Design Of Learning Programs Research Articles

Implementation of Individualized distance learning programs for ABK children in Inclusive Schools during the Covid-19 pandemic

Innovation of individual learning programs for children with special needs (ABK) in the middle of Emergency Remote Teaching (ERT) is necessary, especially for children with special needs. The purpose of this study was to describe the implementation of individual distance learning programs for children with special needs in inclusive schools during the pandemic. This is qualitative research with a phenomenological approach. Data collection techniques using observation sheets, interviews, and documentation. Data validation is done by source triangulation and technique triangulation. While the data analysis techniques use the theory of Miles and Huberman. The results of this study show the design of distance learning programs made by teachers to learn ABK in inclusive schools, namely with a collaborative model: (flexibility), (modification), (support), and with a 5M strategy. This collaboration Model and design help teachers and students in implementing the learning of children with special needs during the pandemic. In line with that, it is necessary to modify the individual learning program for children with special needs in inclusive schools the learning model that allows it to be used for learning for children with special needs during the pandemic is the 5M learning model.

The potential of ‘leading identity’ as an analytic concept for understanding Educational Leadership development in early childhood education

ABSTRACT This paper responds to pressing calls to better theorise the development of Educational Leadership in early childhood education. Specifically, we examine the usefulness of) the concept of leading identity for understanding shifts in Educational Leaders’ accounts of their leadership practices. Twenty Educational Leaders, recruited from Australian early childhood services, were interviewed before and after a developmental intervention using Change Laboratory approach. Our analysis of these interviews illustrates how leading identity can be used to trace shifts in the dynamic interplay of persons and practices in Educational Leadership work. We conclude by reflecting on how our argument might inform theorisation of leadership in early childhood education, the design of professional learning programmes for leadership development, and the methodological potential of leading identity for evaluating such programmes.

Enhancing business professional competencies in a virtual educational environment

This paper provides an example of the successful incorporation of a virtual project-based learning (PBL) assignment as a significant component of two business courses during the COVID-19 pandemic. In these courses, undergraduate accounting and global business students worked with local nonprofits to solve real-world business problems in a virtual environment. This collaboration afforded students the opportunity to practice professional competency skills while growing in their understanding of business and of nonprofits. This paper discusses the challenges and successes that occurred during the implementation of the virtual project, encourages the use of PBL and other innovative teaching projects when teaching online, and facilitates faculty design and implementation of virtual learning programs.

Higher education at the margins – success criteria for blended learning systems for marginalized communities

Providing access to higher education for people in marginalized communities, in particular for refugees, requires to re-think the traditional ways of teaching and learning in higher education institutions. The challenges of these circumstances both in terms of access to learning materials and the opportunity to collaboratively learn with others require specific support via appropriate didactical settings. Blended learning arrangements, i.e., settings that bring together online learning activities with synchronous, co-located settings show potential for addressing these requirements. In the present study, we examine the success factors in the design of blended learning settings for supporting higher education in marginalized communities. Based on an established model of blended learning success, we explore the specific challenges of the target group via a survey which was distributed to students of different subject areas and of the higher education programs of Jesuit Worldwide Learning. The 80 survey participants analyzed in this paper live in refugee camps, or marginalized areas located in rural and remote areas in Afghanistan, Guyana, India, Iraq, Kenya, Malawi, Myanmar, Philippines, Sri Lanka and Thailand. While we could confirm the success factors that also apply for blended learning scenarios in traditional settings, we also found evidence for the crucial role of facilitation in both, online and co-located learning phases, and challenges regarding the access to suitable infrastructure. Both need to be considered during design of blended learning programs for this target group.

EVALUASI RANCANGAN PEMBELAJARAN PENDIDIKAN JASMANI DAN KESEHATAN DI SEKOLAH DASAR NEGERI BUNULREJO 1 KOTA MALANG

Physical Education Sport and Health is one of the subjects conducted at the level of primary, secondary, even in collage. Not much different from other subjects in physical education and health there are programs that must be designed by the teacher in accordance with the standard content that has been set by the central government for the intended purpose can be realized. To achieve these objectives it is necessary to evaluate the program so that the programs that will and have been designed can be evaluated in order to achieve the intended purpose. The evaluation itself aims to determine the shortcomings of programs that have been made so that it can be improved with the aim of achieving the goals of the program in physical education and health will better. When viewed from the goal oriented evaluation model then the design of learning programs made by both teachers PJOK SDN Bunulrejo 1 Malang included in the criteria good, it’s about 85%. Even so there are components that are not yet in accordance with the standard content that has been determined, so the purpose of the program can be said has not been achieved.

Digital Competences for Improving Digital Inclusion in E-Government Services: A Mixed-Methods Systematic Review Protocol

The e-government requires citizens that have a certain level of digital skills. Contact restrictions caused by the COVID-19 pandemic has accelerated the digital transformation of Public Administration in most countries and has increased the social digital divide. Therefore, the training of citizens in digital competences is one of the main challenges of the knowledge society. This mixed-methods systematic review protocol aims to synthesize quantitative and qualitative findings about conditioning factors of digital inclusion, in a multidimensional perspective, related with the education, healthcare and welfare sectors and the political actions involved to improve the digital competences of citizenship for allowing and enhancing their interactions with these online public services. The protocol has been written following the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) guidelines. Nine databases including Web of Science, Scopus, Educational Resources Information Center Library and Information Science Abstracts (LISA), ProQuest, MEDLINE, PubMed, SocINDEX and Cairn.info will be searched for peer-reviewed empirical studies published from 2011 or later. Grey literature and citation chaining will be undertaken. Quantitative, qualitative and mixed-methods studies will be included. Data items will be extracted and coded in a standardized format. A convergent segregated approach to synthesis and integration will be used. The results will be of interest to educational policymakers who want to take into account citizens’ digital skills in the design of online services and lifelong learning programs.

Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program

Learning in the 21st century is influenced by a new paradigm regarding the human relationship with knowledge. The change from knowledge transmission to knowledge construction assumes a central role for the development of 21st century key competencies. Despite this, more evidence is required regarding the impact of active learning approaches on the development of such skills, especially metacognitive and collaborative skills. The present study reports findings on the impact of a technology-enhanced peer learning program on the promotion of upper secondary English as a Foreign Language student mentors’ metacognitive and collaborative skills as well as on how digital technologies (social media, multimedia production and collaborative online tools) contributed to their participation. 47 mentors from three Portuguese K-12 schools integrated the sample. Developed within the scope of Educational Design Research, the study follows a mixed-methods approach and combines quantitative and qualitative data from two self-report measurement tools and a survey by questionnaire. Data were analyzed by means of descriptive and inferential statistics and content analysis. Study findings confirmed that participation in the peer learning program had a positive impact on mentors’ metacognitive awareness and on the development of communication and collaboration skills related competencies - interaction and sharing with technologies, adding new evidence of the effectiveness of an innovative peer learning program design as to the deployment of 21st skills on secondary education. Study findings also indicated that the role of digital technologies was critical to supporting mentors’ collaborative work and interaction with their peers while participating in the program.

Going viral – capacity strengthening in the context of pandemic(s)

Strengthening the capacity of midwives and nurses in low- and middle-income countries to lead research is an urgent priority in embedding and sustaining evidence-based practice and better outcomes for women and newborns during childbearing. International and local travel restrictions, and physical distancing resulting from the COVID-19 pandemic have compromised the delivery of many existing programmes and challenged international partnerships working in maternal and newborn health to adapt rapidly. In this paper, we share the experiences of a midwife-led research partnership between Kenya, Malawi, Tanzania, Uganda, the UK, Zambia and Zimbabwe in sustaining and enhancing capacity strengthening activities remotely in this period. Whilst considerable challenges arose, and not all were overcome, collectively, we gained new insights and important learning which have shifted perspectives and will impact future design and delivery of learning programmes.

An empirical study of Chinese students' behavioral intentions to adopt 5G for smart-learning in Covid-19

The social distancing due to the Covid-19 epidemic has disturbed all sectors of society, including education. To maintain normal operations, it is necessary to adapt quickly to this situation. Many technologies and platforms have rushed to offer their support to users. This article adopts a critical perspective to reflect on the factors that may cause the hasty adoption of 5G smart learning technology. To investigate students' intentions toward smart learning, this article provides a theoretical framework premised on the technology acceptance model (TAM) by adding components from the social practise theory (SPT). Based on data analysis through Structural equation Modeling (SEM) of a survey (n = 375) conducted in China, we found that the choice of 5G smart-learning technology depends on the combined effect of Material (MAA), Meanings (MEA), and Competency access (COA) factors. The results illustrate that these are the effective factors for student’s intentions to adopt 5G smart-learning technology. These outcomes are intended to aid service providers and decision-makers in developing effective ways to increase smart learning use. These findings can also enable us to identify challenges affecting smart learning adoption and to contribute to the design and proper supply of smart learning programs in other countries.

Pengembangan Model Pembelajaran dalam Pelatihan Berbasis Lingkungan bagi Guru Madrasah Aliyah Program Ilmu Pengetahuan Sosial

[LEARNING MODEL DEVELOPMENT IN ENVIRONMENTAL-BASED TRAINING FOR TEACHERS OF SOCIAL SCIENCE PROGRAMS IN MADRASAH ALIYAH]. The fundamental problem in this research, is that learning in the Madrasah Aliyah Social Science program which starts from planning to evaluation has not been based on the environment or contextual, therefore this research uses a type of development research with development methods to produce certain products and test the effectiveness of the products being analyzed. qualitatively and qualitatively descriptive. The conclusion of this study resulted in two products, namely the development of a training learning model in the form of an environment-based training learning program design which was validated by experts, obtaining an average score of 94% and an environment-based learning guide with a blended learning pattern, an average score of 98%. The conclusion of the research stages of developing an environment-based training learning model, obtained an average score of 89.91% accompanied by environmental-based learning guide products obtained an average score of 88.25%, while the teacher's ability to prepare HOTS questions as an evaluation tool and is an integral part in this environment-based learning, the average score is 89.53%. Thusthe product of this model development is very feasible to be a system product at the Education and TrainingCenter for Technical Education and Religious Personnel

Entrepreneurs’ competencies and networking as determinants of women-owned ventures success in post-economic crisis era in Greece

PurposeThe purpose of this study is to examine factors leading to venture success, emphasizing the role of entrepreneurs as critical in the whole process, based on a sample of women entrepreneurs. Drawing upon the competence-based view of the firm, it examines the effect of entrepreneurial competencies, managerial competencies and reliance on networks toward increased female venture success rates.Design/methodology/approachA structured questionnaire was allocated to women entrepreneurs to seek respondents’ perceptions. Principal component analysis (PCA) with varimax rotation was undertaken to confirm the constructs’ validity. A hierarchical regression analysis was performed to test the hypotheses.FindingsNetworking stands out as having the most significant positive effect on venture success while entrepreneurial and managerial core competencies are both important, with entrepreneurial competencies demonstrating a slightly higher score. Also, years of entrepreneurial experience, entrepreneurial family background and family status prove significant.Research limitations/implicationsThe study confirms prior research, highlighting the role of entrepreneurs as central, sharpening understanding of the required determinants of venture success. It further provides new insight into venture success from the perspective of the competence-based theory, highlighting clear-cut competencies.Practical implicationsThe study paves the way for the design of entrepreneurial learning programs targeting entrepreneurs and particularly females, highlighting the need for on-going education and educational programs to support entrepreneurs and distinctly women.Originality/valueThe study contributes to the effective management of venture progress and success and provides insight into entrepreneurs and policymakers.

A behavioural & social sciences core curriculum for Egyptian undergraduate medical education at the Armed Forces College of Medicine.

Introduction: Medical practice is a highly emotionally and behaviorally demanding occupation. Thus, the design of teaching and learning programs in medical colleges need to be modified to adapt such need. Behavioral and social sciences must be implemented to develop competent medical health care workers. Educational programs in Egyptian medical schools are undergoing a gradual shift toward integration, student-centeredness, and early clinical exposure. The Psychiatry Department & Medical Education Department at the Armed Forces College of Medicine in Egypt in collaboration with the Medical Education Department at Michigan state university; developed behavioral & Social science curriculum by adopting ADDIE’s basic five-step model, which includes Analysis, Design, Development, Implementation, and Evaluation processes. The identified curriculum has been split into three divisions: social topics related to behavioral medicine, basic psychology, and clinical medicine related to behavioral science. Twenty-six topics were included in these three divisions and were distributed in the seven selected core competencies. The working team expects to include more sociocultural and anthropology topics in the curriculum in the future. Additionally, it is hoped that more time will be allocated for this module, so it would be more possible to include other teaching & assessment methods for developing global understanding of disorders, and practical skills for behavior modification, as well as, encourage students to consider actual treatment strategies in clinical case scenarios. It is also hoped that students could get the chance for early exposure to hospital-based cases. This will motivate the students by allowing them to come into contact with various real-life settings. Context: Medical practice is a highly emotionally and behaviorally demanding occupation. Thus, the design of teaching and learning programs in medical colleges need to be modified to adapt such need. Behavioral and social sciences must be implemented to develop competent medical health care workers. Educational programs in Egyptian medical schools are undergoing a gradual shift toward integration, student-centeredness, and early clinical exposure

Randomized Trial of a Year-Long USMLE Step 1 Preparation Near-Peer Teaching Program.

Near-peer teaching (NPT) is a peer-assisted learning method that has been adopted by medical schools as studies have reported benefits to both tutors and tutees. Published studies suggest students may benefit from NPT programs when preparing for the US Medical Licensing Examination (USMLE) Step 1 exam, but they did not use a randomized controlled trial methodology. To determine the impact of a year-long NPT preparation program for the Step 1 examination, we conducted a randomized-controlled trial among second-year medical students at New York Medical College during the 2017-2018 and 2018-2019 academic years. Students who enrolled in the study were invited to complete a post-exam survey, and Step 1 examination scores of intervention and control groups were compared, controlling for preexisting academic differences and demographic traits. While the majority of students reported NPT program participation was a valuable use of their time, we found no significant difference in Step 1 scores between intervention and control groups. Notably, students identifying as female, underrepresented in medicine (UIM) or socioeconomically disadvantaged (SED) enrolled in higher proportions compared to the combined M2 student body of the 2017-2018 and 2018-2019 academic years. Our results may highlight the limitations of NPT programs for board examination preparation and inform the future design of peer-assisted learning programs within medical schools.

K-12 Students’ Online Learning Experiences during COVID-19: Lessons from China

Online learning has become the new educational pattern during the COVID-19 pandemic and is likely to supplement conventional schooling in the post-pandemic world. Lacking prior online learning experiences, the population of K-12 students deserves our special attention. Using purposeful sampling, this study investigated K-12 online learning experiences in China based on a large-scale survey (N = 118,589). Leveraging both quantitative and qualitative evidence, this study supported online learning as a flexible alternative to conventional schooling in emergency situations with a discussion of its benefits and limitations, and revealed key findings regarding K-12 students’ online learning pattern, experiences, and engagement, as well as the influencing factors. The research findings can inform the future design and implementation of online learning programs in primary and secondary schools.

تقصى المعتقدات البیداجوجیة لمعلمی العلوم نحو الدمج التکنولوجی

المستخلص: الغرض من الدراسة هو تقصى المعتقدات البيداجوجية ومستوى ثقة معلمي العلوم في قدرتهم على استخدام التکنولوجيا أثناء العملية التعليمية من خلال استبانة في دمج تکنولوجيا الکمبيوتر، تتکون من 21 عنصرا وتم اجراء الدراسة على عينة من 27 معلما للعلوم.وأظهرت نتيجة هذه الدراسة أن 55.6٪ من عينة معلمي العلوم لديهم مستوى عال من الثقة بقدرتهم على استخدام التکنولوجيا في العملية التعليمية، وأن العلاقة بين نوع المؤسسة التعليمية والمعتقدات البيداجوجية لمعلمي العلوم ليست ذات دلالة إحصائية، واتجاه معلمي العلوم الحاصلين على درجة الماجستير إيجابي جدا نحو استخدام التکنولوجيا في العملية التعليمية.وأوصت هذه الدراسة بمراعاة المعتقدات البيداجوجية لمعلمي العلوم نحو الدمج التکنولوجي في تصميم برامج التعلم المهني لأنها تؤثر على الممارسات التدريسية داخل الفصول الدراسية. Abstract: The purpose of the study is to investigate the pedagogical beliefs and the level of confidence of science teachers in their ability to use technology during the educational process through a questionnaire in the integration of computer technology, consisting of 21 items, and the study was conducted on a sample of 27 science teachers. The results of this study showed that 55.6% of the sample of science teachers have a high level of confidence in their ability to use technology in the educational process, and that the relationship between the type of educational institution and the pedagogical beliefs of science teachers is not statistically significant, and the trend of science teachers with a master’s degree is very positive towards using Technology in the educational process. This study recommended taking into account the pedagogical beliefs of science teachers towards technological integration in the design of professional learning programs because they affect the teaching practices within the classroom.

Pembelajaran Seni Pertunjukkan untuk Anak Usia Dini di Masa Pandemi dengan Local Genius Knowledge

Early childhood education is the important for a nation generation. It is the potential period in the growth of children to gain exploration experience from all aspects of both motoric and psychomotor. Lack of knowledge, especially about the concept and purpose of performing arts from an early age for education influence the design of learning programs that tend to be less creative. Even though in motion, there are many ways where the teacher can creatively connect with the values of student life at large the need of well-designed performing arts should be provided. This study aimed to describe how to produce performing arts learning design in kindergarten school by utilizing local cultural excellence knowledge sources (local genius knowledge) of Trawas district of Mojokerto with concept of integrated learning. This study used qualitative phenomenological research. The results show that during pandemic students can still learn the art performing by using online media (WhatsApp video call) so students can be more creative and discover the latest movements with the assistance of parents at home. The modeling strategy by inserting the Bantengan traditional performance as local genius of Mojokerto made the art performing learning in the kindergarten school was more meaningful. The integration of strategy and media with local genius of implemented in the school was potentially adopted larger.

Desain Program Pembelajaran Perspektif Keberagamaan Peserta Didik Sekolah Menengah Atas

Adolescence was a period in human life whose age and role limits are often not very clear. From such phenomena, one of the tools that can prevent the occurrence of adolescent problems, either self-inflicted, parents and society in general was a steady and steady Islamic religious education, as well as fostering a healthy and commendable personality. The purpose of this article was to analyze the students' religious development program that was a plan of activities, was used as a guide to make students able to practice their religious teachings well. This type of research was descriptive qualitative. Data analysis method was used by using descriptive methods. The results show that the implementation of religious programs in high school, seems to be more under the responsibility of the vice-principal of the student field, by looking at the data obtained, so many religious program activities to improve the quality of religious diversity of students in schools, either in the long term ( annual), monthly, weekly, and daily, which was a habituation activity.
 Keywords: Design of Learning Programs, Religious Programs

Non-formal patient handover education for healthcare professionals: a scoping review.

The objective of this scoping review was to identify, organize and present the underpinning learning theories, theoretical frameworks, didactics, content and evaluation methods used in existing literature on non-formal patient handover learning programs for healthcare professionals to highlight existing gaps in evidence. Clinicians are aware that the professional patient handover between healthcare settings poses a safety risk for patients. Learning programs for healthcare professionals improve patient handovers; however, there has been little formal exploration of the content of patient handover learning programs that elicit efficacious, non-formal learning activities. This scoping review therefore sought to investigate the concept of non-formal patient handover learning. This scoping review considered studies that included healthcare professionals from any healthcare profession examining non-formal patient handover learning in a variety of settings. Both qualitative and quantitative studies, as well as conference abstracts and reviews, were considered. An extensive search of multiple databases was undertaken. We considered studies published from 2000 onwards in English, Norwegian, Swedish and Danish. Data extraction was undertaken using an extraction tool developed specifically for this scoping review. The results of the review are presented in narrative form supported by tables. Fourteen studies were included. Study populations mostly comprised nurses or inter-professional groups of healthcare professionals, and non-formal learning program evaluation was performed in the context of intra-hospital handover, handover between hospital and other healthcare settings, and handover in the provision of pre-hospital and emergency services. Non-formal patient handover learning programs lacked reporting on the use of underpinning learning theory. The content of handover learning programs was informed by theoretical frameworks, checklists, mnemonics and frameworks developed based on observations in clinical practice or expert knowledge. Regardless of the type of handover, communication was the most-reported theme. The most-reported didactic was simulation. Pre- and post-intervention evaluation was the most-reported design. Evaluation methods varied from questionnaires and tests to observations and thematic analysis. Outcomes were reported on level 1-3, using Kirkpatrick's hierarchical model. No studies reported on patient outcomes. Gaps in knowledge were identified in the limited number of studies, comprising lack of transparency in the design of patient handover learning programs, notably concerning underpinning learning theories and learning objectives, lack of studies covering multiple settings, lack of knowledge regarding the impact of time on learning, lack of studies of any long-term impact, and lack of studies reporting on patient outcomes. Further research on non-formal handover learning programs is needed to enhance the transparency of program design and coherence in use of educational components from underpinning learning theories to evaluation methods. Few studies manage to document outcomes at the patient level.

DEVELOPING THE DESIGN OF CHARACTER EDUCATION THROUGH INTEGRATED CURRICULUM IN STATE ISLAMIC UNIVERSITY OF NORTH SUMATRA MEDAN

This study aims to develop the design of character education through an integrated curriculum in learning activities at UIN of North Sumatra Medan. This research activity is expected to provide a direct contribution to learning activities at UIN of North Sumatra Medan. Specifically, the contribution of this research is expected to contribute to: (1) the lecturers in developing learning that is able to develop and educate student characters, (2) the students of UIN of North Sumatra Medan to have the character as expected by UIN of North Sumatra Medan curriculum, and (3) UIN of North Sumatra Medan in developing character-based learning program design. When character education is taught with an integrated approach in the curriculum, it is a strategic concept to strengthen the values of goodness for the students. This certainly requires a design that can be developed in learning activities for the classroom and implemented by lecturers to students.

Pre-service Teachers’ Perceptions on the Relationship between Learning Program Design Course and Their Teaching Preparations

Learning Program Design is one of the compulsory courses offered to the English Language Education Study Program (ELESP) students to prepare for their teaching. This study is aimed to find out and to identify the possible relationship between Learning Program Design course and students’ teaching preparations. A survey study was conducted. The instrument used was questionnaire. A total of 30 students participated in this study. The perceptions of the pre-service teachers were obtained from their self-evaluations. The results of this study showed that most of the respondents had positive attitudes. They perceived that Learning Program Design Course had positive contributions to their teaching preparations.