Development Of Learning Skills Research Articles

Exploring the Characteristics of PBL Teaching Mode Analysis in Primary Education in China

To adapt to the diversification of current education development, PBL education has important development significance at all stages. Among them, primary education is the essential stage for developing learning skills. Compared to traditional teaching, the PBL model allows students to develop cooperative learning and independent thinking mode. By analyzing the characteristics of the PBL teaching mode, this paper concludes that the PBL improving teachers’ enthusiasm in the primary education stage. Moreover, the PBL mode in China’s primary education stage also needs to overcome some problems to better integrate into the teaching classroom and cultivate more students with more learning abilities and comprehensive problem-solving abilities. This article will provide some inspiration for the development of PBL teaching mode in the future.

TEACHERS’ OPINIONS ON PEER RELATIONS BETWEEN STUDENTS WITH SPECIAL NEEDS IN PRIMARY EDUCATION

Determining the factors affecting peer relations among students who need special education at the primary education level; peer relations have an important place in determining the problem situations encountered and in solving these problems. Therefore, this study aimed to determine the opinions of teachers about peer relations of students with special needs. For this purpose, the research was designed according to the qualitative research method. The research "content analysis model," one of the qualitative research methods, was used as a research model. The study group of the research consisted of 17 teachers working in two special education schools at the primary education level in Famagusta district of the Northern Cyprus. Teachers' opinions were collected from semi-structured interview techniques. According to teachers' opinions, the main problems encountered in peer relations among students are the problem of adaptation to school and aggressive behaviors. It has been concluded that the peer relationships of students with special education needs are essential for their cognitive development, adaptation to school, and development of learning skills.

Understanding 21st Century Learning and Learners: Perspectives of Special Education Teachers

The role of the teacher can be a catalyst in enhancing and developing learning skills among students especially those with special needs. Punjab has one of the largest segregated special schools' systems in the country where more than 30000 children with disabilities are enrolled. However, the learning outcomes are not up to the standards. This study is quantitative in nature and explores the perspectives of special education teachers regarding their knowledge and competencies to understand and practice 21-century skills to teach learners with special needs. A survey method was used to collect data from 50 special education teachers working in public and private sector special schools in Punjab. Due to school closures, convenient sampling was used and data were collected via Google forms. The findings of the study revealed that teachers at special schools are practicing collaborative, communication, creativity and self-direction skills more than other 21st-century skills.

Развитие образовательной и научно-исследовательской самостоятельности с позиции обучающихся медицинского университета

Introduction: As a full-fledged Bologna process participant, Kazakhstan is continuously implementing reforms aimed at medical education, impacting country's human capital. The professional capable of a lifelong learning is the main goal of modern education. The central role in reaching this goal is entrusted to the higher education. The relevance of our study lies within the curriculum changes with more hours for students’ independent work, which is the main method of obtaining reliable information and acquiring competence for lifelong learning. The aim of our study was to evaluate the students’ opinion on the self-study system at the Karaganda Medical University, revealing existing difficulties in the students’ acceptance of the Bologna process requirements, identifying methods to increase their involvement in self-education and scientific research. Materials and Methods: an anonymous survey was conducted among the 426 of the 3rd – 7th year and residency students, including 20 questions to identify students’ attitude to the individual work methodology as a factor for the development of skills for lifelong learning. Results and Discussion: the majority of students are voluntarily involved in the independent learning, understand its purpose, and use English-language sources with reliable up-to-date information. Less than half of the students evaluate their skills of information search and presentation as «average» and only about a quarter of them as «high». More than half of the students demonstrate interest in increasing their level of competence with these skills. Conclusions: Our study demonstrated that since the Republic of Kazakhstan accession to the BP the «Karaganda Medical University» successfully integrates new educational requirements into the educational process. Higher education system needs further improvement to better understand the students, remove barriers to progress and preserve students’ motivation to further develop personal potential.

How Mindfulness Strategies Can Support Social and Emotional Learning Skill Development for Elementary Grade Students With Emotional and Behavioral Disorders

The best social and emotional learning (SEL) curriculum can be difficult to implement when students with or at risk for emotional and behavioral disorders (EBD) are unregulated and unprepared to engage in instruction. Daily mindfulness practices can help students with and at risk for EBD regulate their emotions and behaviors and be prepared for instruction. In this article, we provide examples and models of how informal mindfulness strategies can be incorporated into the elementary classroom to support student SEL growth. We also address how SEL instruction can be intensified using explicit mindfulness intervention programs to help meet the needs of students with EBD.

Trends of Basic Faculty of Education Students Towards the Use of Photography to Develop Learning Skills in Kuwait

The study aimed to reveal the trends of students from the Faculty of Basic Education towards the use of photography to develop learning skills in Kuwait. The researcher used the survey descriptive method. The sample of the study consisted of (398) students selected randomly from the students of the bachelor, and the sample included (155) students and (243) students in the Faculty of Basic Education in the General Authority for Applied Education and Training. The researcher prepared a questionnaire to measure the directions of students, which consisted of (35) paragraphs. Honesty and fortitude have been used. The results showed that students’ attitudes towards the use of photography to develop learning skills were high, and the arithmetic averages ranged from (733). -4.01), the other paragraphs came in order (2, 14.22) with an average score of (3.66-3.65), and the overall score (3.85) was high. The results showed no statistically significant differences (=0.05) attributable to the effect of sex.

Teaching Experiences of E-Authentic Assessment: Lessons Learned in Higher Education

The realities of the 21st century have led professors and lecturers to renew their learning assessment practices so that they are more adapted to and contextualized in the current professional world. Despite advances in teaching and learning, assessment methods may still deviate from practice in authentic contexts. Although some instructors are already familiar with more authentic assessments, most are accustomed to using exams as standard practices to test students’ achievement of course objectives and essays to prepare students for research or written argumentation. Despite their benefits, such typical assessments often lack authenticity and do not develop the full potential of students’ 21st-century learning or literacy skills such as communication, creativity, or working with technologies. Over the past decade, we have been witnessing the beginnings of a broader reflection on teaching, learning, and evaluating with technologies, including more authentic assessments. This reflective essay will present how technologies make it possible to diversify assessment methods, resulting in enhanced authenticity and development of 21st-century learning and literacy skills. Authentic assessment methods with technologies will be illustrated, e.g., recorded video presentations, explanatory interviews with descriptive assessment grids, PechaKucha presentations, blog posts, and social media and e-portfolios, with examples from several disciplines. Authors will also explain how proposing a number of methods to students for the same assessment may help answer their various needs and preferences without increasing instructors’ grading load. Furthermore, authors will discuss how diversifying assessment methods with technologies often results in a transformation of assessment modalities. Beyond assessments as an evaluation of knowledge and/or skills at a fixed schedule, authentic assessments with technologies may become continuous or iterative processes with multiple feedbacks from instructors, thereby combining synchronous interactions and/or discussions with asynchronous reflections to improve students’ involvement and active learning.

Benefits of Gamification in Second Language Learning

Teaching methods have evolved substantially over time, as students’ learning styles and needs nowadays are different from those that students used to have in the past. That is the reason why the integration of technology in the language learning process has been progressively introduced in the classrooms. Mobile Learning and gamification are only some of the most recent trends. Gamification in education refers to the use of game design elements in educational contexts. The aim of this paper is to discuss the benefits derived from gamification in second language learning in the areas of vocabulary and grammar learning, language and soft skills development, and second language assessment. Some of the benefits found in this study include frequent and personalized feedback, development of social learning, and an increased motivation.

EVALUASI MODEL CIPP PADA MATA PELAJARAN DESAIN GRAFIS PERCETAKAN KOMPETENSI KEAHLIAN MULTIMEDIA

The goal of this study is to gain an overview of the implementation of graphic design learning to print multimedia expertise competencies in SMK Negeri 2 Jambi City from context, input, process, and product perspectives. This is an evaluative study that employs qualitative methods. This method was chosen by the researchers based on their understanding of the evaluation of learning implementation using the CIPP model in graphic design subjects printing multimedia expertise competencies. This study used 8 people as data sources: 5 students and 3 teachers. Data collection techniques such as observation and interviews are used, and data is analyzed using descriptive methods. The findings of the study, which are based on context, input, process, and product aspects, improve students' ability to design printing graphics and are useful in the development of 21st century learning skills and the achievement of multimedia expertise competencies.

A Comparison of High School Students' Knowledge and Satisfactions Regarding Basic Science and Halal Science Literacy Training Course

In the modern era, training in technology and science that integrates content with the learner's way of life is essential for promoting the development of learning skills in the twenty-first century. Therefore, the researchers conducted a research study with the objective of examining the outcomes of Basic Science and Halal Science Literacy (BHL) training program and evaluating the students’ satisfaction with learning management among high school students studying in private religious schools in the southern border provinces of Thailand. The sample group in the study consisted of 97 students with pretest and posttest training assessment (the one-group pretest-posttest design). Analysis of the data was conducted using mean, standard deviation, and paired T-test with a confidence interval of 95%. The findings indicated that after training, participants' understanding of Basic Science and Halal Science Literacy (BHL) improved statistically significant. In addition, it was revealed that the participants had a high degree of satisfaction with the training's holistic overview, with an average satisfaction level of 4.36 and a standard deviation of 0.7.

Female’s self-concept as online learners in the context of lifelong learning in prisons

ABSTRACT Adult education and training policies have supported inclusive practices for universal access to opportunities for the development of important lifelong learning (LL) skills. The implementation of these policies is especially relevant for socially vulnerable groups, including individuals who are incarcerated. Taking this situation as a reference, a study was developed to answer the questions: How do female adults who participated in an LL e-learning training course in prison perceive themselves as learners? What are the learners’ perceptions about the online learning training, framed in an LL context? Data collected through two questionnaires and a focus group revealed a history of academic failure and negative repercussions of incarceration on the self but also showed evidence of the ability to learn through technology and an effort towards self-improvement. The results indicate that the development of digital learning skills in prison may foster psychosocial development, which is crucial to perceiving a self with the ability for LL.

Linking Reflective and Authentic Learning: Encouraging Deeper Learning Experiences in a First-Year Civil Engineering Module at a University in South Africa

Teaching and learning in higher education still largely use traditional approaches that promote memorisation of content knowledge. These traditional approaches are in stark contrast to the world of work, which encourages problem-solving and higher-order thinking. In a first-year civil engineering concrete technology course, we used reflection on an authentic learning task to encourage a deeper learning experience for students. We hoped that by including reflection and an authentic learning task in the module, students would be more actively engaged with the module content. The research question addressed in this study is: how does reflective practice and an authentic learning activity support student learning in a practical component within a first-year civil engineering module? Reflection should allow students to think deeply about what worked well and what did not during conceptualisation, development and submission of their authentic learning project. This case study collected qualitative data to generate the findings. The data consisted of student reflections during and after completion of the practical component. Students’ reflections indicated that the authentic learning task resulted in much deeper learning as opposed to surface learning and memorisation of content knowledge. The results indicate that the reflective exercise encouraged students to think deeply about their learning and on how to improve their skills, knowledge and attitudes throughout the project. Finally, this process shifted the focus from content knowledge dissemination to development of critical thinking and lifelong learning skills.

The Development of the Future Learning Skills for Graduates in TVET by using Focus Group Discussion

This study focuses on the domain to evaluate graduates’ abilities in TVET system. The reason why this study conducted is to help graduates, university and other stakeholder to overcome the employability crisis among their graduates. Thirteen experts were participated in this Focus Group Discussion. The Focus Group Discussion is a technique used in identifying, discussing and brainstorming the criteria, domain and characteristics through experts’ opinion. The approach used in this study is discussion by Webex platform. After analyzing the data findings in Focus Group Discussion using SPSS software, researcher found that out of thirteen, twelve domains reached a good consensus and agreement. This study is believed to encourage current undergraduates to develop high level future learning skills, competencies and other related abilities regarding their employability and foster training in this area by educational institutions so that can benefit their students.

Bridge2Practice: an interactive skills training e-tool which improves learning outcomes in university health students

Given the challenges with COVID-19 in the past two and a half years, clinical programs have struggled to find placements where students can get hands on experience assessing and working with real patients. Placements have switched to tele-practice or simulations each of which has a range of limitations. A key learning objective in healthcare programs is that students will be able to develop procedural skills, so reduced placement availability impacts students’ opportunity to practice these skills. Learning procedural skills also poses a problem for time-poor educators who must provide feedback to students and opportunities for students to practice in the classroom environment. An online learning tool aims to bridge these learning gaps and address the abovementioned educational challenges. Bridge2Practice (B2P), created by the School of Health Sciences, The University of Sydney, enables health students to practice identification of a range of specific features of clinical interventions and receive immediate feedback. B2P uses patient recordings for the learner to identify features of clinical interactions and procedures and subsequently receive immediate feedback and comparison of their assessment to that of their peers and experts. As such, it utilizes consensus learning and harnesses aspects of successful coaching such as reflection and explicit practice (Cushion et al., 2012; Cushion et al., 2003; Madill et al., 2020), to support the learning and teaching of motor and procedural skills to patients in clinical settings. B2P is freely available 24/7 and is utilised by over 7000 users from more than 14 institutions around the world for research and teaching purposes. It is currently used to support skill development in physiotherapy, sports science and speech pathology students and is integrated with online only and blended-learning educational programs. B2P incorporates features of Universal Design for Learning (UDL) (Dinmore, 2014), an approach to learning that involves embedding engaging and authentic learning opportunities into teaching and assessment using multiple modes of engagement. B2P also optimises relevance, value and authenticity, fostering collaboration and community and increasing mastery-orientated feedback. In a case example of clinical skills of entry-level speech pathology students, we will show B2P’s flexibility in supporting learning objectives and skill development based on a UDL perspective of learning. Students watch and rate a range of clinical videos in B2P to identify features relevant for clinical practice and receive immediate feedback of their ratings compared to experts’ and other students’ ratings of the same sample. This immediate feedback enables students to see the difference between novice and expert ratings, and observe the formation of a consensus answer by the student group. The benefits of practice via B2P is evidenced by a positive correlation between students who engaged with B2P and improved assessment results. Furthermore, B2P was of benefit to staff in saving them thousands of hours of marking and feedback. In the future, B2P will continue to be implemented to promote student engagement in skill development across a range of allied health settings with the capacity for application in other disciplines where interactive skill-based practice is required.

Research progress on the effects and mechanisms of anesthetics on neural stem cells.

Exposure to anesthetic drugs has been provento seriously affect developing animals in terms of neural stem cells'(NSCs') proliferation, differentiation, and apoptosis. This can severely hamper the development of physiological learning and memory skills. Studies on the effects of anesthetics on NSCs'proliferation and differentiationare thus reviewed here, with the aim to highlight which specific drug mechanisms are the least harmful to NSCs. PubMed has been used as the preferential searching database of relevant literature to identify studies on the effects and mechanisms ofNSCs' proliferation and differentiation. It was concluded that propofol and sevoflurane may be the safest options for NSCs during pregnancy and in pediatric clinical procedures, while dexmedetomidine has been found to reduce opioid-related damagein NSCs. It was also found that the growth environment may impact neurodevelopment even more than narcotic drugs. Nonetheless, the current scientific literature available further highlights how more extensive clinical trials are absolutely required for corroborating the conclusion drawn here.

Integrating a critical reflection framework for experiential learning activities into a large first-year engineering course

First-year university is an ideal time for students to begin the development of critical thinking and self-directed learning skills. Structuring critical reflection with experiential learning activities can provide opportunities for students to develop and learn how to apply these skills in the future. Previous research has identified considerations for implementing critical reflection into the first-year engineering curricula in ways that students will meaningfully engage. The primary goal of this work was to integrate critical reflection learning outcomes, activities, and assessments into the first-year engineering curriculum connected to experiential learning activities.
 Critical reflection activities were scaffolded to a critical reflection framework, adapted to the first-year engineering context. Three critical reflection assessments were mapped to experiential learning activities to further the development of these skills in parallel, such as teamwork, problem solving, and communication. One assignment involved a peer review process, where students had the opportunity to learn from each other’s experiences, and give constructive feedback through learning of students’ shared university experiences.
 The benefits of developing student reflection skills are obvious, and the improvements witnessed are encouraging. However, there remain many challenges, particularly with respect to assessment methodologies, and student motivation. Meaningful integration of critical reflection remains an iterative learning experience for the instructors.

Comparative satisfaction and effectiveness of virtual simulation and usual supervised work for postpartum hemorrhage management: a crossover randomized controlled trial

BackgroundBecause virtual simulation promotes learning and cognitive skill development, it may be useful for teaching students to manage postpartum hemorrhage (PPH) and its complex decision algorithm.ObjectiveThis study aimed to compare the satisfaction and effectiveness of virtual simulation with usual supervised work in producing knowledge and satisfaction.MethodsThis two-center two-stage crossover randomized controlled trial included student midwives. One group underwent the virtual simulation intervention in the first period (January 2018) and the usual supervised classroom work in the second (May 2018); the other group followed the reverse chronology. Satisfaction was the primary outcome. The secondary outcome was knowledge of the PPH management algorithm, assessed by responses to a case vignette after each intervention session.ResultsThe virtual simulation -supervised work (VS-SW) chronology was allocated to 48 students, and its inverse (SW-VS) to 47; Satisfaction was significantly higher for the virtual simulation for its overall grade (6.8 vs. 6.1, P = 0.009), engagingness (very good 82.1% vs. 24.3%, P < 0.001), and ease of use (very good 77.9% vs. 46.1%, P < 0.001). Knowledge did not differ between the two groups (respectively, 89.5% versus 83.5%, P = 0.3).ConclusionSatisfaction is higher with virtual simulation without lowering knowledge scores, which argues for the use of such innovative teaching strategies. This could lead to an increase in students’ motivation to learn.

Teaching Business English Online – Students’ Perceptions and Suggestions on Advancing the Online Learning Process

The learning process is a gradual process that keeps evolving based on technology, economics, political standing, and social structures. However, the unexpected COVID-19 pandemic rushed this evolutionary process for higher educational institutions that were unprepared for online teaching. This was especially the case for the educational systems that have not incorporated online teaching into higher education, such as the Macedonian education system. Therefore, the higher educational institutions, including the students and professors, had to adjust to the new teaching method immediately. While the change was inevitable, these adjustments to learning impact students’ perspectives towards the learning approach, such as their goals and achievements. The current study employs a quantitative descriptive design to study students’ perspectives on e-learning and traditional learning. A total of 45 students following the Business English courses, comprising of 17 males and 28 females, were provided with an online questionnaire in order to understand their perception of the online teaching process at the Faculty of Economics in Prilep during the academic year 2020-2021. Based on students’ responses, the study also provides appropriate suggestions that can enhance the two learning methods for business English students. The study also found no significant relationship between e-learning and traditional learning based on gender. Despite the general perception of most participants that traditional learning is more motivating, more effective and made it easier to develop learning skills compared to e-learning, students believe that the benefits of e-learning should also be considered, and, therefore, suggest that both learning methods should be incorporated into the teaching-learning process. Both learning methods have different challenges but also show similarities and differences. The survey concentrated on the online teaching process at the Faculty as a whole, not on the Business English course particularly; therefore, student suggestions should be considered in relation to teaching practice regardless of the type of the course.

Pilot Research into the Perceived Importance of Educational Elements and an Application for Detecting Progress through the Perspective of Practice

Data analysis and the development of learning skills based on monitoring students’ progress are aspects in demand by schools and students. Quite a lot of studies deal with Learning Analytics Dashboards. There is a limited number of studies that take into account the supply of such tools on the market. In this pilot study, the researchers present findings on the attitudes of 19 higher education institutions from the Czech Republic, Belgium, Germany, Greece, the Netherlands and Poland, along with 14 secondary schools from the Czech Republic, towards the proposed web-based application for supporting learning and providing automated feedback on student progress in accounting education. The aim of this section was to find out how schools perceive the importance of the proposed application and its specific parameters. The study also presents the current product offer on the Czech market and the interest among 112 companies in developing such an application. The findings revealed that there is no such tool offered on the Czech market, and the majority of the analyzed companies are interested in its development. The schools evaluated the learning tool as being most important in the area of distance learning, and most useful for the visualization of accounting methods based mainly on imagination. The value of such an application is seen in supporting self-study, providing information on attitudes and current abilities, and tracking students’ learning progress.

Metasubject educational outcomes in the contents of English textbooks for school students

Cambridge University Press, Macmillan Publishers, Prosveshcheniye Publishers as well as materials on the development of competencies for life prepared by Cambridge University and Macmillan Publishers. The research was carried out using qualitative analysis. The results showed that all textbooks under analysis contain tasks that develop competencies for life or general learning skills. Three ways of their integration into the content of foreign language teaching were identified: including communicative and information processing tasks aimed at developing communication, cooperation, critical thinking skills/ communicative and cognitive general learning skills; including tasks aimed at learning-to-learn competency / cognitive and regulatory general learning skills; including competencies for life and general learning skills as a lesson aim and topic. The results obtained can be used in foreign language lessons and extracurricular programs aimed at the development of general learning skills or life competencies.