Learning Community Research Articles

General practitioner workforce sustainability to maximise effective and equitable patient care: a realist review protocol

IntroductionThere are not enough general practitioners (GPs) in the UK National Health Service. This problem is worse in areas of the country where poverty and underinvestment in health and social...

Evaluating 21st-Century Skills in English Language Teaching (ELT) in Surigao Del Norte, Philippines: A Needs Assessment for Teachers Development

This study examined the 21st-century teaching skills of English language teachers (ELTs, n=117) and the observations of school heads (n=26) in the Surigao del Norte division (Philippines) for the 2023-2024 school year. Teachers' profiles and their self-perceptions in critical thinking, problem-solving, communication, creativity, digital literacy, and global awareness were assessed through surveys. Descriptive statistics and non-parametric tests were employed to analyze the data and compare perceptions between ELTs and school heads. While the findings revealed a generally strong foundation in 21st-century skills among ELTs, a specific need for targeted support in digital literacy was identified. Additionally, discrepancies were found between teachers' self-reported skills and how school heads observed them being applied in the classroom. These findings highlight the importance of triangulation in evaluating teaching effectiveness. The study proposes recommendations that focus on professional development, resource allocation, collaborative learning communities, and feedback mechanisms to create an environment that empowers ELTs to effectively integrate 21st-century skills into their classrooms, ultimately preparing students for success in today's world.

Developing Professional Learning Community-based Internal Supervision Model for Phibunmangsahan School of Ubon Ratchathani Provincial Administrative Organization

Background and Aims: Educational supervision is considered the heart of the development of educational institutions' administrators, teachers, and educational personnel. Because the various missions of the educational institution will be successful according to the stated objectives, it requires cooperation from many parties in many areas, especially in the development of the quality of teaching and learning. Thus, this research aimed to develop and evaluate the effectiveness of the internal supervision model by using professional learning community processes for the Phibunmangsahan School of UbonRatchathani Provincial Administrative Organization. Methodology: Research methodology as research and development the implementation of 3 phases; phases 1: study current and desirable states on internal supervision and professional learning community in Phibunmangsahan School of UbonRatchathani Provincial Administrative Organization, phases 2: development of internal supervision model by using professional learning community-based for UbonRatchathani Provincial Administrative Organization, and phases 3: evaluation of effectiveness of internal supervision model by using a professional learning community for UbonRatchathani Provincial Administrative Organization. The target group in the research. Phase 1 is divided into 2 groups; 1) school administrator, head of academic administration, head of internal supervision, head of learning group 15 people and provide information by group discussion. 2) school administrator, head of learning group, teachers 30 people and provide information by questionnaire. Phase 2 is 5 experts. In Phase 3, the head of academic administration, the head of the learning group, and teachers 28 people. The research instruments used were 5-point rating scale questionnaires, structured interviews, performance assessment forms, and satisfaction assessment forms were used for data collection. Data were analyzed by frequency, percentage, mean, standard deviation, PNIModified, and paired t-test. Results: The findings were as follows: (1) The study's current and desirable states on internal supervision and professional learning community in Phibunmangsahan School of UbonRatchathani Provincial Administrative Organization, (1.1) overall, the current state on the internal supervision was at a high level and the desirable state was at the highest level, respectively. When considering the need index, it was found that the internal supervision on Implementation gained the need index with the highest level from all 5 aspects. And 2) overall, the current state of the professional learning community was at a high level, and the desirable state was at the highest level, respectively. When considering the need index, it was found that the professional learning community was a caring community with the highest level of the need index from all 6 aspects. (2) Internal supervision model by using the professional learning community process for Phibunmangsahan School of UbonRatchathani Provincial Administrative Organizational, it was found that the internal supervision model consisted of 5 elements, namely: preparation; planning; implementation; evaluation; and improvement and development. Also, the professional learning community consisted of 6 elements, namely; shared vision; collaborative teamwork; shared leadership; professional learning and development; caring community; and supportive structures. The model, on the whole, was theoretically reasonable and possible at the highest level. (3) The head of academic administration, head of the learning group, and teachers gained higher knowledge scores on internal supervision and professional learning communities than before with a statistical significance of .05 the score increased up to 5.07. Implementing scores based on the internal supervision model and professional learning community, on the whole, were higher than before with a statistical significant of .05 that the scores increased up to 0.72 points, as well as the satisfaction score, was overall at the highest level.

EXPLORATION OF THE THEMATIC CLUSTERING AND COLLABORATION OPPORTUNITIES IN KAZAKHSTANI RESEARCH

In today's academic environment, the rapid growth of research publications calls for advanced methods to organize and understand the extensive collections of academic work. This study aims to systematically categorize a substantial number of research paper abstracts from Kazakhstani institutions, focusing on identifying key themes and potential interdisciplinary collaboration opportunities. The dataset includes 13,356 abstracts from the Scopus database, covering a wide range of academic fields. The methodology of this research goes beyond traditional hand-done analysis by using advanced text analysis tools to organize the text data efficiently. This initial phase is crucial for summarizing each abstract's core content. The next steps of the analysis use this organized data to find and group similar thematic areas, considering the complex and multi-dimensional nature of academic research topics. The results reveal a diverse array of research themes, highlighting the dynamic academic contributions from Kazakhstan. Significant areas such as environmental science, technological advancements, linguistics, and cultural studies are among the prominent clusters identified. These insights not only provide an overview of current research directions but also highlight the potential for cross-disciplinary partnerships. Moreover, the findings have important implications for decision-makers, scholars, and educational institutions by illuminating key research areas and collaborative possibilities. This thematic overview acts as a guide for shaping research policies, fostering academic connections, and efficiently distributing resources within the scholarly community. Ultimately, this study adds to the academic conversation by offering a way to navigate and utilize the wealth of information in scientific literature, promoting a more collaborative and integrated research environment.

Systemic Success in Physical Education: A PLC Before Its Time

Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce development of physical education professionals. Physical education professionals belonging to the participating school district and teacher preparation program have sustained a working partnership based on sound professional learning community (PLC) principles (e.g., ongoing professional development, collaborative teaming, common vision, mission, and language, strong support from the central office) long before PLCs became fixtures in districts and schools. Indeed, this partnership could, in many respects, be described as a PLC before its time. This article highlights the partnership’s early days and several features that have supported its success and longevity. It also offers supporting evidence from the perspectives of the students, parents, and teachers who have been associated with this partnership.

Neural Architecture Comparison for Bibliographic Reference Segmentation: An Empirical Study

In the realm of digital libraries, efficiently managing and accessing scientific publications necessitates automated bibliographic reference segmentation. This study addresses the challenge of accurately segmenting bibliographic references, a task complicated by the varied formats and styles of references. Focusing on the empirical evaluation of Conditional Random Fields (CRF), Bidirectional Long Short-Term Memory with CRF (BiLSTM + CRF), and Transformer Encoder with CRF (Transformer + CRF) architectures, this research employs Byte Pair Encoding and Character Embeddings for vector representation. The models underwent training on the extensive Giant corpus and subsequent evaluation on the Cora Corpus to ensure a balanced and rigorous comparison, maintaining uniformity across embedding layers, normalization techniques, and Dropout strategies. Results indicate that the BiLSTM + CRF architecture outperforms its counterparts by adeptly handling the syntactic structures prevalent in bibliographic data, achieving an F1-Score of 0.96. This outcome highlights the necessity of aligning model architecture with the specific syntactic demands of bibliographic reference segmentation tasks. Consequently, the study establishes the BiLSTM + CRF model as a superior approach within the current state-of-the-art, offering a robust solution for the challenges faced in digital library management and scholarly communication.

Lists of predatory journals and publishers: a review for future refinement

Although predatory publishers are increasingly recognized, universally accepted criteria for defining predatory journals are lacking. These journals challenge the scholarly community by blurring the line between legitimate and questionable publishing practices. Several lists and reports of predatory journals have been published, which offer valuable insights; however, they are not devoid of criticism. Beall’s list, although criticized for its inclusion criteria, is currently managed anony-mously and updated infrequently. Cabells’ list uses an extensive array of inclusion criteria, some of which are similar to those used in Beall’s list. Several of these cri-teria are redundant and fail to detect predatory practices, and using all of them in evaluating a journal is seldom practicable. Kscien’s list has emerged as a promising alternative for identifying predatory publishers or journals. However, it requires refinement, potentially through creating a distinct list supported by unequivocal evidence, such as accepting a fake manuscript (ascertained through a sting opera-tion). The present review seeks to catalyze research on identifying predatory jour-nals and publishers by comparing existing lists and suggesting new techniques for detecting predatory practices.

Leveraging Project ECHO to Implement a Suite of Substance Use Learning Communities for Statewide Impact.

Overdoses and alcohol consumption rose during the pandemic. However, uptake of practices which reduce mortality (eg, medications for opioid use disorder, harm reduction practices) remains insufficient. Provider training and telementoring is needed to ensure sufficient capacity for treating substance use disorders (SUDs) with evidence-based practices. The Project ECHO (Extension for Community Healthcare Outcomes) model involves the use of web technologies to deliver didactic and case-based learning through a panel of experts to build such competency in a community of learners. Project ECHO was leveraged to implement a statewide telementoring center of addictions-focused ECHO programs, including programming in prescribing, harm reduction, recovery support services, collaborations with first responders, and systems-level challenges. Participants represented health and behavioral health disciplines practicing across the state of Texas in metropolitan and rural areas. Learners were administered: (1) an online registration form that inquired about basic demographics, (2) a post-session survey at the conclusion of each session capturing satisfaction and likelihood to implement, and (3) annual surveys measuring changes in knowledge and self-efficacy. Attendance and other learner data were stored and extracted from the partner relationship management database: iECHO. Training programs were attended by 968 learners, with an average of 48 learners per session. Geographic reach included 47 Texas cities. Post-training survey results indicated high rates of learner satisfaction, with an average rating of 4.68 on a 5-point Likert-like scale. Annual surveys indicated improvements in provider knowledge and self-confidence across all programs. Early results indicate robust uptake, wide geographic reach, high learner satisfaction, and provider knowledge and confidence gains. This preliminary evidence supports the use of the ECHO model as a potential tool for scaling comprehensive SUD telementoring centers to meet workforce development needs over large geographic areas.

Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project

ABSTRACT Significant conversations provide a private and safe space for teachers to develop their thinking about teaching and learning. These conversations are important to academic development but may be limited by their privacy, although Roxå & Mårtensson noted that it was possible to create a culture which led to extended networks. This study explores how the concept of such conversations can be developed further to contribute to institutional change and the development of inclusive learning communities. Led by students of colour, a project, ‘The Big Change’, was designed to provide an empowering space for open and non-judgemental conversations between students and staff about the experiences of student of colour in a modern university. The paper explores the experiences of the staff (N = 15) who participated in online focus groups in which they explored their experiences of the project and the complexities of vulnerability and public discourses. Within these focus groups we provided a space for conversations in which trust and accountability were identified as key factors for meaningful change, particularly in a sensitive area of work such as anti-racism. This approach, based on student-led interventions plus safe conversations, provides a model for facilitating cultural change within higher education.

Educating through commons-based pedagogical practices

This paper explores the transformative potential of primary education pedagogy to instill the logic and ethics of the commons, emphasizing a paradigm shift away from competitive or individualistic learning frameworks towards those fostering care, reciprocity, and mutual support. Through a year-long action research project in a sixth-grade classroom, this study examines the transfer of Educational commons elements into formal schooling. It argues that such integration requires pedagogical practices that cultivate distinct cognitive and operational modes, enabling students to engage in self-organization of the school classroom and collective knowledge management. The research details the development and operationalization of what is termed as “commons-based pedagogical practices”. These practices are designed to encourage a learning environment that is inclusive and collaborative, characterized by peer learning, co-creation of knowledge, assemblies. peer dialogue and peer accountability. The study juxtaposes theoretical frameworks with practical applications, providing insights into how these pedagogical approaches can be effectively implemented to transform educational settings. The emphasis is placed on creating a classroom dynamic that supports the collective exploration and negotiation of diverse educational concepts, thereby fostering an atmosphere conducive to communal learning and ethical engagement.

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.

Students’ challenges in Romanian tertiary education

This study explores the challenges faced by Moldovan students in their first year of tertiary education at the ‚Alexandru Ioan Cuza’ University of Iași, Romania. This article aims to explore the impact of these factors on higher education, particularly in the field of economics. Using a mixed-methods approach, including participant observation, interviews, and document analysis, the research investigates the intersection of literacy, academic progression, and English language proficiency among Moldovan students. Despite facing limitations such as sample size constraints and language barriers, the study uncovers promising insights into students’ experiences and the formation of a supportive learning community. As the research progresses, preliminary findings indicate enthusiastic student engagement and the emergence of a positive group dynamic. By addressing these challenges, the study seeks to contribute to the advancement of educational practices and the empowerment of Moldovan students within the Romanian higher education landscape.

Sounds of Silence: Sharing Wordless Picturebooks in the Classroom

AbstractWordless picturebooks are most often used in classroom settings as writing prompts or scaffolds for developing language proficiency. This article introduces and describes a teacher‐led instructional practice that we call silent orchestration. The practice provides a place and space for students' personal transactions with wordless picturebooks situated in a community of learners. Silent orchestration has three main components: preparation, guided exploration, and appreciation. Each component is described and illustrated with an extended vignette from a fifth‐grade classroom.

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.

Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation

Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation

Education Financing Model Transformation to Build Education Accessibility Through Free School Fees at PKBM Golden

The Ayo Lanjut Sekolah program at the Golden Community Learning Activity Center offers access to tuition-free education for those disconnected from the formal education system. This study explores the management of education financing in the program context. Through a literature review approach, this study identifies funding strategies from external sources and evaluates their impact on program sustainability. The findings show that this innovative approach successfully improves access to education without imposing costs on learners. The implication emphasizes the importance of alternative models in education financing management to support education inclusivity for equal access to education that can be widely accepted. Suggestions for future research include further development in the understanding of education finance management and mapping sustainable funding models for similar programs. This research is expected to provide valuable guidance for education practitioners in designing inclusive and sustainable financing strategies to ensure equitable access to education for all. The study utilized a literature review to assess education financing management strategies at the Golden Community Learning Activity Center, focusing on the impact of the Ayo Lanjut Sekolah Program. Results indicated that sourcing external funding, such as government grants and corporate donations, positively affected program sustainability. This innovative approach addresses financing challenges for marginalized communities, enhancing educational access. The findings underscore the significance of inclusive financing models in improving education accessibility for marginalized groups.

Project ECHO Brain Health: Assessing the Impact of a Pilot Program to Promote Self-Efficacy Among Community Health Workers.

This mixed-methods study sought to examine the impact of the Project ECHO Brain Health program on participating community health workers' (CHWs') self-efficacy to address dementia, promote brain health, and advocate for research among Latinx South Texas communities. Using an explanatory sequential design, quantitative data collected from pre- and post-program surveys were analyzed to inform the collection of qualitative data, followed by an interpretation of all findings to better understand the impact of the program on self-efficacy. Pre- and post-surveys were collected from 25 CHWs, 13 of whom later participated in individual interviews. There was a statistically significant increase in mean self-efficacy scores between the pre- and post-surveys among participants. Three categories reflecting the experiences of participants were identified from the qualitative data: addressing training needs; impact on CHWs and their practice; and community of learning. The findings suggest that Project ECHO Brain Health program is a timely intervention that may facilitate increased self-efficacy among CHWs as they navigate the impacts of dementia in their communities.

ANALISIS MANAJEMEN PENGELOLAAN KELAS DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MULTILINGUAL DENGAN MODEL CONTEXTUAL TEACHING AND LEARNING

“The contextual teaching and learning model is Among several student management developed by combining classical learning by teaching staff at MTs Putri Nurul Huda Situbondo. The type of research used is qualitative research with a case study approach. The informants in this research were school principals, teachers, and students. Data collection techniques employed observation, interviews, and documentation studies. In this research, researchers used several stages of data analysis, namely the data condensation stage, data presentation stage, making temporary conclusions, and verification activities. The research results concluded that there are four stages of student management in improving multilingual communication competence: classroom layout management skills, time management skills and material coverage, and student management skills through language games. The CTL learning model is carried out in the planning stage, namely by making a learning implementation plan that refers to the independent curriculum, then the implementation stage, which contains three activity stages, namely preliminary activities, core activities, which contain the components of constructivism, inquiry, asking, learning community, modeling, reflection, then Closing activities use authentic assessment.

On the limitations of adversarial training for robust image classification with convolutional neural networks

Adversarial Training has proved to be an effective training paradigm to enforce robustness against adversarial examples in modern neural network architectures. Despite many efforts, explanations of the foundational principles underpinning the effectiveness of Adversarial Training are limited and far from being widely accepted by the Deep Learning community. Moreover, very few research works investigated the limitations of robust Convolutional Neural Networks beyond the well-known accuracy drop on natural images. In this paper, we describe surprising properties of these models, shedding light on mechanisms through which robustness against adversarial attacks is implemented. We also highlight limitations and failure modes that were not discussed in prior works. Through extensive analyses on a wide range of architectures and datasets, we empirically demonstrate that adversarially-trained Convolutional Neural Networks do not exploit efficiently the model capacity and that the simplicity biases induced by Adversarial Training may lead to undesired behaviors.

A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning

AbstractBackgroundSustaining productive student–student dialogue in online collaborative inquiry learning is challenging, and teacher support is limited when needed in multiple groups simultaneously. Collaborative conversational agents (CCAs) have been used in the past to support student dialogue. Yet, research is needed to reveal the characteristics and effectiveness of such agents.ObjectivesTo investigate the extent to which our analytics‐based Collaborative Learning Agent for Interactive Reasoning (Clair) can improve the productivity of student dialogue, we assessed both the levels at which students shared thoughts, listened to each other, deepened reasoning, and engaged with peer's reasoning, as well as their perceived productivity in terms of their learning community, accurate knowledge, and rigorous thinking.MethodIn two separate studies, 19 and 27 dyads of secondary school students from Brazil and the Netherlands, respectively, participated in digital inquiry‐based science lessons. The dyads were assigned to two conditions: with Clair present (treatment) or absent (control) in the chat. Sequential pattern mining of chat logs and the student's responses to a questionnaire were used to evaluate Clair's impact.ResultsAnalysis revealed that in both studies, Clair's presence resulted in dyads sharing their thoughts at a higher frequency compared to dyads that did not have Clair. Additionally, in the Netherlands' study, Clair's presence led to a higher frequency of students engaging with each other's reasoning. No differences were observed in students' perceived productivity.ConclusionThis work deepens our understanding of how CCAs impact student dialogue and illustrates the importance of a multidimensional perspective in analysing the role of CCAs in guiding student dialogue.