Development Of Academic Skills Research Articles

Pengalaman Self Directed Learning Mahasiswa dalam Project Based Learning

This study aims to see an overview of students' self-directed learning experiences when conducting project-based learning. This study uses a qualitative method with a phenomenological approach. Participants in this study are students who are or have participated in project-based learning. Data analysis was carried out using the Interpretative Phenomenological Analysis (IPA) method to understand students' in-depth experience in managing self-directed learning. The validity of the research is maintained through triangulation of data sources and confirmation of results to participants The research results show that students who have good self-directed learning skills can overcome various challenges in project based learning such as problems in team collaboration and time management. In addition, the self-evaluation carried out by students during the learning process helps them improve critical thinking skills, resource management and independence. Intrinsic motivation factors and external support play an important role in supporting the success of self-directed learning in project based learning. This research concludes that self-directed learning plays a significant role in increasing the effectiveness of studenjt learning in project based learning, both in terms of academic results and life skills development

Unveiling Layers of Interaction: An Investigation into the Behavioral Transformations of Preschoolers with Autism Spectrum Disorder Through Assistive Technology from a Caregiver’s Perspective

This qualitative study explores the impacts of assistive technology (AT) on preschoolers with autism spectrum disorder (ASD) from the perspective of caregivers who observe and experience these behavioral changes firsthand within the home environment. Utilizing a phenomenological research design, the study involved semi-structured interviews with 10 caregivers, including both mothers and grandmothers. The analysis revealed several key themes: enhanced communication, improved social interaction, learning and development, challenges and support needs, and the variety and everyday usefulness of AT. Caregivers reported significant advancements in both verbal and nonverbal communication, increased family and peer interactions, and the development of academic and life skills in their children. However, challenges such as technical difficulties and the need for professional support were also highlighted. The study underscores the potential of AT to significantly improve the quality of life for children with ASD while also emphasizing the importance of robust support systems to optimize AT utilization. These findings contribute to a deeper understanding of the nuanced impacts of AT on children with ASD, offering valuable insights for future research and intervention strategies. Received: 8 September 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

Embedding academic literacies and skills into courses through graduate competency maps

The University of Bedfordshire will launch our updated Curriculum Framework in autumn 2024. A core feature will be for all courses to include a Graduate Development Pathway which spans pre-arrival, induction, first assessment, on course teaching, and beyond graduation. A central part of the pathway is a universal ‘learning to learn’ six-week induction that addresses the development of core academic literacies and skills. This is then followed by course specific graduate competency maps that outline how institutional graduate competencies are developed across units within a course. Institutional graduate competencies such as ‘communication’, ‘problem solving’, and ‘digital learning’ align to topics historically supported by our Learning Development Team. As such, it is pivotal that the Learning Development Team is involved in the development of these maps. Our approach to developing Graduate Pathways will therefore position Learning Developers at the heart of curriculum co-creation. Course teams will work in partnership with our Learning Development Team (along with Careers and Employability Advisors) to develop graduate competency maps. This empowers Learning Developers to draw upon their expertise and support the embedding of academic literacies and skills across the institution. This both positions and recognises the LD team as institutional experts in ‘learning to learn’ and mitigates the need for our LD Team to ‘fight against the notion that we are teaching ‘study skills’ in a deficit way’ (Hood, 2023, p.200) as often still seems to remain the case in the HE sector. I foresee (and hope) that ‘Learning Development for the future’ will see more universities introducing similar processes that facilitate and empower Learning Development teams to share their expertise. This in turn would mean the ‘third space’ (Holley and Biggins, 2023, p.84) typically occupied by Learning Developers will become increasingly expansive in the future.

Ethical and effortful: workshopping human and generative AI academic writing collaborations

The launch of Open AI’s ChatGPT in 2022 caused a furore within higher education. While initial reactions were negative – educators imagined the end of the undergraduate essay and an acceleration in academic integrity departures – more recent conversations have emphasised how these tools might enhance teaching and learning experiences. This paper explores one possibility for approaching student use of generative artificial intelligence (GenAI) tools, by considering their use in relation to academic skill development. It focuses on a set of workshops conducted within a graduate professional development course at Queen’s University (Canada) in early 2024. The first workshop examined commonalities in Western, English academic writing structures; identified how demystifying these structures supports academic writing and reading practices; and considered how GenAI tools that utilise large language models (LLMs) mimic these structures to enhance students’ awareness of GenAI’s potential applications and limitations, and to identify the processes inherent in academic work. In the second workshop, students critiqued discipline-specific examples of AI-generated academic assignments. By exploring the qualities of academic writing alongside GenAI outputs, the workshop series invited students to explore the possibilities of what might be achieved through human-AI collaboration and to articulate what can never be replicated by a tool without embodied knowledge. This paper presented this set of workshops as a possible model for discussing GenAI tools with students—a model that demonstrates how GenAI tools might be integrated into students’ academic practices in ways that are ethical and effortful and which support, rather than stifle, student creativity.

What the Literature Tells Us About the Transition of Second-Career Academics Into Higher Education

With the growth and evolution of the higher education sector in recent decades, universities have drawn on more diverse sources from which to recruit academic staff. One such route is for universities to recruit professionals from non-academic backgrounds to teach and research. The transition of career professionals becoming second-career academics is a growing phenomenon, but one that is under-researched in the literature. This paper summarises the findings in the literature on this topic from the last twenty-five years, drawing on forty-four academic articles. Common themes are discussed and presented in a chronological format from the decision-making process prior to transitioning, through the challenges and opportunities commonly experienced by second-career academics making the transition, concluding with a summary of the recommendations presented in the research. In the discussion section that follows, the author draws on their own experience as a second-career academic to summarise pertinent points and offer an additional perspective on the recommendations offered in the literature. The purpose of this article is to offer a summary of what is currently understood in the literature with a view to supporting further research into the transition of second-career academics as an important skills development issue for the higher education sector. The review finds that several recommendations are common in the literature (mentoring schemes, development of academic skills and agency, introduction of reference materials and cultural change) and the viability of these is discussed before recommendations are made for individuals considering transitioning to a career in academia.

Learning styles and regulation of task value in new university students

International organizations’ analyses of Mexican students have shown that the nation's educational system is currently facing significant challenges in its ability to support the development of academic skills at all educational levels. Evaluations carried out by international organizations on Mexican students have revealed that the educational system in this country currently presents serious difficulties in effectively contributing to the development of academic skills at all educational levels. Models that consider learning styles and other factors that support academic performance such as intrinsic motivation, mastery goals, beliefs, control and Regulation of the Value of Tasks (RVT) have been developed since the last century to improve the skills of both high school and university students. A quantitative, non-experimental, cross-sectional, descriptive and correlational study was conducted to identify the relationship between Regulation of the Value of Tasks (RTV) and learning style (LS). RTV data collection used the motivated strategies for learning questionnaire while EA was assessed using the Honey-Alonso Learning Styles Questionnaire (CHAEA). The study involved 108 university students enrolled in a public institution located in southeastern Mexico. The results indicate a "very weak" relationship between SRL and the active, pragmatic and theoretical learning styles. According to the literature review conducted for this study, there are very few similar investigations making it difficult to compare the results with previous data. Further research is suggested to explore the relationship between these variables in other populations.

Work-integrated learning for working life in academia – experiences from online learning activities with PhD students

ABSTRACT The PhD period needs to provide work-integrated learning (WIL) in academia to enable the development of academic skills and handling situations of failure as well as success. During the Covid-19 pandemic there was increased risk for PhD students of losing pace in PhD projects, disconnectedness from academia and decreased well-being, while digitalisation in PhD education increased. The purpose was to test and explore the experienced value of group-based online learning activities for PhD students, and how they relate to WIL in PhD education. The two tested online learning activities were online monthly meetings and online writing retreats. The project was performed with Plan-Do-Study-Act. Evaluation data included the number of participants, types of spin-offs from the learning activities, and participants’ feedback. The data were analysed from the perspective of the experienced value of the learning activities and how they can relate to WIL in PhD education. The PhD students acquired increased academic and leadership skills, experienced less stress, enhanced self-efficacy, decreased dependency on supervisors and a safe social environment important for their well-being. In addition, there was good progress of the participants’ projects and joy at work.

The Future is Interdisciplinary: Development of a Medical Sciences Master’s Program that Fosters Academic, Professional, and Personal Development

This paper outlines the design, development, and implementation of a new Master of Science in Interdisciplinary Medical Sciences (MSc IMS) program at Western University in Canada. The course-based program focuses on interdisciplinary education and experiential learning with a goal to foster students' academic, professional, and personal skill development. The authors discuss the rationale for developing the MSc IMS program, describe the curriculum design process, outline the innovative features in the program, and share the findings from the inaugural cohort on their motivation to enroll in the program. The alignment between the data from the inaugural cohort and the rationale for the program is also highlighted. The paper adopts a narrative approach to detail the process used throughout the design of the program and presents findings from a pre- questionnaire—focusing on the overall needs of students and rationale for their enrollment—administered to the inaugural cohort of the program. This scholarly work informs educators, curriculum designers, and administrators about the importance of interdisciplinary programs in higher education. It is also of significant relevance to departments planning to develop new programs or update existing ones to reflect 21st century teaching and learning approaches.

Morocco's Webinars Ignite Global Academic Resilience in Doctoral Research

General Background: The COVID-19 pandemic triggered significant disruptions in education worldwide, compelling a shift to online learning across various contexts, including in Morocco. Specific Background: In response to this challenge, the Faculty of Letters and Human Sciences at Mohammed V University in Rabat initiated the "Language, Culture, and Society" (LCS) webinar series. This program provided a virtual platform for doctoral students, aiming to sustain academic progress and emotional well-being during the crisis. Knowledge Gap: Despite the proliferation of online educational initiatives during the pandemic, there is limited research on how such programs specifically impact doctoral students' academic and psychological resilience. Aims: This article aims to explore the transformative role of the LCS webinar series in enhancing the academic journey and personal growth of doctoral students, particularly in alleviating challenges such as despair and reader's block. Results: The LCS webinars emerged as a crucial support mechanism, facilitating academic discourse, skill development, and psychological reinforcement. The program significantly contributed to restoring confidence, refining research trajectories, and fostering a culture of collaboration among an international online community. Novelty: This study provides a unique narrative reflection on the impact of a specific online educational program during a global crisis, emphasizing the dual academic and psychological support offered to doctoral students. Implications: The findings underscore the importance of online platforms in higher education, particularly in crisis contexts. The success of the LCS webinars suggests that similar initiatives could be replicated to support doctoral students globally, offering sustained academic and emotional support through accessible, high-quality online resources. Highlights: Webinar Impact: Enhanced academic progress and growth. Psychological Support: Overcame despair with emotional reinforcement. Global Collaboration: Fostered international scholarly connections. Keywords: COVID-19, online learning, doctoral students, webinars, academic resilience

Academic Readiness among Young Children Treated for Brain Tumors: A Multisite, Prospective, Longitudinal Trial.

Young children treated for central nervous system (CNS) malignancies are at high risk for difficulties with academic functioning due to increased vulnerability of the developing brain and missed early developmental opportunities. Extant literature examining academics in this population is limited. We investigated academic readiness, its clinical and demographic predictors, and its relationship with distal academic outcomes among patients treated for CNS tumors during early childhood. Seventy patients with newly diagnosed CNS tumors were treated on a prospective, longitudinal, multisite study with chemotherapy, with or without photon or proton irradiation. Patients underwent assessments of academic skills at baseline, six months, one year, and then annually for five years. Assessments measured academic readiness and academic achievement in reading and math. Mixed linear models revealed slowed development of academic readiness skills over time. Socioeconomic status (SES) was predictive of academic readiness at all time points. Other demographic (eg, age at treatment) and clinical (eg, shunt status, treatment exposure) variables were not predictive of academic readiness. Distal reading difficulties were proportionally greater than normative expectations while math difficulties did not differ. Academic readiness was predictive of distal academic outcomes in reading and math. Treatment for CNS malignancies in early childhood appears to slow development of academic readiness skills, with SES predictive of risk. Academic readiness skills were predictive of subsequent academic achievement. A disproportionate number of long-term survivors performed below age-based expectations in reading. These findings suggest the need for monitoring and interventions targeting early academic skills in this population.

Project- and Research-Based Teaching in Civil Engineering

Research-based practical applications are becoming increasingly important in providing valuable solutions to the challenges facing the construction industry. In this paper, we present a teaching concept that was implemented and evaluated in four courses, addressing the development of future-proof academic skills, particularly scientific working skills, in the field of civil engineering. The first evaluation results from a survey among the students who participated in the four courses are presented on the extent to which project-based and researchbased learning promote domain competences, planning, and study skills. The results indicate that, especially in master’s degree courses, future skills are improved by paper-based learning. Additionally, student motivation increases due to the boost in creativity and group work facilitated by the teaching concept. On the other hand, the results suggest that guidelines are necessary to implement paper-based learning, especially in bachelor’s degree courses. Furthermore, it is crucial that future-proof academic skills are relevant for success in the practical working context.

Curiosity in Science Learning: A Systematic Literature Review

This review systematically examines the role of curiosity in science learning, focusing on its influence on engagement, cognitive processes, and educational outcomes. A comprehensive literature search was conducted using databases such as Scopus, resulting in the selection of 40 peer-reviewed empirical studies published between 2019 and 2024. Inclusion and exclusion criteria ensured the relevance and rigor of the selected studies. The findings reveal that curiosity significantly enhances memory encoding and consolidation, motivates learners, and supports exploratory behavior. Specifically, studies indicated that curiosity-driven learning leads to improved attention and learning processes, resulting in better educational outcomes. Pedagogical strategies that foster curiosity, including the integration of large language models and innovative teaching tools, have been shown to effectively enhance student engagement and learning in science. Quantitative data from the reviewed studies demonstrate that curiosity-driven approaches lead to a 25% increase in student engagement and a 30% improvement in learning outcomes. The review underscores the importance of systematically integrating curiosity-enhancing strategies within pedagogy to create more engaging and effective educational experiences. Future research should focus on developing comprehensive measurement tools for assessing curiosity and conducting longitudinal studies to explore its long-term impact on academic achievement and skill development. Additionally, the exploration of modern technologies in enhancing curiosity-driven learning should be prioritized. Educators are encouraged to implement pedagogical strategies that stimulate curiosity to maintain and enhance student engagement and achievement in science learning.

Enhancing special education programs’ curricula for students with intellectual disabilities in saudi arabia: A call for personalized approaches and inclusive practices

Background/AimsIn Saudi Arabia, students with intellectual disabilities (ID) receive some of their education through textbooks. However, using textbooks with students with ID contradicts the principles of providing services based on individuals with ID needs personalized plans to develop their individual abilities. This study aimed to investigate family and teacher perceptions of middle and high school curricula for students with ID in Saudi Arabia. This study focused specifically on the extent to which these curricula contribute to the development of academic and life skills among these students. Method and procedureA 21-item scale was used to measure the perceptions of family members and teachers of individuals with intellectual disability. The scale validity and reliability were examined and supported. The sample comprised of 113 family members and 111 teachers of students with ID. Outcomes and resultsFamily members and teachers both expressed low satisfaction regarding the improvement in academic and life skills of students as a result of the current curricular in the surveyed programs. Additionally, they conveyed dissatisfaction with the overall outcomes of services provided for individuals with intellectual disabilities. Conclusions and implicationsThis study highlights the inadequacies of a one-size-fits-all approach to designing curricula for students with ID. There is a need to improve and enhance curriculum content to meet the diverse learning needs of these individuals.

An Analysis of Contextual Characteristics for the Successful Design and Implementation of a Blended English Learning Program in a Higher Education Institution: A Possibility to Innovate

Innovations are usually associated with new technologies and applications. When it comes to teaching, the term pedagogical innovation is to introduce something new to improve learning and teaching conditions. This investigation seeks to analyze the characteristics of context to design and implement a pedagogical innovation that materializes into an English program in a blended learning modality. This is a needs analysis study that includes qualitative and quantitative types of information. The participants in the study are students, teachers, and administrative staff. This investigation employs questionnaires, in-depth interviews, and a focus group. The study concludes that to have a sustainable pedagogical innovation, the content should be based on the participants’ academic areas, and the pedagogical innovation should foster the development of critical thinking, academic skills, autonomy, and collaboration.

Influence of Media on Religio-Cultural Development and Academic Performance of Youths in Nigeria

Media plays a significant role in the religio-cultural development and academic performance of Nigerian youths. It connects them across religious and cultural boundaries, promoting the expression and preservation of religious and cultural activities. However, the proliferation of digital media has also led to challenges such as misinformation, religio-cultural erosion, and distractions that can hinder academic progress and undermine traditional beliefs. This paper analyses existing literature and empirical studies to provide insights into the complex interplay between media exposure, religio-cultural identity, and academic outcomes among Nigerian youth. The positive influence of media on the religio-cultural development and academic performance of Nigerian youth is significant, as exposure to diverse religious and cultural perspectives fosters tolerance, understanding, and appreciation for Nigeria's rich heritage. Educational content aids academic growth and skill development. Media serves as a tool for empowerment, inspiring youth to pursue their passions, educational goals, and a deeper connection with their religio-cultural roots. However, it emphasizes the need for media literacy and critical analysis to navigate potential challenges posed by media's influence on religio-cultural values and academic pursuits.

The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism

ABSTRACT Educational tools based on the use of dance for professionals working with children with autism spectrum disorders (ASD) are scarce. The aim of this article is to highlight the benefits of dance therapy by presenting new research in the literature, and to describe the results of an intervention proposal that includes dance therapy in this field of education. The relevance of arts education as a strategy of attention to diversity in schools for the integrated development of academic and social skills is highlighted. The intervention proposal was designed with a programme of activities that included dance therapy and was implemented in children with autism. The aim was to determine whether it contributed to the development of their social skills. A descriptive qualitative methodology was used, with a purposive sampling of subjects affected by autism spectrum disorder attending the same educational centre. The results were collected in a field diary detailing the evolution of each subject in each module. Stufflebeam’s CIPP model was used to evaluate the results in terms of improvements in social skills. The results confirmed that dance therapy is an appropriate tool for the development of social skills in students with ASD.

Teachers’ Transformational Leadership on Academic Culture of College Students: Towards Enhancing Leadership Skill

This study aims to explore the impact of teacher transformational leadership on academic culture and career planning of university students, with the ultimate goal of improving students' leadership skills. The students participating in the survey are coming from sophomore level only from the five universities in Jiangxi Province of China. From the total size of 4,436 sophomore students in the five universities, Qualtrics identified 354 to be the total sample size of the actual research participants. based on the research problems and parameters of the study, there are some findings. Teacher transformational leadership profoundly influences students' career planning, facilitating clarity and direction, resource management, resilience in overcoming challenges, development of academic skills and integrity, fostering interdisciplinary abilities and self-discipline, offering guidance and mentorship, promoting academic exchange, and facilitating adaptation to diverse academic environments.Based on the conclusions, the following are recommended: .Institutions should prioritize the implementation of culturally responsive practices. Building on the effectiveness of transformational leadership dimensions highlighted in the research, institutions should invest in leadership development programs for educators. Institutions should ensure that leadership development initiatives are accessible and inclusive to individuals from diverse demographic backgrounds.

Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder.

The aim of this study was to examine the effect of motor intervention program (MIP) on autistic index, pre-academic skills, motor skills and social skills of children with Autism Spectrum Disorder (ASD). The research group consisted of a total of 34 participants between the ages of 3-6, 17 in the control group (CG) and 17 in the experimental group (EG). EG participated in the motor intervention program for 60min a day, 2days a week for 12weeks. In the study, the Gilliam Autistic Disorder Rating Scale-2-Turkish Version (GARS-2 TV), Peabody Motor Development Scale-2 (PMDS-2), Pre-Academic Skills Evaluation Form (PASAF) and Social Skills Evaluation System Preschool Teacher Form (SSRS-PTF) were used. The increase in all subtests and total scores of PASAF and posttest scores obtained from PMDS-2 were found to be higher in favor of the experimental group (p < 0.05). The decrease in the stereotype and social interaction scores of GARS-2 TV and the change in the cooperation, self-control and externalization sub-dimensions of SSRS-PTF were found to be statistically significant in favor of the EG group (p < 0.05). In conclusion, it was found that MIP applied to autistic children was effective on the development of motor skills, academic skills and social skills and decreased the level of autistic index. This result shows that MIP is an effective practice that provides a favorable environment for autistic young children to develop multiple skills.

Dukungan Sosial Orangtua Terhadap Anak Disabilitas Netra Dalam Pencapaian Prestasi Akademik

A person's reduced ability to see images while performing daily activities or the malfunctioning of their sense of sight is referred to as a visual disability. Children with visual impairments are entitled to a supportive education that will help them excel in school. Parental social support can help with this. The purpose of this study is to find out the social support that parents provide to their children with visual disabilities to help them achieve academically, as well as the factors that hinder and support the implementation of social support. This study was conducted using a qualitative method, descriptive research type, with purposive sampling with four respondents. Interviews, observation, and documentation were used to collect data. The results showed that academic achievement of children with visual disabilities is influenced by parental social support, which includes emotional support, appreciation, instrumental support, information support, and group support. The development of academic skills and cognitive development is influenced by the characteristics of visual disability. This relates to the important role played by parents and SLB - A Pembina Tingkat Nasional school in educating their children who have visual disabilities. Parents provide information or advice verbally or nonverbally that has a positive impact on the action or emotional in the activity.

Learning and Memory Impairments With Attention-Deficit/Hyperactivity Disorder

ADHD is a common chronic neurodevelopmental disorder and is characterized by persistent inattention, hyperactivity, impulsivity and are often accompanied by learning and memory impairment. Great evidence has shown that learning and memory impairment of ADHD plays an important role in its executive function deficits, which seriously affects the development of academic, cognitive and daily social skills and will cause a serious burden on families and society. With the increasing attention paid to learning and memory impairment in ADHD, relevant research is gradually increasing. In this article, we will present the current research results of learning and memory impairment in ADHD from the following aspects. Firstly, the animal models of ADHD, which display the core symptoms of ADHD as well as with learning and memory impairment. Secondly, the molecular mechanism of has explored, including some neurotransmitters, receptors, RNAs, etc. Thirdly, the susceptibility gene of ADHD related to the learning and impairment in order to have a more comprehensive understanding of the pathogenesis. Key words: Learning and memory • ADHD • Review