Diverse Learning Research Articles

<b>Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School </b>

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

The Challenges in Learning ICAO Radiotelephony: Students' Perspective

This study investigates challenges faced by Batch 13 Air Traffic Control (ATC) students at Politeknik Penerbangan Surabaya in mastering standardized ICAO Radiotelephony skills. Through qualitative methods like interviews, observations, and document analysis, the research uncovers various hurdles, from linguistic complexities to practical issues. Students struggle with English proficiency, accent variations, and applying phraseologies in real-world scenarios. The study highlights the importance of continuous practice and peer collaboration in overcoming these obstacles, emphasizing interactive pedagogy's role in fostering professional skills. By building on existing research, the thesis offers insights for aviation education enhancement, advocating tailored approaches to accommodate diverse learning needs. It calls for an inclusive learning environment to facilitate effective mastery of ICAO Radiotelephony skills.

Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

An Exploratory Study on the Efficacy and Inclusivity of AI Technologies in Diverse Learning Environments

An Exploratory Study on the Efficacy and Inclusivity of AI Technologies in Diverse Learning Environments

AI fusion of multisource data identifies key features of vitiligo

Vitiligo is a skin disorder that is associated with a decreased risk of skin cancer, but it can lead to increased susceptibility to sunburn, psychological distress, and disruptions in daily life, consists of two primary subtypes: segmental and nonsegmental vitiligo, each with distinct underlying mechanisms. However, the reliable identification of diagnostic markers and the ability to differentiate between these subtypes have remained elusive challenges. This study aims to pioneer predictive algorithms for vitiligo diagnosis, harnessing the capabilities of AI (Artificial Intelligence) to amalgamate multisource data and uncover essential features for distinguishing vitiligo subtypes.An ensemble algorithm was thoughtfully developed for vitiligo diagnosis, utilizing a spectrum of machine learning techniques to evaluate the likelihood of vitiligo, whether segmental or nonsegmental. Diverse machine learning methodologies were applied to distinguish between healthy individuals and vitiligo patients, as well as to differentiate segmental from nonsegmental vitiligo. The ensemble algorithm achieved a remarkable AUC (Area Under the Curve) of 0.99 and an accuracy of 0.98 for diagnosing vitiligo. Furthermore, in predicting the development of segmental or nonsegmental vitiligo, the model exhibited an AUC of 0.79 and an accuracy of 0.73. Key parameters for vitiligo identification encompassed factors such as age, FBC (full blood count)-neutrophils, FBC-lymphocytes, LKF(liver and kidney function)-direct bilirubin, LKF-total bilirubin, and LKF-total protein levels. In contrast, vital indicators for monitoring the progression of segmental and nonsegmental vitiligo included FBC-B lymphocyte count, FBC-NK (Natural Killer) cell count, and LKF-alkaline phosphatase levels. This retrospective study underscores the potential of AI-driven analysis in identifying significant risk factors for vitiligo and predicting its subtypes at an early stage. These findings offer great promise for the development of effective diagnostic tools and the implementation of personalized treatment approaches in managing this challenging skin disorder.

Re-framing Pacific education, teacher knowledge and practice: innovations from within Aotearoa New Zealand

ABSTRACT In many countries including Aotearoa New Zealand, rapidly changing population demographics have led to increasing cultural diversity in classrooms. Developing equitable outcomes for diverse learners including those from indigenous and migrant heritage requires educators to both respect cultural diversity and enact intercultural understanding and capability. This has implications for both pre-service and in-service teacher education and more broadly educational policy. In this article, we draw on examples from New Zealand of shifts in Pacific education policy and practice related to teacher education. We track policy development over the past three decades that originated from concerns about inequity for Pacific students in schooling to more recent policy initiatives that engage deeply with Pacific learners, families, and communities. We illustrate the shifts in educational policy and teacher education by using three cases of the Pacific led initiatives to exemplify the reframing of Pacific education, teacher knowledge, and practice, by listening to and privileging the voices of Pacific people. We argue that to address equitable education for diverse student communities, teacher education needs explicitly to recognise and acknowledge structural inequities and racism inherent in education systems while providing opportunities for reflection and deep learning about differing knowledge systems and ways of being.

Current and Future Directions for School Media Specialists

School media specialists have served as technological experts for their schools and have been pioneers with digital natives, helping create good digital citizens and addressing digital gaps for learners and advocate for access no matter what barriers students face. School of Library and Information Science programs have focused on creating a curriculum that will help create a school technology expert for every school library. This served schools well during the COVID-19 shutdowns, where the school had to find new ways for students to learn remotely.School media specialists have now become the target of hate in their schools. This has become increasingly complicated with states legislating what can be put in school libraries and how teachers can address historical events. School media specialists are required to make decisions on access or potentially losing their jobs. While these are important areas, they are just a small part of the job for school media specialists. The American Association of School Librarians has increased the expected role for school media specialists, having them often serve as teacher, instructional partner, information specialist, and program administrator, all in addition to serving as the expert technologist at their school. However, not all school media programs take this approach to pedagogy for school media.School media specialists create technological opportunities for schools and are a key source for teachers seeking to reach students with diverse learning styles while informing and building relationships with families on internet safety and other important topics. Teachers depend on school media specialists to provide resources and support for the classroom while school media specialists also support students’ intellectual freedom. Ultimately, the focus for school media specialists has been to try to create a school library that represents everyone’s values. While this sounds ideal, it has been a difficult road for the profession.The position of school media specialist has changed dramatically over the last four years. This panel seeks to address research contributions to scholarship on school media specialists and how Schools of Library and Information Science are changing their programs to prepare school media specialists for the workforce. There will be a moderator and a panel comprised of four faculty members who are educators, practitioners, and researchers specializing in school media. Their perspectives and expertise will be present in this discussion, along with the following discussion topics:What are your current research findings telling you?What are practitioners experiencing?What is working with educational pedagogy in school media?What is not working with educational pedagogy in school media?What new technologies have you incorporated into the curriculum?What changes are being made at Schools of Information Science programs to help ready students for the current environment?The panel will explore questions of education, research, and practitioner-based experiences to address concerns impacting school media specialists. The information will inform the future discussion and curriculum pedagogy for school media specialists. The panel discussion will be formatted around the expertise of the faculty with school media. These discussions will inform pedagogical teaching practices in school media programs and hopefully provide a framework for improvement.

Investigation on Understanding the Numeracy Capacity of Intellectual Disabled Students using Enabling Technology Tools: Web Application, AR and UI/UX

The population of individuals with intellectual disabilities (ID) is increasing, necessitating assistance with a wide range of daily activities. Acquiring and assessing numeracy and communication skills are critical for this demographic, requiring tools and techniques tailored to their specific needs. Effective educational tools must employ multi-modal and multi-sensory approaches to cater to diverse learning styles and incorporate assistive technological solutions. Despite the availability of numerous tools, there is a need to enhance their utility and effectiveness. This study aims to identify and refine the requirements for an innovative educational tool that employs Two-dimensional (2D) and Augmented Reality (AR) technologies. To achieve this, we conducted semi-structured interviews and surveys with teachers working with students with ID, gaining insights into the current solutions, advantages, and limitations. Additionally, we used physical props as design probes in a co-design methodology to better understand and elicit the true needs of individuals with ID. The findings from this research will inform the development of a 2D/AR tool designed to make learning mathematics more engaging and effective for individuals with ID, contributing to the advancement of inclusive education practices. Enabling Technology plays a significant role in the numeracy ability among people with ID. Generative AI and Explainable AI shall further improve learning ability in the years to come.

Hippocampal contributions to biologic, behavioral and cognitive deficits in autism: An update review

The most characteristic symptoms for the diagnosis of autism spectrum disorder (ASD) and the future life of the individual are deterioration in social communication and stereotyped or repetitive behaviors. ASD is associated with diverse atypical difficulties, including memory, learning, language, emotion, and cognitive impairment. Consequently, the hippocampus is important for memory, learning, language ability, emotional regulation, and cognitive mapping. Thus, the hippocampus plays an influential role in the pathophysiological mechanisms of ASD. Here, we provide an updated review of hippocampal structural and functional abnormalities and highlight the hippocampus as an important area for future research.

Influencing physician distribution through education: a qualitative study on retention in Japan’s rural hospitals

BackgroundAddressing the shortage of healthcare professionals in rural Japan poses significant challenges. At Sanmu Medical Center, incorporating resident physicians into a general medicine training program has proved effective in retaining them as supervising physicians. This study aims to identify the key factors contributing to the success of such programs.MethodsWe used a qualitative research design to comprehensively understand the factors contributing to physician retention in regional community hospitals in areas with physician shortages. Interviews were conducted with four experienced physicians, including the center director, who participated in the general or family medicine training programs at Sanmu Medical Center. Using a semi-structured questionnaire, we explored the factors influencing physician retention in community-based hospitals experiencing shortages. Two physicians specializing in community medicine conducted a content analysis under the supervision of three experts in community-oriented medical education and qualitative research. This approach helped compare retention factors perceived by physicians and the center director.ResultsContent analysis revealed 10 categories and 47 subcategories. The analysis revealed that “Educational activity” and “Supervising physicians and guidance system” are crucial for physician retention in rural hospitals in Japan. The study highlighted key educational factors contributing to retention: engagement in educational activities led to personal and professional growth, creating a rewarding experience for the physicians. Furthermore, a structured supervising physician system provided essential guidance and mentorship, improving the educational environment. Diverse learning opportunities and protected learning times were identified as critical for fostering a sustainable commitment among physicians to work in rural settings. These findings contribute to existing literature by detailing how structured educational activities and mentorship programs in rural hospital settings can significantly impact physician retention.ConclusionsCommunity-based medical education programs that focus on diverse clinical settings, mentorship, and a supportive work environment can enhance physician retention in rural areas. By fostering such educational and professional environments, healthcare institutions can address physician maldistribution and improve care quality in underserved communities. Our study offers practical insights that can be replicated or adapted by other rural hospitals facing similar challenges. It offers targeted strategies to address the unique challenges faced by female physicians in rural healthcare settings.

대학 비교과 프로그램 특성에 따른 학생 학습경험 분석: 경북 소재 대학의 비교과 프로그램에 대한 분석을 중심으로

Objectives This study conducted keyword network analysis to examine student experiences based on the characteristics of extracurricular programs at universities. The aim is to understand how these programs impact students' learning experiences. Methods Keyword network analysis was used based on keywords extracted from various survey contents. The NodeXL program was used to visualize the main keywords and their relationships for each type of extracurricular program (mentoring, tutoring, experiential). Results In mentoring programs, keywords such as ‘feedback’, ‘support’, and ‘adaptation’ were central, indicating that students enhance their self-directed learning and communication skills. In tutoring programs, keywords like ‘exam preparation’, ‘study strategies’, and ‘grade improvement’ were prominent, showing that students focus on academic achievement. In experiential programs, keywords such as ‘practice’, ‘experience’, and ‘projects’ stood out, highlighting a focus on practical learning. Conclusions The keyword network analysis revealed that students' learning experiences vary according to the characteristics of the extracurricular programs. These findings provide important insights for universities to design and operate extracurricular programs that meet the diverse learning needs of students.

Enhancing Flexible Assessment Through ePortfolios: A Scholarly Examination

In contemporary educational settings, the demand for flexible assessment practices has gained prominence due to students' diverse learning needs and preferences. Portfolios have emerged as a versatile tool for facilitating personalised and adaptable assessment processes. This paper investigates how ePortfolios can cater to students' flexible assessment needs. By examining the benefits, challenges, and implementation strategies associated with ePortfolios, this paper highlights their potential to enhance assessment practices, foster student engagement, and promote lifelong learning. As part of implementation strategies, we provide examples to support teaching staff and institutions in translating the underpinning principles and theory into actionable practice.

Enhancing Arabic Language Acquisition: Effective Strategies for Addressing Non-Native Learners’ Challenges

The Arabic language has gained significant global recognition, with a growing number of non-Arab individuals learning it as a second language. Despite this trend, learners of Arabic face various challenges that have not been thoroughly examined. This study aimed to investigate the challenges encountered by learners of the Arabic language and to determine the factors that contribute to effective language learning and use. Data from 444 non-native speakers learning Arabic as a second language were analyzed with SPSS 27 using a descriptive approach. The results indicated that Arabic instructors should focus on improving feedback practices, developing customized curricula, and incorporating technology and multimedia resources into their teaching methods. Furthermore, this study highlights the importance of integrating cultural components and accommodating diverse learners in the classroom. To improve speaking proficiency, learners can engage in activities such as listening to radio broadcasts, collaborating with classmates, and building relationships with Arabic-speaking friends. The results of this research provide insights that can assist instructors of Arabic as a second language in supporting learners, improving their abilities to learn and communicate in Arabic.

"More than just a game, it's an app that builds awareness around Mental Health": Mental Health Stigma Reduction Using Games for Change

Although the significance of Mental Health (MH) is becoming increasingly more accepted worldwide, the level of MH Literacy (MHL) remains low. Individuals often find it uncomfortable to discuss this crucial topic. Unwillingness to discuss MH can be a result of the stigma surrounding the topic which results in misconceptions, discrimination, and reluctance to seek help or talk openly about MH challenges. Educating individuals about MH and encouraging open discussions are key to reducing stigma. Games have proven their effectiveness for diverse learning purposes. Our goal in this paper is to assess the potential of games and digital displays for MHL education and stigma reduction by incorporating MH educational content into a mobile game with different learning strategies and a large public display to create a community. We compare the pre and post-MHL of users before and after playing our game and the results show an improvement in the MHL of participants. Our paper contributes to game design approaches by identifying mechanisms for educating individuals about MH and our results indicate that the game helps reduce stigma through the use of large displays.

EXPLORING EFFECTIVE FACTORS OF ENHANCING THE ENGLISH LANGUAGE SKILLS FOR UNDERGRADUATE STUDENTS AT UNIVERSITIES IN MOGADISHU, SOMALIA

The purpose of this study is to investigate the factors that contribute to the enhancement of English language skills among undergraduate students at universities in Somalia. Proficiency in English is crucial for academic success and future career prospects in this field. In order to bridge this gap, descriptive and ANOVA statistics were utilized using SPSS software. The study involved a randomly selected sample of undergraduate students from five universities in Mogadishu. The findings demonstrated that English language programs significantly improved students' proficiency in speaking, listening, reading, and writing, as well as their vocabulary and grammar. The availability of diverse learning materials and the use of technology were identified as vital elements for promoting language development. Furthermore, the acquisition of language skills greatly relies on a well-designed curriculum delivered by experienced instructors

Implementation of and challenges in differentiated L2 language instruction: A systematic literature review (2014-2023)

In the realm of second language (L2) education, differentiated instruction (DI) has garnered significant attention as an adaptive approach to meeting diverse learner needs. This study systematically reviews the 2014-2023 research on the implementation and related challenges of DI in L2 instruction. Through a comprehensive analysis of empirical studies, the review highlights key DI strategies, and the obstacles faced in practical application. Findings suggest that while DI can foster more inclusive and effective L2 learning environments; however, challenges persist, such as resource constraints, teacher preparedness, and varying student motivation levels. This review synthesizes current knowledge to provide educators, policymakers, and researchers with valuable insights, ultimately aiming to enhance the efficacy of DI in L2 education.

An adversarial diverse deep ensemble approach for surrogate‐based traffic signal optimization

AbstractSurrogate‐based traffic signal optimization (TSO) is a computationally efficient alternative to simulation‐based TSO. By replacing the simulation‐based objective function, a surrogate model can quickly identify solutions by searching for extreme points on its response surface. As a popular surrogate model, the ensemble of multiple diverse deep learning models can approximate complicated systems with a strong generalizability. However, existing ensemble methods barely focus on strengthening the prediction of extreme points, which we found can be realized by further diversifying base learners in the ensemble. The study proposes an adversarial diverse ensemble (ADE) method for online TSO with limited computational resources, comprising two stages: In the offline stage, base extractors are diversified with unlabeled data by a designed adversarial diversity training algorithm; in the online stage, base predictors are trained in parallel with limited labeled data, and the ensemble then serves as the surrogate model to search for solutions iteratively for TSO. First, it is demonstrated that the prediction accuracy on extreme points, and associated solution quality, can be constantly improved with base learners’ diversity enhanced by ADE. Case studies of TSO conducted on a four‐intersection arterial further demonstrate the superior solution quality and computational efficiency of the ADE surrogate model in a wide range of traffic scenarios. Moreover, a large‐scale online TSO experiment under dynamic traffic demand proves ADE's effectiveness in practical applications.

Exploring Learning Dynamics: A Comparative Study of IDEs and Command-Line Interfaces for Learning Java Programming language in the Department of Computer Science, Jigawa State College of Education and Legal Studies Ringim

This study explored the learning dynamics associated with Integrated Development Environments (IDEs) and Command-Line Interfaces (CLIs) for teaching and learning java programming language in the Department of Computer Science at the College of Education and Legal Studies, Ringim. The study evaluates the effectiveness of different programming tools (IDEs and CLIs) in enhancing the learning experience of Java programming students. It seeks to understand how these tools impact learners' confidence, skill development, and overall programming proficiency. The results revealed distinct advantages and challenges associated with each environment, underscoring the importance of context and learner preferences in selecting the appropriate tool for Java programming education. The study provides valuable recommendations for educators on optimizing programming instruction to better meet the needs of diverse learners.

What uses of digital technology support and enhance the learning and the engagement of diverse learners in high school classes?

Digital technologies may play an important role in helping students from all walks of life to overcome barriers and benefit from teaching and learning. However, due to a lack of knowledge or skills related to educational technologies, K-12 teachers struggle to harness the full potential of digitalisation to support student learning and engagement, causing further marginalization and exclusion that put diverse group of learners at risk of being left behind in education (Chevalère et al., 2021). In response to these research gaps, the aim of this paper is to explore which high school uses of digital technology cater for learners’ needs and preferences for the sake of a more digitally inclusive environment that supports engagement and equitable learning opportunities for all students (Stenman &amp; Pettersson, 2020). We adopted a qualitative approach to attend to the richness and depth in various contexts. We have conducted individual semi-structured interviews with 17 high school teachers, aiming to obtain in-depth qualitative data through open-ended questions. Then, a general inductive data analysis approach was followed to generate preliminary results on the research objectives, which are presented in this study.

Pengembangan Aplikasi Pengenalan Budaya Kasepuhan Cirompang berbasis Virtual Reality untuk Pembelajaran IPAS di Sekolah Dasar

The Independent Curriculum is a curriculum with diverse intracurricular learning where the content will be more optimal so that students have enough time to explore concepts and strengthen competencies. The problem that occurred at SDN Jatimulya 1 was that teachers had difficulty choosing the right media in implementing the Independent Curriculum, so researchers analyzed the problems found to find the right solution. Through the initial research study, researchers also found problems in the learning of the "Indonesia Kaya Budaya" science subject, namely 80% of students did not know the culture in their own environment. The urgency of this study is the need for a learning model that is combined with media that is considered suitable, namely Virtual Reality based on local wisdom, VR is considered the most suitable media in the current learning period, this is expected to increase children's interest in learning. The purpose of this study is to develop virtual reality as a learning medium in the implementation of the independent curriculum. This study uses the method of developing a Virtual Reality Application for culture in Kasepuhan Cirompang, an area that is still thick with customs and arts that have existed since ancient times. Post-implementation evaluation showed that 85% of students were more interested and understood the Kasepuhan culture material better. The results of the study showed that the use of VR in learning was able to increase students' interest and understanding of local culture. This application not only acts as an innovative learning tool, but also as a means to preserve local culture. In the future, further research is needed to evaluate the long-term impact of using this application in learning.