Educational Experience Research Articles

Dislocations From Place & Time: Occupational Disruptions & Modifications

Abstract Date Presented 03/21/24 This paper focuses on findings from a qualitative research project examining multiple perspectives on experiences of clinicians, educators, and parents of autistic children during the COVID-19 pandemic, particularly related to place and time. Primary Author and Speaker: Mary Lawlor Additional Authors and Speakers: Erna Blanche, Brigid Connelly

Multiple Perspectives on How COVID-19 Affected Family, Educational, Clinical, & Community Life in the Autistic Community

Abstract Date Presented 03/23/24 This paper will present the preliminary results of the qualitative research study and examine spatial and temporal experiences of autistic children, their caregivers, educators, and clinicians during the COVID-19 pandemic. Primary Author and Speaker: Svitlana Stremousova Additional Authors and Speakers: Mariamme Ibrahim, Mary Lawlor, Erna Blanche Contributing Authors: Brigid McInnes Connelly, Tuyet-Nhi Nguyen

Becoming Agents of Change: OT Students in Screening, Brief Intervention, & Treatment for Recovery From Substance Use Disorders

Abstract Date Presented 03/21/24 This study depicts how a 3-week delivery of educational experiences increased student knowledge, attitudes, competence, confidence, and readiness to conduct screening, brief intervention, and referral to treatment for individuals in recovery. Primary Author and Speaker: Jill Brown Contributing Authors: Kathleen Schachman, Meghan Baruth

What Are the Experiences of Patient & Family Faculty Participating in a Patient and Family Engaged Care Interprofessional Education Experience?

Abstract Date Presented 03/21/24 This phenomenological study looked at the experiences of patient and family faculty participating in patient and family engaged care interprofessional education. The benefits of including patient and family faculty in OT education are discussed. Primary Author and Speaker: Elise M Bloch Additional Authors and Speakers: Anna Denslow, Jennifer Hanson, Nancy Le, Priya Patel, Mallory Gruender, Mackenzie Zinkil, Taylor Martin

Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive

This article presents findings from a qualitative study exploring factors influencing life sciences teachers’ integration of indigenous knowledge (IK) across various topics in grades 10-12, as mandated by the curriculum and assessment policy statement in South Africa. Despite this mandate aiming to enhance accessibility and comprehension, many teachers struggle to integrate IK meaningfully. Through in-depth interviews and lesson observations with five teachers in Gauteng Province, the study reveals challenges such as inadequate training, limited support structures, and negative attitudes towards IK. Observations highlight deficiencies in pedagogical content knowledge related to IK integration. The study suggests intensified teacher training and future research focusing on textbook content and leveraging information and communication technologies to digitize IK and make its integration more meaningful and interesting. This will enhance educational experiences for both the teachers and learners in life sciences classrooms.

Sport pedagogy and feminism: what is known and what is missing? Findings from a scoping review

ABSTRACT Background Worldwide, to play sports is proclaimed a right. Yet its sexist practices insist on cultivating a hegemonic gender culture to keep ‘others’ away and deprive them from its potential educational benefits. Sport feminisms have been vocal on the gender oppressions operated in the field and have claimed pedagogy has a role to play in social transformation through a liberating education. Purpose We aimed at analyzing the academic production about sport pedagogy and feminism published in articles globally, to answer when, where how and by whom the studies were developed; what is known and what is missing. Method We conducted a scoping review searching for sport pedagogy and feminism and their related terms combined. Selection was delimited by studies informed by feminist approaches discussing sport pedagogy from recreational to elite level. Findings Our review covered 46 studies from the last three decades when Global North English-speaking countries have dominated the scene, both as investigation settings and authorship. Studies presented two main trends. The most substantial were investigations reporting gender inequalities, especially with women coaches; followed by others exploring pedagogical alternatives for more equitable sport experiences. Together, studies have demonstrated that the ‘patriarchal gender game’ is still on and the ‘deviants’ from the cis-hetero-white-able-bodied-male ideal continue to suffer systematic prejudice and discrimination in sport, inclusive through sexist coaching. But they also showed ‘the tactics of the equity gender game’ is counterattacking with pedagogical strategies to welcome girls, women and gender-diverse people in sport. Discussion Undoubtedly, the dialogues between sport pedagogy and feminisms have contributed greatly to challenge sexism through education, but the game is not over. The invisibility of black women, women with disabilities and queer people in studies evidenced the need for more intersectional approaches. Coach development initiatives should be critically examined and rethought. The predominance of studies and researchers from Global North English-speaking countries denoted that voices and knowledges from Global South are missing. More than empathizing with gender inequalities, we long to see feminist sport pedagogy engaging in the reinvention of the ways we learn, practice, teach and coach sport. More democratic, diverse and audacious research designs grounded in the commitment to guarantee sport as an educational experience for everyone seem promising ways to be explored.

Interactive software as an educational tool for learning brain structures of health students at the Metropolitan University of Ecuador

With the purpose of awakening interest in knowledge of the human brain and its clinical applications, interactive software has been developed that presents three-dimensional images. This software is designed with three options: information blog, explore the brain in 3D and test your knowledge to allow Clinical Psychology students to meaningfully explore brain structures, a fundamental component within the field of Neuropsychology, taught in the corresponding subject. Nowadays, technology has expanded in all sectors, including education. That is why this tool has been created, which makes it easier to identify the different parts of the brain and its adjacent organs. In this way, the theoretical concepts taught in class are strengthened, providing a more dynamic and visually enriching educational experience. The methodological approach used is descriptive, since it seeks to ensure that students are able to characterize the teaching process through the use of Information and Communication Technologies (ICT).

Mentor Management System

Abstract: This paper introduces the "Mentor Management System," an innovative Java-based Database Management System (DBMS) web application designed to enhance mentor-mentee interactions and administrative oversight in academic institutions. Addressing the growing demand for efficient mentorship collaborations, the system aims to streamline connections between mentors and mentees while optimizing the overall mentorship process for students, mentors, and administrative personnel. The Online Student Mentoring System offers a comprehensive platform facilitating seamless interactions among administrators, mentors, and students. Administrators manage and optimize system operations, ensuring efficiency across all levels. Equipped with specialized tools, mentors engage with students to understand their unique needs, providing personalized guidance that fosters both academic progress and personal development. Students benefit from a user-friendly interface, allowing effortless access to mentorship, query resolution, and tailored insights to enrich their educational experience

Questioning inclusive city quality: Teachers' perspectives and experiences in sexuality education for children with special needs in Indonesia

This study explores the significance of Comprehensive Sexuality Education (CSE) for Children with Special Needs (CWSNs) within regular early childhood education settings in two inclusive cities: Banjarmasin and Banjarbaru, South Kalimantan, Indonesia. Using a qualitative phenomenological approach, the research examines the perspectives, confidence, and experiences of Early Childhood Education (ECE) educators who teach CWSNs about sexuality. Participants underscored CSE's role in empowering CWSNs against sexual violence and addressing maladaptive behaviors, despite challenges such as societal misconceptions, curriculum deficits, and insufficient teacher preparedness. Educators' confidence in delivering CSE is hampered by their general educational backgrounds and the absence of specialized educators capable of effectively tailoring programs to individual student needs. Teaching methods varied, encompassing sign language for deaf children, repetitive language with engaging media for those with autism, and approaches sensitive to cultural and religious norms when addressing Body Awareness and Genital Function, Understanding Identity and Gender Roles, and Fostering Personal Boundaries and Safety. Participants advocate for a comprehensive approach to SE inclusivity, emphasizing collaborative efforts among diverse stakeholders and multidisciplinary expertise. They call for clearer policies and sustained support from educational authorities to develop evidence-based curricula and provide comprehensive teacher training. Addressing disparities between privately owned and government-run institutions is crucial for ensuring equitable integration of SE into educational practice.

Parenting style on academic performance among secondary students at Kota Belud, Sabah

This qualitative study explores how different parenting styles influence the academic performance of secondary school students in Kota Belud, Sabah Malaysia. Through in-depth interviews with teachers, this research investigates the nuances of authoritative, authoritarian, permissive and neglectful parenting styles. Thematic analysis revealed that an authoritative parenting style, which balances responsiveness and demandingness, promotes better academic outcomes by increasing motivation and self-discipline. In contrast, an authoritarian and neglectful parenting style often results in lower academic achievement due to increased stress and lack of support. This study underscores the important role of positive and supportive parenting in enhancing students' educational experiences and success.

The future of presence in distance learning, a speculative design approach

Face-to-face teaching remains for many teachers the golden standard in education. However, learning is always emergent, dependent on the socio-material context. Sharing a physical space is one option, but with new digital technologies, alternative assemblages can create new and exciting learning environments and experiences. Based on the community of inquiry model, I consider cognitive, social, and teaching presence as central to a valuable educational experience in higher education. The aim of this research is to look at what presence could look like in the distance university of the future. Traditional research methods, whether quantitative or qualitative, focus on what is and on linear causal effects. However, education is open, recursive, nonlinear, and new environments introduce new actors, human and material, that affect the learning and teaching. In this research, I experiment with a speculative design method to see if it can lead to opening up new possibilities and to their critical evaluation. In six speculative design workshops, teachers developed prototypes of what presence and affective closeness could look like when students and teachers were spatially and temporally distant. I present the three main categories of prototypes that answer the needs of distance teaching creating social interactions, offering feedback, or re-creating a virtual classroom. These all show how presence can be enacted at a distance, including asynchronously. From a science-based and data-driven approach to the Virtual Reality University, via a live course map and the connected coffee cup, each prototype offers a different view of education with its opportunities, but also challenges. The prototypes also highlight how difficult it is to change our perception of what presence could look like in higher education. I use Bourdieu’s concept of habitus to help explain the difficulty of moving away from the face-to-face experience, and how a revolutionary view rather than a marginal approach to change requires a return to the fundamental questions of how students learn, the purpose of education and the role of the teacher.

Intersectional Differences in Perceptions of Feminism and Implications for Activism

Despite the centrality of activism to the feminist movement, societal stigma, and misunderstanding of feminism’s goals have led to difficulty in eliciting united activism. Furthermore, much of the historical feminist and women’s studies literature has failed to account for the perspectives of individuals with multiple, diverse intersecting identities (e.g., race/ethnicity, age, sexual orientation, gender identity, socioeconomic class, and education level), contradicting the values of equality and inclusivity for which the movement stands. The present study took an intersectional approach in measuring feminist identity development, self-labeling, and engagement in activism, using a range of demographic questions and assessing experiences of sexual harassment and informal education. Results indicated that increased feminist self-identification and endorsement of feminist attitudes and values predicted increased engagement in activism. Additionally, a qualitative approach was used to investigate updated, diversified perceptions of feminism. Content analysis highlighted the need to emphasize the centrality of intersectionality and inclusion within feminist research as well as the Westernized feminist movement.

Farmer regeneration crisis in villages: Case study of youth in Sragen, Indonesia

Background: The rice fields in Sumberlawang District are 1,902 hectares, which are dominated by food crops, therefore the community's main livelihood is as farmers. Farming work has received a poor response from some village youths, young people tend to choose jobs in urban areas by means of urbanization in the hope of earning a high income. The aim of this research is to determine the factors and perceptions of young people in Sumberlawang District following in the footsteps of their parents to become farmers or work in the non-agricultural sector, by analyzing the internal and external factors that influence this. Methods: The method used to obtain and analyze data is a quantitative method supported by qualitative data. Finding: The results of the research show that factors that have a significant relationship with youth regarding farmer work are access to information. Conclusion: Factors that are significantly related to young people's perceptions of farmer work are: formal education and personal experience, while those that are not significantly related are non-formal education, cosmopolitan, and socio-cultural. Novelty/Originality of this Study: Its focus is on understanding the perceptions of rural youth in Sumberlawang District towards agricultural work, with a detailed analysis of the internal and external factors influencing these perceptions. This research provides a comprehensive examination of the significant relationships between formal education, personal experience, and access to information, and how these factors shape youth attitudes towards farming. The study aims to address the declining interest among youth in agricultural professions.

Transforming Education in Coastal Indonesia: A Survey of Digital Literacy and Competence Among Educators

This research explores the digital literacy and competence of educators in coastal areas of Indonesia, focusing on technology access, usage patterns, and challenges in integrating digital tools into teaching practices. Utilizing a quantitative survey method, data was collected from 235 educators teaching in coastal area schools. The study found a generally positive trend in technology access, with reliable availability of computers, laptops, and internet connection supporting educators' professional tasks. However, gaps in access to up-to-date software highlight the need for improved resources and support to ensure equitable technology use. Educators demonstrated a strong trend towards integrating digital tools in lesson planning and communication with students. Despite this, the uneven adoption of these tools suggests a need for broader and more equitable technology integration. Significant challenges include difficulties in keeping up with technological advancements and managing technical issues, emphasizing the need for comprehensive professional development and targeted training on advanced digital tools and troubleshooting. While the study provides valuable insights, it is limited by its small sample size and geographic focus, potentially not fully representing the diverse experiences of educators across Indonesia. Future research should expand the sample size and geographic range to offer a more comprehensive understanding of technology integration challenges and to support more effective recommendations for enhancing technology use in education.

Building Clinical Simulations With ChatGPT in Nursing Education.

Competency-based nursing education necessitates effective instructional methods and assessment tools for evaluating students' knowledge, skills, and attitudes. Clinical simulation has emerged as a valuable approach, but creating well-crafted simulations traditionally requires substantial time and effort. The advent of artificial intelligence (AI), exemplified by ChatGPT (OpenAI), offers promising advancements in streamlining scenario creation. This article explores the application of ChatGPT-3, version GPT-3, created by OpenAI in generating clinical simulation scenarios for nursing education. The focus is on the convenience, speed, and creativity provided by ChatGPT, enabling nurse educators to save time while developing intricate and thought-provoking scenarios. ChatGPT generates intricate scenarios that stimulate critical thinking, significantly reducing the time required for nurse educators to create simulations. This AI tool's ability to produce clinical simulations quickly demonstrates its potential to enhance educational experiences in nursing. ChatGPT's convenience, speed, and innovative capabilities make it invaluable for constructing dynamic clinical simulations, opening new avenues for innovative instruction in nursing education. This article highlights the transformative role of AI in empowering educators and enhancing educational experiences, showcasing ChatGPT's potential to revolutionize nursing education despite ongoing discussions about its potential negative impacts. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Increasing the diversity of the teaching workforce: a review of minority teacher candidates’ recruitment, retention, and experiences in initial teacher education

ABSTRACT Diversifying the teaching profession is critical for social justice and equity in education. Yet, teacher candidates from ethnic minority backgrounds remain underrepresented in initial teacher education (ITE) programmes in many countries. This paper reports on a review of 40 studies that examine the experiences of minority teacher candidates and the strategies to improve their recruitment and retention. Findings reveal structural and institutional barriers that affect minority teacher candidates’ experiences and their transformative power and agency to navigate these challenges. Recruitment and retention strategies are identified. This paper contributes to the discourse on equity, diversity, and inclusion in teacher education and offers insights for policymakers and ITE providers. Implications for policies and practice are discussed.

The Transformation of Traditional Peasants: An Age–Period–Cohort Analysis of the Modernity of Peasants in China

Using the data of Chinese General Social Survey from 2010 to 2018, this study measured the modernity of Chinese peasants from four dimensions: equality and autonomy, positive attitude, general confidence, and open-mindedness. Hierarchical age–period–cohort models were introduced to assess the effect of age, period, and cohort on modernity and to further explore the heterogeneities in the effect of education and off-farm work experience on modernity among various birth cohorts. Age effects consistently show significance, with the level of individual modernity decreasing as age increases. However, the rate of decline gradually slows down. Period effects are generally significant and contribute to the advancement of modernity. Cohort effects are significant in most cohorts. The modernity of peasants born between 1941 and 1960 show a consistent decline, reaching its lowest point in the cohort 1961–1970 and then increasing steadily among those born after 1970. Possible explanations were proposed from the perspective of changes in the land property system and household registration system in China. We also found that the positive effect of education is stronger for younger cohorts, whereas the positive effect of off-farm experience is stronger for older cohorts. This study enriches Inkeles’s research on individual modernization and reveals the transformation process of traditional peasants in developing countries.

Potential Strategies for Overcoming Barriers to Career Transition among Students with Visual Impairments

The visually impaired group remains among the most unemployed despite laws designed to facilitate employment opportunities for the disabled population. This review article presents potential strategies for overcoming barriers experienced by students with visual impairments (VIs) during their career transition. An integrative literature review was employed by the authors. The integrative literature review allows authors to produce new frameworks and perspectives on a topic from a range of existing research data and ideas in a significant manner. Results of the literature review suggest that public education, adequate transportation and mobility skills, proper assessment of the students' skill development, the acquisition of relevant social and independent-living skills, adequate training for rehabilitation service providers, adequate access to prints, collaboration among professionals, and early career education and work experience are some of the strategies that can be adopted to help students with VIs overcome most of the challenges they experience in their career transition journey. Adopting the strategies discussed in this article may lead to a successful career transition for these students. One of the implications of this paper is that visually impaired students should be able to adapt to the career environment by acquiring relevant skills and being open to opportunities. Also, specialized job training and placement might make it easier for visually impaired students to find competitive work after earning an academic degree and raise their chances of embarking on a successful career path.

Addressing the elephant in the room: engaging students in ChatGPT conversations on assessments

ABSTRACT The development of technology presents opportunities and challenges for the education system. This study investigates the integration of ChatGPT into higher education, focusing on tourism studies. Using a duoethnography approach, the study explores the experiences of two tourism educators who incorporate ChatGPT into their pedagogy and assessment methods. Results reveal that acknowledging students’ mixed responses towards ChatGPT encourages open discussions, while collaborative efforts in creating and assessing AI-driven assignments significantly enhance the learning process. Moreover, encouraging students to utilise ChatGPT responsibly promotes a sense of stewardship and ethical awareness, collectively enhancing educational experiences. The study presents key propositions for the effective incorporation of ChatGPT into higher education, along with practical implications for educators to leverage the potential of generative AI to enrich student learning experiences. It highlights the importance of adapting technological advancements while upholding ethical and pedagogical standards, offering insights into the effective use of AI in academic contexts.

HAND-ON ACTIVITIES IN ENGLISH LEARNING GROUND LEVEL AT SOS CHILDREN’S VILLAGE BALI

Hands on is a learning design aimed at involving students in finding information, asking questions, engaging in activities, discovering, and concluding. Known as authentic learning or experiential education, hands on creates an active learning environment. The aims to describe the emergence and benefits of hands on conducted at SOS Children’s,Bantas, this qualitative study with a descriptive method seeks to illustrate how hands on can facilitate students in gaining knowledge from direct learning experiences and to clarify the benefits of hands on activities. Data was collected through observation and interviews. Findings show that hands on appeared in student activities, including actively asking questions, engaging directly with objects during learning, and developing critical thinking, independence, and activeness in students.