fun,’ ‘informative,’ ‘quiz,’ and ‘completion’ were central, suggesting that learner interaction is a crucial factor in satisfaction. Conclusions In conclusion, this study suggests that promoting interaction among learners and encouraging their active participation in course design can improve the efficiency and satisfaction of virtual classes. The empirical data provided here is expected to contribute to the improvement of educational technology.

The Development of an Opioid Misuse Training Program for Physical Therapists: A Learning Community Approach.

Musculoskeletal pain and opioid misuse frequently co-occur. The US Preventive Services Task Force calls for all health care providers to be trained to screen for misuse and/or opioid use disorder. The purpose of this study was to develop and implement an opioid misuse training program that could be used by physical therapists. Thirteen practicing physical therapists were invited to participate in a curriculum development project. Using the Curriculum Framework, a collaborative learning approach was used to develop an opioid misuse training program and training manual for physical therapists. Four training sessions were provided virtually every 2 weeks. Topics included an introduction to the opioid crisis, screening, assessing, and communicating with patients and with the health care team about opioid misuse. Each didactic session was followed by a participant feedback session where participants provided recommendations on improving the training content and their impressions on the barriers and facilitators to incorporating the training into practice. A companion training manual was created and sent to participants for comment. Participants were asked over email to describe whether and how they incorporated training materials into clinical practice during the training curriculum. All participants attended sessions 1-3. Twelve (92.3%) attended the fourth session. Based on the participants' feedback, training sessions were edited, and a companion training manual was finalized and distributed to each participant. After the fourth session, 9 participants (69.2%) reported using what they learned in the training. During the participant feedback sessions, participants regarded the training as important. Some participants expressed barriers to discussing opioids with patients and concerns about whether the training was within physical therapists' scope of practice. An iteratively developed training program for physical therapists to address opioid misuse was acceptable, feasible, and provided immediate practice change by most participants.

The power of Us:

The power of community – of Us – has long been assumed to be important in adult learning. Student interactions on discussion forums are encouraged, and it has been claimed that they foster a learning community which makes a difference to student outcomes through collaboration and joint construction of knowledge. This paper reports on interim results of a research project to establish, firstly, if there is a correlation between student participation in forums and their overall course outcomes, and secondly, shares a matrix designed to code both social and cognitive forum activity, to support an investigation into the existence of a learning community in student forum conversations – the power of Us.

It takes a village

Digital textbooks now incorporate various technological enhancements, and offer many opportunities for learning and teaching in higher education. Despite some enthusiasm for this medium, lecturers tend not to integrate the extra activities into their courses preferring instead to simply have them available as optional extra activities for students. One reason for this barrier to use is the time and effort required to integrate technology into the curriculum in a meaningful way, and lecturers may feel they lack the necessary knowledge to do this effectively. Despite the existence of institutional support to assist educators with technology enhanced learning, the services don’t always align with what faculty want or need. As a result, there have been calls to improve staff training and professional development. This paper presents a theorised inquiry into educators’ reflections on the integration of digital textbooks using Mishra & Koehler’s TPACK framework as an underpinning theory. The findings suggest the need for training and support that is individualised to instructors’ specific needs, and allows for increased collaboration between various stakeholders. It is concluded that professional development that focusses on the development of TPACK, and operates within a collaborative and context-specific learning community could support the increased uptake of digital textbooks in higher education.

ANEKA DISRUPSI PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN

<p style="text-align: justify;"><em>Islamic boarding schools, as traditional Islamic educational institutions in Indonesia, play a central role in preserving and promoting Islamic religious and cultural traditions. One of the important elements of education in Islamic boarding schools is the teaching of Arabic. Arabic is not only a means of understanding the teachings of Islam but also a gateway to the rich intellectual heritage of the Islamic world. This qualitative research uses open questionnaires as a data collection technique. The questionnaires were distributed to Arabic teachers in seven Islamic boarding schools in Situbondo. The results cite the strengths of Islamic boarding schools in the form of their long-standing tradition of teaching Arabic and Islamic culture, the presence of knowledgeable teachers, a focus on memorizing the Quran, and a communal learning environment. However, weaknesses in the traditional curriculum may overlook practical aspects such as the use of digital technology in Arabic language learning in the modern world. To improve Arabic language learning in Islamic boarding schools, it is important to address the practical aspects of the language, maximize opportunities for collaboration and adoption of technology, and address challenges such as cultural and social change and competition from formal educational institutions offering Arabic language instruction.</em></p>

PROFESSIONAL LEARNING COMMUNITIES AND TEACHER’S MOTIVATIONAL STRATEGIES IN PUBLIC SECONDARY SCHOOLS OF PANABO CITY DIVISION

The study explored the relationship between professional learning communities and teachers motivational strategies in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of professional learning communities that significantly influenced teachers motivational strategies. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive professional learning communities and very extensive teachers motivational strategies. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of professional learning communities were found to have significantly influence on teachers motivational strategies. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in empowering teachers of their motivational strategies by exposing them to varied professional learning communities. KEYWORDS: Professional learning communities, teachers motivational strategies, descriptive correlation, Panabo City Division

Conceptual Model of Cross-Boundary Learning in Adventure Tourism

This theoretical study aims to provide a learning model for adventure tour guides to become effective learning facilitators for adventure tourists, who have increasingly sought self-transformation through soft-adventure activities. This objective is drowned by the increasing interest in learning from different cultures among adventure tourists and also the attention to self-transformation through pedagogy, adventure tourism, outdoor adventure education (OAE), and pedagogy are becoming increasingly capable of sharing their theories under the concept of cross-boundary learning. This paper therefore organizes this sharing by considering the applicability of OAE theories to soft adventure tourist based on literature review. It then centers on the community of practice created from interaction between guides and tourists and between tourists as a way of learning, which can lead adventure tourists towards self-transformation, and discusses how guides can create opportunities for such cooperative learning community during their service. As a result, taking a cue from the SECI model, which underlies cross-boundary learning, a conceptual model was presented to implement the facilitator role of the guide in cross-boundary learning effectively. In this conceptual model, the guide’s role extends beyond knowledge transfer. Rather, the results of the study imply that guides are required to be co-creators of knowledge to accompany adventure tourists in their cross-boundary learning. The findings also suggest that guides need to become cross-boundary learners who may also learn from their customers.

PENDAMPINGAN KOMUNITAS BELAJAR SEKOLAH PENGGERAK MELALUI LOKAKARYA REFLEKSI UNTUK MENINGKATKAN KUALITAS PROSES PEMBELAJARAN DI SEKOLAH DASAR

Driving schools, especially elementary schools in Wajo Regency, have several learning communities with different teacher competencies. Most teachers have not fully mastered the differentiation learning process in the Merdeka Belajar curriculum. The aim of this mentoring activity is to assist learning community teachers in planning, organizing and implementing an effective and creative Merdeka curriculum learning process. The method used in this service is a workshop form which includes stages starting from self, collaboration space, contextual demonstration and real action. Meanwhile, the material in this service activity uses teaching materials that have been determined by the Directorate General of Teachers and Education Personnel, Ministry of Education and Culture, Research and Technology. The results of the service show that the learning community that was accompanied has been able to create a plan for real action for a quality learning process that will be implemented in their respective educational units. Apart from that, the participants increasingly understand the function and role of the Learning Community in improving student performance and solving every problem in the Education Unit

“So we brought these players together”: a qualitative study of educators’ experiences to analyze the challenges of creating an e-learning program for neuropalliative care

BackgroundIn recent years, the subspecialty of neuropalliative care has emerged with the goal of improving the quality of life of patients suffering from neurological disease, though gaps remain in neuropalliative care education and training. E-learning has been described as a way to deliver interactive and facilitated lower-cost learning to address global gaps in medical care. We describe here the development of a novel, international, hybrid, and asynchronous curriculum with both self-paced modules and class-based lectures on neuropalliative care topics designed for the neurologist interested in palliative care, the palliative care physician interested in caring for neurological patients, and any other physician or advanced care providers interested in neuropalliative care.MethodsThe course consisted of 12 modules, one per every four weeks, beginning July 2022. Each module is based on a case and relevant topics. Course content was divided into three streams (Neurology Basics, Palliative Care Basics, and Neuropalliative Care Essentials) of which two were optional and one was mandatory, and consisted of classroom sessions, webinars, and an in-person skills session. Evaluation of learners consisted of multiple choice questions and written assignments for each module. Evaluation of the course was based on semi-structured qualitative interviews conducted with both educator and learner, the latter of which will be published separately. Audio files were transcribed and underwent thematic analysis. For the discussion of the results, Khan’s e-learning framework was used.ResultsTen of the 12 participating educators were interviewed. Of the educators, three identified as mid-career and seven as senior faculty, ranging from six to 33 years of experience. Nine of ten reported an academic affiliation and all reported association with a teaching hospital. Themes identified from the educators’ evaluations were: bridging the global gap, getting everybody on board, defining the educational scope, investing extensive hours of voluntary time and resources, benefiting within and beyond the curriculum, understanding the learner’s experience, creating a community of shared learning, adapting future teaching and learning strategies, and envisioning long term sustainability.ConclusionsThe first year of a novel, international, hybrid, and asynchronous neuropalliative care curriculum has been completed, and its educators have described both successes and avenues for improvement. Further research is planned to assess this curriculum from the learner perspective.

The association between teacher-to-teacher relationships and student achievement: a meta-analysis

ABSTRACT In this meta-analysis, we investigated the association between teacher-to-teacher relationships and student achievement. We specifically explicated (a) the association between a teacher’s individual relationship with other teachers and student achievement; (b) the association between teacher-to-teacher relationships at the organisational level (i.e. school or grade team) and student achievement; and (c) how three frequently used theoretical frameworks in studying teacher-to-teacher relationships – teacher network, teacher collaboration, and professional learning community (PLC), at either individual or organisational level – were associated with student achievement. Key findings included (a) teachers’ individual relationships were not associated with student achievement; (b) the relationships in schools or grade teams were significantly positively associated with student mathematics and reading achievement; and (c) at the organisational level, all three theoretical frameworks had small, positive associations with maths achievement (r = 0.191 for teacher collaboration, r = 0.202 for teacher network, r = 0.189 for PLC), but the positive associations with reading achievement decreased from teacher network (r = 0.290) to teacher collaboration (r = 0.163) and to PLC (r = 0.078). The implications of the findings are discussed.

Research on scientific knowledge evolution patterns based on ego-centered fine-granularity citation network

A deep comprehension of the development of scientific knowledge is necessary to properly appreciate technological advancement and the process of knowledge innovation. However, fine-grained citation networks are less frequently utilized to characterize the evolution of scientific knowledge. To bridge this gap, we first constructed the fine-grained citation networks based on the PubMed and Web of Science (WOS) databases, then extracted the ego-centered networks of scientific knowledge, and finally employed Exponential Random Graph Models (ERGMs) to analyze the factors influencing the formation of Ego-centered Fine-granularity Citation Networks (EFCNs), taking into account the endogenous network structure and exogenous knowledge attribute variables. The results reveal that both types of variables play pivotal roles in the evolution of scientific knowledge. Furthermore, we found that (1) the in-degree and the out-degree centrality have a positive effect on knowledge evolution, respectively, in the 98.5 % and 99.9 % sample networks, while the clustering coefficient only has a positive effect on the edge formation of the 6.8 % sample network at the 0.05 significance level. (2) The citation behavior and domain impact of authors positively influence the scientific knowledge evolution, respectively, in the 63.2 % and 78.3 % sample networks. (3) There is a tendency to form citation relationships between scientific knowledge units of similar age in 67.1 % of the sample networks. (4) There is a greater possibility of developing a citation relationship between scientific knowledge with the same journal impact rank and knowledge type. Our findings indicate that the evolution of scientific knowledge is influenced not only by the process of scholarly communication but also by self-organizing mechanisms at the fine granularity level.

The ASNR International Collaborations Committee: Cultivating a Global Learning Community.

The American Society of Neuroradiology has expanded its global presence, driven by the efforts of the International Collaborations Committee. This committee is actively involved in training radiologists and fostering collaborations worldwide in the fields of education, research, and community service. This article explores key initiatives of the committee, such as the Anne G. Osborn ASNR International Outreach Professor Program, the International Imaging Series, and Virtual Reading Rooms. Additionally, we provide insight into recent developments related to the pandemic and outline future opportunities.

Facilitating inclusive and equitable curricular changes: A case study of embedded librarianship in a faculty learning community

This article explores the case study of an embedded librarian in a faculty learning community (FLC) dedicated to inclusive and equitable pedagogy. By embedding in a faculty learning community that focuses on revising a syllabi to be more inclusive and equitable, the libraries are able to affect change at the curricular level and create stronger impact than traditional course embedding. This FLC was designed to provide faculty with resources across multiple support offices which led to continuity and sustainability for the program, furthering student success at the university.

Five Evidence-Based Strategies to Foster a Culture of Well-Being in Physician Assistant Education.

The objective of this study was to discuss evidence-based strategies to promote a culture of well-being with physician assistant (PA) education. Published literature on medical student, resident, and PA student well-being was reviewed with findings subsequently categorized according to well-being strategy. Five themes were found from existing well-being research within medical student and PA student education: faculty role modeling and support, dedicated curricular time, pass/fail grading schema and de-emphasizing grades, peer support and learning communities, and evaluation importance. Physician assistant educators may be able to foster a culture of well-being for their students by making even small adjustments to the existing educational curriculum.

Bridging the Digital Divide: The Role of Online Education in Promoting Equity

This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.

The Wisdom of Plants: Guides in a Journey of Community-Based Inquiry

The COVID-19 global pandemic brought many stressors that greatly impacted communities on many different levels, and in the shadow of these stressors were opportunities to innovate. This was especially true for early learning communities, and specifically for Indigenous early learning communities. From a foundation of Community-Based Inquiry, I aim to tell my story as a first time director at Daybreak Star Preschool where our process of healing and re-membering Indigenous practices with preschool children is rooted in land-based pedagogy and curriculum. This process built a momentum for our early learning community to move from a place of simply surviving the pandemic, to a place where we could thrive in reciprocity with our plant relatives and their wisdom. 

Community-Based Inquiry from within Indigenous Early Learning Communities of Practice: Introduction to the Special Issue

Community-Based Inquiry (CBI) is a research method in which Indigenous communities engage in asking and answering their own questions about their early childhood practices. Community members are the researchers: they formulate the questions based on community needs, create the methodology to pursue answers to those questions, find solutions, and put those solutions into practice to strengthen early childhood education in their communities. In this introductory piece, we share the philosophical and practical foundations of CBI, and introduce readers to the visionary community and university scholars who, throughout this special issue, share their stories of innovation, insight, and advocacy on behalf of early learners, families, and their communities.

Review of the Cooperative Development Framework in Language Teacher Education

This review article introduces the Cooperative Development (CD) model of professional development following its development process from Cooperative Development (Edge, 1992) to Continuing Cooperative Development (Edge, 2002) and to Computer-Mediated Cooperative Development (2006a). Some other professional development models are also briefly introduced in this review, including the Counseling-Learning approach, Collaborative Conversations, Collaborative Supervision, Professional Learning Communities, Communities of Practice, and Peer Coaching.

Analyzing the Deep Learning-Based Mobile Environment in Educational Institutions

More efficient instructional models that encourage students to engage more actively in their education are essential in today’s world. How information can be found and exchanged, as well as how explanations are delivered, have been shaped by technology. The outcomes demonstrate that mobile learning (m-learning) has enhanced collaboration among instructors and learners, provided immediate feedback, increased student participation and engagement, allowed for authentic learning and evaluation, and supported learning communities in higher education institutions. There was also a change in the teachers’ instructional methods. Students will benefit from simple learning activities, convenient communication, and coaching provided through mobile devices. This study recommends using a learning-based convolutional neural network (CNN) technique to improve students’ English-speaking fluency. In addition, communication between teachers and children in remote areas becomes easier through an interactive system, making both sides more accessible. As a result, it is advisable that educational institutions continually develop innovative teaching techniques that bridge face-to-face and formal-informal learning in the educational setting. The article discusses the background of mobile learning and how it might enhance e-learning as a whole. The m-learning approach is described in this paper as a future version of e-learning. In comparison to the next generation of educational systems, it will be extensively offered and simple to operate for any individual interested in learning. The article also discusses the benefits and potential drawbacks of mobile learning in current educational institutions.

Structured abstract generator (SAG) model: analysis of IMRAD structure of articles and its effect on extractive summarization

AbstractAn abstract is the most crucial element that may convince readers to read the complete text of a scientific publication. However, studies show that in terms of organization, readability, and style, abstracts are also among the most troublesome parts of the pertinent manuscript. The ultimate goal of this article is to produce better understandable abstracts with automatic methods that will contribute to scientific communication in Turkish. We propose a summarization system based on extractive techniques combining general features that have been shown to be beneficial for Turkish. To construct the data set for this aim, a sample of 421 peer-reviewed Turkish articles in the field of librarianship and information science was developed. First, the structure of the full-texts, and their readability in comparison with author abstracts, were examined for text quality evaluation. A content-based evaluation of the system outputs was then carried out. System outputs, in cases of using and ignoring structural features of full-texts, were compared. Structured outputs outperformed classical outputs in terms of content and text quality. Each output group has better readability levels than their original abstracts. Additionally, it was discovered that higher-quality outputs are correlated with more structured full-texts, highlighting the importance of structural writing. Finally, it was determined that our system can facilitate the scholarly communication process as an auxiliary tool for authors and editors. Findings also indicate the significance of structural writing for better scholarly communication.