Education Students Research Articles

A case report of Moodle-based escape room education for medical students through synchronous distance learning

A case report of Moodle-based escape room education for medical students through synchronous distance learning

Doctoral graduates’ attitudes toward scholarly work and Institutional Review Board and Quality Improvement Committee education and submission processes: A pilot study

BackgroundEducators are challenged to find better ways to prepare doctoral nursing students to conduct scholarly work involving human subjects. PurposeTo better understand doctoral nursing students’ attitudes toward programmatic scholarly work and Institutional Review Board (IRB)/Quality Improvement Committee (QIC) education and submission processes. MethodsRecent Doctor of Nursing Practice (DNP) and Philosophy of Nursing (PhD) graduates were recruited using convenience sampling techniques to participate in this cross-sectional, descriptive, mixed-methods pilot study. Data were collected using two researcher-developed instruments. DiscussionNineteen doctoral nursing students participated in this study. Students most often used a quantitative approach with health care providers to complete their scholarly work requirements. Both PhD and DNP participants were overall satisfied with the IRB/QIC content in the curricula and the submission process. Four themes were identified: (a) Efficiency, (b) Collaboration, (c) Faculty Mentorship, and (d) Areas for Improvement. ConclusionFindings from this pilot study may be used to enhance IRB/QIC processes through revision of administrative processes and student education.

Observation of Socio-Emotional Development among Students in Early Childhood Education

Socio-emotional development is a major concern of teachers’ pedagogical approaches to early childhood education. This research was designed to identify self-awareness, self-management, social awareness, and relationship skills among junior students. The study was descriptive in nature, and the target population was comprised of students from ECE private schools in Rawalpindi. Getting consent for classroom observation was a sensitive process, and a sample of 160 students from twenty schools was considered sufficient. The observational tool was divided into four broad categories of socio-emotional development, i.e., self-awareness; self-management; social-awareness; & relationship skills of students. The observational checklist was pilot-tested on forty students, and face validity was improved through experts’ opinions. Data was collected, scored, tabulated, and analyzed by using percentages. Self-awareness among students was prominent, and pupils could identify their emotions when feeling happy, angry, or sad. Students were kept responsible for their work and focused on their tasks without being distracted. Most of the students have good social awareness and possess relationship skills with peers.

Pursuing Inclusive Vocational Education Amidst Discrimination: The Plight and Hopes of Christian Youth in Pakistan

This research endeavors to delve into the effectiveness of civic education in shaping Pakistani students' understanding of the Palestine-Israel conflict, recognizing the imperative role of global citizenship in today's interconnected world. The study aims to go beyond traditional approaches, focusing on innovative pedagogical methods to enhance critical thinking and empathy among students. The complexity of the Palestine-Israel conflict and its global implications underline the necessity of informed perspectives. Pakistani students, like many others globally, often lack a comprehensive understanding of the conflict's historical, political, and cultural dimensions. The qualitative study focuses specifically on the Palestine-Israel conflict, aiming to uncover insights that enhance the educational experience and contribute to the broader dialogue on global citizenship. The research methodology involves a diverse sample, qualitative research methods, and thematic analysis of data. Expected contributions extend to informing curriculum development and teacher training programs, fostering a generation of Pakistani students with a deeper understanding of the Palestine-Israel conflict, and a commitment to global peace and justice. In conclusion, this research endeavors to contribute valuable insights into the realm of civic education, addressing the gaps in understanding of the Palestine-Israel conflict among Pakistani students. The findings may have broader implications for global citizenship education and similar initiatives in comparable contexts.

Assessing Iraqi ESL Fourth Year College of Physical Education and Sport Sciences Students' Writing Anxiety

يعد القلق من الكتابة مؤشرا هاما قد يعيق القدرات الكتابية ويؤدي إلى عدم كفاءة الأداء. تهدف هذه الدراسة إلى تقييم القلق الكتابي لدى طلاب السنة الرابعة في كلية التربية البدنية وعلوم الرياضة العراقيين دارسي اللغة الإنجليزية كلغة ثانية (ESL) , حيث واجهوا صعوبات وعقبات في هذا المجال. ان تصميم الدراسة الحالية هو تصميم وصفي واداة القياس لهذه الدراسة تتالف من مقياس مكون من (20) فقرة. ان عينة الدراسة الحالية مختارة بطريقة عشوائية من كلية التربية البدنية وعلوم الرياضة في جامعة بغداد من طلاب السنة الرابعة وتتالف من (300) طالب , واحتسب الصدق والثبات, و تشير نتائج هذه الدراسة إلى أن طلاب الجامعات العراقية واجهوا، للاسف ، تحديات وقضايا حقيقية في هذا المجال. ومن ثم تم تحديد الاستنتاجات والتوصيات. الكلمات المفتاحية: مهارة الكتابة، القلق

Professional identity, commitment, and achievement goals of art education students in China

Professional identity, commitment, and achievement goals of art education students in China

‘Shameful histories’ – shame and sex perceived by secondary school students in history education

A challenge for history education in Sweden involves integrating questions regarding relationships and sex education. The purpose of this article is to explore how students and teachers relate historical narratives about women’s sexuality between the past and present, with a particular focus on students’ discussion of shame. To analyse shame as something beyond the individual, we focus on the interrelationship of gender, sexuality and shame. The study builds on a poststructural understanding of gender, norms, sexuality and subjectification. The data comprise video-recorded classroom observations, focus group interviews with 16–19-year-old students, and interviews with their teachers. The findings are structured into two themes: shame as regulating women’s sexuality, and sexualised shame as a historical continuity. We conclude that it is highly challenging for a history teacher to construe a classroom environment that breaks with traditional historiography without resorting to a fragmentation of history into isolated case studies of the spectacular.

Problem-solving skills of Sulu State College freshmen students in flexible learning education: An assessment

The pandemic has prompted the adoption of online, modular, and blended learning modalities, emphasizing the importance of integrating these in daily teaching and learning processes. Problem-solving skills, considered crucial for 21st-century decision-making, are also essential. This study aimed to analyze the level of problem-solving skills of the freshmen college students in Sulu State College in (i) modular learning, (ii) online learning, and (iii) blended learning. Purposive sampling was used to sample A questionnaire adapted from related studies was used to elicit quantitative data using a 5-point modified Likert Scale. The freshmen college students were randomly sampled (n=119) from six schools in the college. Findings indicated that freshmen college students at Sulu State College demonstrated high competence in problem-solving across three learning modalities. Each modality offered unique benefits that effectively enhanced the students' mathematical problem-solving abilities. In modular learning, students felt confident in managing math problems independently highlighting the empowerment and self-learning capacity inherent in this approach. Online learning also proved effective, with students showing high competence in problem-solving because of flexibility and accessibility. Blended learning was particularly beneficial, with students reporting the highest levels of competence because it enhanced engagement, creativity, and problem-solving skills by providing a comprehensive and flexible learning experience.

Critical Thinking Skills in Research Process, a Literature Review. An Input to Propose a New Measurement Instrument to Gauge Critical Thinking

Critical thinking is crucial in research skills because it enables individuals to make better decisions, solve problems, and understand complex issues. For this reason, enhancing it at all educational levels is essential. This study aimed to perform a meta-analysis of the most common critical thinking skills (CTS). This was carried out through a systematic literature review based on the methodology of Barbara Kitchenham. The review revealed 29 articles that met the inclusion and exclusion criteria. The outcomes showed that the most featured critical thinking skills are analysis, interpretation, evaluation, inference, and self-regulation. Findings, also demonstrate that 83% of the different teaching methodologies applied at different educational institutions, clearly, contribute to develop students´ CTS. Critical thinking skills training for teachers and students, gender analysis, application of new strategies to enhance critical thinking, and their subsequent evaluation are some of the current challenges and future areas of research, which are essential for further advancement of this topic. Based on these inputs, we propose innovative ideas to tailor a new measurement instrument to assess CTS that will give guidelines on stimulating critical thinking as a skill in the research process for Ecuador's higher education students; it mainly contains three phases, initiation, inference and assumption.

Social support and academic experience among higher education students in Israel during the COVID-19 pandemic.

This study focused on the implications of the COVID-19 pandemic on the academic experience of university students and their plans for dropping out. We examined how their health, exposure to COVID, and personal COVID-related health risk were associated with perceived social support and a positive academic experience versus plans to drop out of academic studies. We questioned 10,635 students from six research universities in Israel in a cross-sectional online survey. Our findings confirmed that exposure to COVID-19 was positively associated with perceived social support and plans to drop out of academic studies, but negatively associated with a positive academic experience. The greater the perceived social support, the more positive the academic experience, with fewer plans to drop out academically. The more negative students' perceptions of their general health, the more frequent the plans to drop out of academic studies. Also, perceived social support and a positive academic experience mediated the associations between COVID-19 exposure and health status, and plans to drop out of academic studies. This study highlights the potentially positive role of social support and positive academic experiences as significant resources and potential protective factors against plans brought on by COVID to drop out of academic studies.

ECOLOGICAL ELECTRIC CAR USABLE IN THE AGRICULTURAL SECTOR

Growing concern of carbon dioxide emissions, greenhouse effects and rapid depletion of fossil fuels raise the necessity to produce and adopt new eco-friendly sustainable alternatives to the internal combustion engine driven vehicles. For this reason, in the last decade, electric vehicles have become in some way widespread, principally because of their negligible flue gas emissions and lesser reliance on oil. Although electric cars were introduced many years ago, agriculture electric vehicles have recently gained attention. The world of agriculture has changed, small-specialized farm utility vehicles are now used for a specific purpose, and in several cases, they have an electric engine. In our research, we focused on the design and preparation of a prototype the variable, multifunctional ecological electric loader, which would be dimensionally adapted to the needs of use in greenhouse, interior growing halls, as a result of research by students of innovative dual technical education with effective support of their teachers. The result of our research was the design and construction of a prototype of a smaller electric loader, which meets demanding quality parameters (performance) and environmental attributes (reduced noise and almost zero emissions) for work in greenhouses.

Factors supporting the engagement of first-semester students in teacher education

As the transition to higher education can be challenging for students, it is easy to see how the (partial) closure of higher education institutions during the Covid pandemic posed an even greater challenge to engaging in more self-regulated learning and connecting with faculty and peers. Building on Kahu & Nelson’s (2018) framework, the aim of our study is to better understand student engagement. In the autumn semester of 2020, students on two programmes at a Swiss University of Teacher Education participated in a survey (n=291). Overall, students reported rather low levels of engagement. Our analyses show that factors of the learning environment, such as missed contact with peers as well as educational interface variables (self-efficacy, enjoyment, belonging), can explain differences in engagement.

Impact of Connectivism on Knowledge and Willingness of Students in Higher Education

This study investigates the impact of connectivism on knowledge acquisition and the willingness of higher education students to apply that knowledge in practical settings. Using an experimental design, it investigates how connectivism manifests in learning processes, particularly focusing on a collaborative online international session (COIL) with 92 business management students from the UAE and South Korea. These students participated in a COIL session aimed at enhancing their understanding of diversity and inclusion management concepts. The study utilized an independent t-test to evaluate the effectiveness of COIL, comparing groups exposed to different modes of participation (connectivism mode and nonconnectivism mode). The results highlight connectivism’s role in increasing students’ willingness to utilize acquired knowledge. As a connectivism approach, COIL proves pivotal in applying learning practically. This research offers significant insights for curriculum designers, educators, and scholars, demonstrating the impact of social connectivism on learning enhancement. It provides valuable information for incorporating connectivism into traditional educational models, thereby enriching the theoretical and methodological understanding of the relationship between connectivism, COIL, knowledge acquisition, and application willingness. This study is particularly relevant for educators looking to integrate innovative methods in their teaching and expand the scope of knowledge and skill development for future work.

Analysing the Impact of Generative AI in Arts Education: A Cross-Disciplinary Perspective of Educators and Students in Higher Education

Generative AI refers specifically to a class of Artificial Intelligence models that use existing data to create new content that reflects the underlying patterns of real-world data. This contribution presents a study that aims to show what the current perception of arts educators and students of arts education is with regard to generative Artificial Intelligence. It is a qualitative research study using focus groups as a data collection technique in order to obtain an overview of the participating subjects. The research design consists of two phases: (1) generation of illustrations from prompts by students, professionals and a generative AI tool; and (2) focus groups with students (N = 5) and educators (N = 5) of artistic education. In general, the perception of educators and students coincides in the usefulness of generative AI as a tool to support the generation of illustrations. However, they agree that the human factor cannot be replaced by generative AI. The results obtained allow us to conclude that generative AI can be used as a motivating educational strategy for arts education.

From concerns to benefits: a comprehensive study of ChatGPT usage in education

Artificial Intelligence (AI) chatbots are increasingly becoming integral components of the digital learning ecosystem. As AI technologies continue to evolve, it is crucial to understand the factors influencing their adoption and use among students in higher education. This study is undertaken against this backdrop to explore the behavioral determinants associated with the use of the AI Chatbot, ChatGPT, among university students. The investigation delves into the role of ChatGPT’s self-learning capabilities and their influence on students’ knowledge acquisition and application, subsequently affecting the individual impact. It further elucidates the correlation of chatbot personalization with novelty value and benefits, underscoring their importance in shaping students’ behavioral intentions. Notably, individual impact is revealed to have a positive association with perceived benefits and behavioral intention. The study also brings to light potential barriers to AI chatbot adoption, identifying privacy concerns, technophobia, and guilt feelings as significant detractors from behavioral intention. However, despite these impediments, innovativeness emerges as a positive influencer, enhancing behavioral intention and actual behavior. This comprehensive exploration of the multifaceted influences on student behavior in the context of AI chatbot utilization provides a robust foundation for future research. It also offers invaluable insights for AI chatbot developers and educators, aiding them in crafting more effective strategies for AI integration in educational settings.

Exploring Students’ Perception of Quizizz as a Learning Media in Higher Education

The use of game in education has been evidenced to improve students’ engagement in learning. However, much research shows that the use of game in learning is only effective for high school students, while its use for students of higher education is limited. Research on game in education has predominantly been occupied by Kahoot! while Quizizz has received less analysis. This research aims to explore student perception of Quizizz as a learning media and the related obstacles experienced in a library science study program of State Islamic University of North Sumatera in Indonesia. The research uses a combination of quantitative and qualitative methods, such as survey and focused group discussion, with a sample of 272 undergraduate students. The study found that the use of games in learning actively increased student engagement and led to a significant improvement in independence and self-control in learning. During the learning activity students maintain that they gain their self-confidence while enjoying the game. The research suggests that to increase learning achievement, educators should use various teaching strategies that encourage students’ active mental and physical engagement. Additionally, it is expected that this learning experience and content will enhance students' retentive memory.

Artificial Intelligence in the education of geology students – the hero or the killer?

Artificial Intelligence in the education of geology students – the hero or the killer?

Sleep education for medical students: A study exploring gaps and opportunities

PurposeTo explore final-year medical students’ perceptions of sleep education during medical school to inform the development of a sleep curriculum. MethodsYear 6 medical students on their final general practice placement in 2020 were invited to complete an online survey including questions regarding sleep education recalled during the medical programme. ResultsResponses were received from 51/71 (72 %) students. Main learning topics recalled by participants were sleep apnoea (83 %), sleep physiology (71 %), and snoring (69 %). Education in other topics was reported by <65 % of students. Priority topics for students were treating common sleep disorders, taking a sleep history, and navigating shift work. ConclusionsWhilst the majority of students recalled education on specific topics, many had little awareness of education relating to sleep assessment, insomnia, or shift work. Sleep education in the curriculum needs more emphasis and reinforcement given sleep's relevance across many domains of health and morbidity. We propose that an identifiable sleep curriculum is required to ensure medical students have the necessary core education regarding sleep and sleep disorders both for patients and themselves. Further, we believe this is possible to achieve in a short timeframe within the constraints of an existing curriculum and propose some creative solutions.

Review of the textbook “Oncology 2.0” edited by D. Sci. (Med.), Professor Sh.Kh. Gantsev

The textbook “Oncology 2.0”, prepared by a team of authors under the guidance of Professor Sh.Kh. Gantsev, is a comprehensive presentation of modern approaches and methods in oncology, aimed at training specialized personnel in this field. The textbook uses an integration approach that combines clinical and morphological aspects of oncology. The textbook material complies with the Federal State Educational Standard of Higher Education. The book is written at a high scientific and methodological level. The integration of the latest achievements in scientific research, the latest diagnostic and treatment methods are presented, which makes it an important tool for the education of residents and graduate students. The textbook stands out for its detailed description of the processes of carcinogenesis and cellular mechanisms of malignant transformation. The textbook is intended for residents and graduate students specializing in the field of oncology, oncological radiotherapy, molecular and cellular aspects of cancer and can be used as the main educational literature in the discipline.

Enablers and barriers to implementing an interdisciplinary experiential learning program for university students in a Canadian rehabilitation centre.

This qualitative study aims to identify a comprehensive set of enablers and barriers to implementing an interdisciplinary experiential learning program for university students at a Canadian rehabilitation centre. A researcher conducted one-on-one semi-structured interviews with individuals from four key stakeholder groups (i.e., rehabilitation centre leadership, clinicians, university clinical coordinators, and health and rehabilitation students). Interviews and data analysis followed the Theoretical Domains Framework (TDF), which is designed to identify possible cognitive, affective, social, and environmental influences on program implementation. Interviews were transcribed verbatim, and two researchers coded data independently to identify the major themes of enablers and barriers to implementing an interdisciplinary experiential learning approach to rehabilitation care. From a total of 12 interviews, domains of the TDF were identified to represent overarching themes, which were (1) enablers (i.e., reinforcement, beliefs and consequences, optimism, professional identity, knowledge, and skills), (2) barriers (i.e., environment/resources and beliefs and capabilities), and (3) program development (i.e., goals and evaluation that was not previously a TDF domain). A list of recommendations for implementing an interdisciplinary experiential learning program was created that represented qualitative data from each stakeholder group. This study provides insight into the potential enablers and barriers to developing an interdisciplinary experiential learning program for university students within rehabilitation centres. This type of program could enhance educational curriculums, student and clinical experiences, and patient outcomes. In this study, the findings inform recommendations for developing an interdisciplinary program in teaching hospitals and explore their potential impact. Future research and pilot studies must be conducted to fully understand the effects of implementing an interdisciplinary experiential learning approach within rehabilitation centres.