Educational Experience Research Articles

The impact of COVID-19 on elementary teachers’ relationships with students, parents, and other teachers

ABSTRACT This paper examines the impact of COVID-19 on teachers’ relationships with students, parents, and other teachers as well as on the knowledge which they produce as their teaching and learning spaces are reconceptualised and their workplace relationships are redefined. The study adopted bricolage as a research approach and single-group case study as a research design, and used data obtained from a range of individual semi-structured interviews with elementary teachers which were supported by a series of naturally occurring data. The findings reinforce the conclusions that have been drawn in previous studies in terms of the significance of the social and relational aspects of educational settings and of the view of teachers as legitimate knowledge producers. Additionally, however, the results expand on our current understanding of teacher relationships and professional knowledge production by illustrating how participants collaboratively addressed the unprecedented challenges which the pandemic posed in order to strengthen their workplace relationships with significant others and enhance student educational experiences. The diversity of the strategies the teachers used provides evidence of growth in multiple dimensions of teacher knowledge and of different forms of agency, and has implications for teaching, teacher education, and future research in this area.

Innovation and Technology in Nursing Education: Challenges and Opportunities

This comment responds to the recently published article on online learning methods during the COVID-19 pandemic. The article describes the challenges, methods, and opportunities of online learning. The authors consider this topic to be very current, interesting, and highly relevant, as the impact that technology will have on the future of nursing education will be significant. However, the challenge posed by the implementation of advanced technologies such as virtual reality (VR) or e-learning requires special attention. These technologies not only enrich students’ educational experiences but can be important in adequately and comprehensively preparing students to meet real-world clinical challenges.

Role of Core Life Skills in Mitigating Academic Stress Among Students with Learning Disabilities

The increasing prevalence of academic stress among students with learning disabilities necessitates effective interventions to enhance their well-being and academic performance. This study investigates the role of core life skills in mitigating academic stress among these students using a convergent parallel design of mixed-methods approach. Quantitative assessments revealed significant negative correlations between academic stress and key life skills such as emotional regulation, self-awareness, problem-solving, and effective communication. Qualitative insights from students, teachers, and parents highlighted themes of increased confidence, better stress management, enhanced social skills, positive behavioral changes, improved academic performance, greater independence, and emotional stability. The study underscores the importance of integrating life skills training into educational programs for students with learning disabilities. Recommendations include developing practical life skills activities, comprehensive teacher training, engaging families in the training process, and continuous evaluation and refinement of the program. These insights provide valuable guidance for educators and policymakers to reduce academic stress and improve overall educational experiences.

The Efficacy of Virtual Physical Education and Its Contribution to Raising Learners' Interest and Engagement Levels

Background: Schools are reluctant to adapt physical education to virtual as it would be challenging to do physical education via virtual learning. Objectives: This study aimed to assess the contemporary efficacy of virtual physical education and its contribution to raising learners' interest and engagement levels. Methods: This study employed an exploratory research design. The content was compiled using various printed and electronic textbooks, encyclopedias, reference materials, scholarly publications, and dissertations. Subsequently, the author assessed the multiple sources to ascertain the data's caliber. Results: Conventional education is obsolete; thus, schools should adopt virtual physical education due to its positive outcomes in education regarding learners' performance by increasing learners' interest and engagement. Conclusion: A properly planned and well-implemented virtual physical education, well-trained and experienced educators, well-guided learners, proper infrastructure, and supporting resources result in learners being interested and engaged, thus leading virtual physical education to success. This study bridges the gap between virtual physical education and learners' interest and engagement, adding to the existing corpus of information concerning virtual physical education.

Assessing the effectiveness of academic coaching interventions for student success in higher education: A systematic review

ABSTRACT Every student has the potential to change the world by making a significant contribution to society. Experiences in higher education significantly shape the development of this potential, for better or worse, leading to interventions to support student success. Among such interventions, academic coaching has been widely used; however, how do we know that it is effective? In this systematic literature review, we describe the characteristics of effective academic coaching interventions, including the format of coaching (individual or group coaching), coaching mode (in-person or distance via technology), coaching topics, coach background, duration, frequency. Focusing on peer-reviewed English journals between 2010 and May 2023, the study found 643 articles, 25 of which met the inclusion criteria following rigorous screening and consensus-reaching processes. Based on the findings, effective coaching interventions span at least 12 hours over 4 weeks, are preferably in-person, and are best facilitated by professional coaches.

Yuyang Dong.

"A key experience in my education was my undergraduate research in the Tilley group, where I first experienced the freedom to try out my wildest ideas and designs… I recharge my batteries by going on a scenic drive while listening to my favorite music…" Find out more about Yuyang Dong in his Introducing… Profile.

Pengaruh Pendidikan, Pelatihan Kerja, Pengalaman Kerja terhadap Produktivitas Kerja Karyawan pada PT. Pacific Angkasa Abadi

The Background to this research is that in the last five years employee work productivity has decreased from 2018 – 2022. This research aims to test the influence of education, job training, and work experience of employees work productivity at PT PACIFIC ANGKASA ABADI. This research uses a quantitative methods. The population in this research was 45 employees, while the sampling used was using non-probability sampling techniques, namely using saturated sampling, the reason is because the sample in the research is relatively small, which is less than 100 people, it is mandatory to take all of the population, the sample in this study is 45 employees. The analysis technique uses instrument testing, classical assumption testing, and hypothesis testing. For testing tool, use the Statistical Package for the Social Sciences (SPSS). The results of this research show that education has a positive and significant effect on productivity, job training has a positive and significant effect on productivity, and work experience has a positive and significant effect on productivity.

Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia

Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers’ education. The study answered the central research question “What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?” Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees’ performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher’s direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees’ professional and pedagogical development practices to improve quality of pre-service teacher education.

Clinical Instructor's Self-reported Modeling of Evidence-Based Practice During Student Clinical Experience.

Having clinical instructors (CIs) model evidence-based practice (EBP) may enhance physical therapist student engagement in the EBP process and learning. However, the extent of EBP modeling by CIs at present is not known. The purpose of this survey was to assess the modeling of EBP by CIs during physical therapist student clinical education experiences (CEs). The literature focuses on the impact of CIs on the students including the significance of CIs modeling behaviors for students during a CE. Not much is known about if EBP concepts are modeled by the CIs during the CE. Three hundred and eight CIs affiliated with the Physical Therapist program. A 37-item anonymous e-survey that included CI demographic data, questions about EBP modeling by CI during CEs, and resources and policies surrounding the use of EBP in the clinical setting. The results of this survey indicate that CIs' modeling of EBP varies by domain. CIs successfully model EBP by asking relevant clinical questions and acquiring relevant literature. The modeling of critical appraisals and the use of EBP metrices during the diagnostic and intervention planning were not done by most CIs. It is important that CIs model the use of EBP concepts during a physical therapist student's CE to develop future evidence-based practitioners. However, this modeling may be limited by CIs' familiarity with EBP. The results of this survey indicate an uneven modeling of EBP concepts, with certain domains being modeled more than the others. The findings of the survey may be used to develop refresher/reference materials specifically designed for busy CIs.

Innovation on the Integration of AIGC and Ideological-political Education in Vocational English Curriculum

The integration of Artificial Intelligence Generated Content (AIGC) technology in vocational English curriculum offers innovative pathways for enhancing educational experiences and embedding ideological-political education. This paper examines the potential of AIGC to transform vocational English education by personalizing content, fostering interactive learning, and promoting specific values and beliefs. The study explores the innovative applications of AIGC in vocational settings, drawing on theoretical frameworks. The findings suggest that AIGC can significantly improve student engagement and ideological alignment when integrated thoughtfully into the curriculum.

From forensic chemistry: an educational experience

Abstract The study of forensic chemical analysis not only aids justice in the investigation of accidental or criminal events but also trains chemistry students in analysing hypothetical scenes, such as the design of scientific experiments, and alerting them to potential dangers. In this way, it contributes to generating awareness about safety and security, ethics, and the professional responsibilities of chemists. These, although ambitious, are some of the objectives that have led to the development of this course on Chemical Analysis in Forensic Investigation, whose thematic units and teaching details are developed. This work presents a detailed programme for the Forensic Chemistry course offered at the Faculty of Exact and Natural Sciences at the University of Buenos Aires. It includes examples of activities and bibliography, allowing it to be used as a template for similar courses or to adapt some of the thematic units to other chemistry courses. The suggested bibliography supports the education of both students and educators in the field of forensic chemistry. The incorporation of topics such as fires, explosives, chemical warfare agents (CWA), and environmental crimes aims to develop professional profiles for a new generation of chemists more committed to the societal impact of their work.

School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools

This study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools. Survey data from 538 school social workers were analyzed to investigate the differences in policies and practices between schools identified as trauma informed and not. Logistic regression analyses examined whether the presence of specific school practices and policies was associated with the identification of a school as trauma informed. Of a wide array of programs and policies that may be present in trauma-informed schools, only the presence of trauma training and resources for secondary traumatic stress were key predictors of social workers’ identification of a school as trauma informed. The implementation of trauma training has long been the primary focus of trauma-informed approaches in schools. Should commitment to trauma-informed approaches endure, we recommend moving beyond training and secondary traumatic stress resources to deepen the field’s focus on implementing trauma-informed practices and policies at all organizational levels. We also recommend that future research looks carefully at how some school safety and trauma-informed approaches may be incompatible and the extent to which trauma-informed approaches improve or detract from children’s educational experiences and outcomes.

Advancing Electric Engineering Education through Immersive Virtual Reality: Deep Learning and Evolutionary Algorithms for Image Stitching and Rectification in Virtual Lab Environments

Virtual Reality (VR) technology has emerged as a transformative tool in education, offering immersive and interactive experiences that enhance learning outcomes. This paper delves into the application of image stitching and rectification techniques to create a VR lab environment, specifically tailored for electrical engineering education. The importance of VR technology in education is explored, highlighting its role in promoting active learning and providing experiential learning opportunities. The primary emphasis of this Paper lies in the smooth incorporation of image stitching algorithms for the creation of panoramic perspectives, along with the implementation of rectification techniques to correct irregular borders within the stitched images. By utilizing Convolutional Neural Networks (CNNs) and Genetic Algorithms (GAs), the proposed approach optimizes the rectification process, resulting in visually cohesive representations. Demonstrating the utilization of the VR lab across a range of situations, such as examining power transfer and creating control panels for water pumps in irrigation initiatives, the immersive setting enables students to delve into intricate systems. The performance of the proposed method was evaluated using various metrics, including mean squared error, peak signal to noise ratio (PSNR), structural similarity index (SSIM), and Fréchet inception distance (FID). the combination of deep learning algorithm specifically (CNN) and optimization algorithm specifically (Genetic algorithm (GA)) led to an increase in the accuracy of the rectified images where the average PSNR reached 23.98, SSIM was 0.8066, and FID was 18.72. Regarding the users’ opinion about the generated environment by stitching and rectifying images, participants demonstrated consistent positive sentiments, with mean scores ranging from 3.65 to 4.03, all above the scale midpoint, and moderate variability indicated by standard deviation values ranging from 1.070 to 1.251, suggesting general favorability with some variation in responses. This experience empowers the users to gain insights and cultivate essential problemsolving abilities at a heightened level. Collaborative learning is facilitated, enabling students to engage in collaborative projects regardless of their physical location. Through the synthesis of image processing techniques and VR technology, this research contributes to the enrichment of educational experiences and the advancement of electrical engineering education.

A national DREEM: exploring medical and dental students’ perceptions on their learning environment across Hungary

BackgroundHungarian medical schools attract a diverse student body, enrolling numerous international and Hungarian students annually. The learning environment, encompassing all facets of their academic experience, significantly influences the overall educational experience at the medical schools. As the first nationwide survey, this study aimed to assess and compare the perceptions of international and Hungarian medical and dental students regarding their learning environment across the four medical schools in Hungary.MethodsThe Dundee Ready Education Environment Measure (DREEM) tool was used to get a better insight into the perceptions of international and Hungarian medical and dental students on their learning environment (LE). The questionnaire was distributed via social media platforms and the Neptun Educational System across the four medical schools in Hungary. To gain deeper insights into the participants’ perceptions, a qualitative component was also added to the survey, comprising five open-ended questions. The research was carried out between April and October 2022. To analyse quantitative data, IBM SPSS was used, while the transcription and exploration of the qualitative data was performed using the Sketch Engine software.ResultsA total of 1164 valid responses were received. The results illuminate similarities and differences in perceptions of the learning environment between international and Hungarian medical and dental students. As anticipated, international students’ perceptions were somewhat less favourable compared to their domestic counterparts, who are generally more accustomed to the workings of the Hungarian higher educational system (total DREEM score was 118.1 for the former, and 122.6 for the latter student population). Notably, significant differences were observed in perceptions of teachers and the overall atmosphere.ConclusionThe total score of the DREEM questionnaire was interpreted as “more positive than negative” for both international and Hungarian students, consistent with findings from other DREEM surveys, suggesting overall satisfaction with the learning environment. However, regular and ongoing evaluation of the learning environment is recommended in order to identify areas for improvement, ensure high standards of education, and continuously enhance the overall student experience.

Seeking to fulfil the human rights promise: practitioner perspectives and an assessment tool for realizing human rights based social work education and practice

ABSTRACT International social work organizations emphasize human rights (HR) as a main social work principle. However, a focus on HR is often lacking in social work education. This often results in an inspirational, rather than deep and meaningful application of HR commitments in social work practice, with kindness and respect being conflated with a realization of HR. Nevertheless, without a critical HR awareness, social workers may inadvertently neglect or hinder service users’ rights. This article presents the findings of an exploratory study which examined, through in-depth interviews with six practitioners working in HR sensitive contexts in Spain, how the experience (or lack thereof) of HR education influences practitioners’ engagement with HR. Findings indicate that, for social workers to overcome inspirational approaches and achieve an HR based social work practice, training and support mechanisms need to be developed at different contexts: 1. In social work education, importantly including social work placements and a practice orientation of teaching 2. At social work services’ organizations and 3. At the broader social work professional organizations and political-institutional contexts. Drawing on the findings, the researchers developed a Human Rights Practice Assessment Tool to support lecturers, students and practitioners in applying HR principles meaningfully in social work.

Benjamin Elling.

"My biggest motivation is to leave the world with more than I've taken from it… A key experience in my education was failing my first exam in graduate school. It quickly taught me that you can either take failure as a sign that you're not good enough or you believe in yourself enough to hit the books and try again…" Find out more about Benjamin Elling in his Introducing… Profile.

‘At sea with Lucas’: narrative case study of an early childhood educator faced with a critical incident / ‘En la mitad del mar con Lucas’: estudio de caso narrativo de una maestra de educación infantil ante un incidente crítico

The purpose of this article is to identify and understand the voices and I-positions of Francia, an experienced Chilean educator, in a critical incident that proved fundamental in her identity construction. The adaptation to a school institution in her novice professional development period as an early childhood educator emerges as a significant episode worth exploring. Through a narrative case study and the application of dialogical self-analysis tools, internal, external and outer voices are identified, like the I as someone postponed, the I as a protector, the I as a professional, the I as a collaborator and the school as an outer protective voice. This case highlights the tension between childcare and teacher self-care, revealing a transition towards professionalism. What stands out are collaboration and the need for professional learning in how to deal with critical situations, especially situations related to diversity, underscoring the importance of ethics and consideration of institutional contexts.

A Study on the Development of a Specialized Curriculum for Inclusion Classes for Children with Autism in Elementary Schools

The educational challenges faced by children with autism in primary school have garnered increasing attention. With the implementation of inclusive education, integrating these children into regular classrooms has become a reality, albeit a profoundly challenging one. The focus of research lies in developing specialized curricula tailored to the unique characteristics of autistic children, aiming to optimize their adaptation and development within general educational settings. This paper examines the limitations of existing educational curricula, explores the foundational theories regarding the cognitive and behavioral traits of autistic children, and integrates various educational theories such as Multiple Intelligences Theory, Social Constructivism, and Applied Behavior Analysis (ABA), to propose effective strategies for curriculum design. Through the implementation of individualized education plans, multisensory teaching methods, social skills training, and the creation of structured environments, this approach seeks to enhance the learning outcomes and social participation of autistic children while maintaining overall educational quality. The research findings indicate that appropriate interventions and support can significantly improve the educational experience of autistic children, providing theoretical backing and practical examples for educational practice.

Evaluation of the online continuing education experience during the COVID-19 pandemic in a Middle Eastern ambulance service: A cross-sectional study

Evaluation of the online continuing education experience during the COVID-19 pandemic in a Middle Eastern ambulance service: A cross-sectional study

Undergraduate musculoskeletal ultrasound training based on current national guidelines—a prospective controlled study on transferability

IntroductionMusculoskeletal ultrasound (MSUS) is integral to routine clinical diagnostics for musculoskeletal and joint disorders. This study aims to establish and validate a sonography course tailored to undergraduate medical students acquiring MSUS-specific skills at a German university.MethodsA blended learning training concept, comprising 24 instruction sessions of 45 min each, was designed based on the current national guidelines of the German Society for Ultrasound in Medicine (DEGUM). This program was integrated into the clinical phase of the undergraduate students’ medical education. The self-perceived improvement in competency and the effectiveness of the course design were evaluated using a a 7-point Likert scale questionnaire. Objective learning success was evaluated via a written test and a “Direct Observation of Practical Skills” practical exam. Control groups included medical students without MSUS training (control group 1) and doctors who had completed DEGUM-certified basic MSUS courses (control group 2). Both control groups completed the written test, while control group 2 also took the practical final exam. The study involved 146 participants: 56 were allocated to the study group, 44 to control group 1, and 46 to control group 2.ResultsThe study group rated their skills significantly higher after the course (p < 0.01). Participants expressed high satisfaction with the course design, the teaching materials, and the teachers. The study group's performance on the final written test was comparable to those of control group 2 (p = 0.06) and significantly superior to control group 1 (p < 0.001). Additionally, the study group’s performance on the practical final exam was not significantly different from control group 2 (p = 0.28), with both groups achieving scores exceeding 80%.ConclusionBoth subjective and objective measures of learning suggest that an MSUS course designed for postgraduates can be effectively adapted for undergraduate medical students. Incorporating MSUS training into the clinical curriculum is recommended to enhance future medical professionals' educational experience and practical skills.