Learning In Education Research Articles

Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends

Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends

Simulation Based Teaching and Learning in Clinical Education

Medical education is undergoing significant changes each day in different corners of the world. Calls from different stakeholders for a change in the instructional methods have resulted in innovative medical curriculum. The new curriculum stresses the importance of proficiency in several clinical skills by medical students rather than mere acquisition of knowledge. Teaching and training using simulation technique is very powerful. It provides valuable opportunities to learn and practice the key competencies in medical education, such as communication, problem-solving, teamwork, and leadership as well as management skills such as physical examination, diagnostic and surgical procedures. Pedagogical innovations like simulation-based teaching needs to be brought to the forefront in clinical education in our country. Simulation programs may function well from a technical point of view, but they are often difficult to fit into a curriculum, especially in low-resource settings, where money and technical-know-how are the main limitations. Medical educators have been pushed inevitably to rely on such technology-based learning looking at the future of medical education. However, they should not only embrace it but also develop and evaluate its sustainability and application in preclinical and clinical settings. If well-designed, learning how to operate a simulation program generally requires little effort for them and their students. A short introduction by the teacher is often sufficient to enable the student to work with the program. Bang. J Neurosurgery 2023; 13(1): 24-28

Patients as educators in medical student education in forensic psychiatry: a scoping review of the barriers and facilitators

ABSTRACT Patient educator programmes have become a fundamental part of medical student education, delivering rich and transformative learning. However, little is known about the barriers and facilitators to implementing patient educator programmes for medical students in psychiatry and specifically forensic psychiatry. A systematic search of three databases with no date parameters was undertaken in November 2022, using keywords related to medical education, coproduction, patient involvement, and psychiatry. Five papers on patient educator programmes in psychiatry were located. No literature related to patient educator programmes in forensic psychiatry was identified. Facilitators include a robust policy infrastructure and transparent arrangements for safe educational practices alongside a commitment to coproduction and relational working. Barriers include epistemic injustice, the skills of professional facilitators, and a lack of supporting educational theory. There appears to be scope to deliver high-quality medical student education in forensic psychiatry through patient educator programmes with reciprocal benefits for educators such as rehabilitation, skills development, and possibly therapeutic benefits. The educational and therapeutic value of patient as educator programmes in forensic psychiatry are under-researched. Patient as educator programmes in forensic psychiatry require careful consideration regarding risk, while patients’ prior involvement with the criminal justice system may increase stigma and discrimination. The complexity and risks have seldom been considered. It appears a priority to address the knowledge gap identified by this review.

SUBSTANTIATION OF THE CERTIFICATE PROGRAM «GLOBAL HEALTH» AS A COMPONENT OF THE TRAINING OF PUBLIC HEALTH SPECIALISTS

The aim: to develop a modern certification program "Global Health" for the continuous professional development of public health professionals. Materials and methods. The study employed bibliosemantic, informational-analytical, medical-statistical, sociological methods, and content analysis method. The research program included an analysis of the main competencies of public health professionals, as defined by the Association of Schools of Public Health in the European Region (ASPHER) and the higher education standard for specialty 229 "Public Health" for the second (master's) level of higher education; analysis of existing certification programs on global health; conducting sociological surveys of public health professionals regarding priority topics and preferred learning methods. The research was based on normative documents, electronic resources, and the results of sociological research. Statistical processing and mathematical analysis of materials were conducted using statistical analysis methods. Results. It was established that global health issues are significant in shaping the professional competencies of public health professionals, considering the requirements of the higher education standard for specialty 229 "Public Health" for the second (master's) level of higher education and those, defined by the European List of Core Competencies for Public Health Professionals ASPHER. The study of these issues was identified as important for continuous professional development based on sociological surveys of disease control and prevention center employees (38.4 out of 100 respondents). Among various forms of education, webinars (62.2±3.8 out of 100 respondents) and online learning (60.4±3.8) are most in demand. Analysis of the obtained data led to the justification of the "Global Health" certification program. In the developed "Global Health" certification program, 26.7% of the workload corresponds to lectures, 33.3% to practical classes, and 40% to preparatory work. Structurally, it covers 2 modules and 8 topics on current issues of the impact of globalization on health and analysis of global health indicators. Conclusions. The "Global Health" certification program meets the requirements of normative documents, considers contemporary challenges and consequences of globalization on health, highlights global health trends, and its topics are in demand among disease control and prevention center professionals.

Islamic Educational Psychology: The Urgency In Islamic Religious Education Learning

This research aims to reveal the important role of Islamic educational psychology in the Islamic Religious Education learning process. The method used is library research which involves collecting information and data by utilizing various materials available in the library, such as reference books, articles, journals and other relevant documents related to the topic being researched. From the research results, it is concluded that Islamic educational psychology plays an important role in learning Islamic religious education because of the interactive dynamics between teachers and students during the learning process. Without the knowledge of Islamic educational psychology in every learning process, it is certain that learning objectives will not be achieved optimally and the learning process will be ineffective. Furthermore, Islamic religious education involves instilling and strengthening the principles of faith which serve as a spiritual basis. A person's entire being is shaped by the teachings of the Islamic religion, and every attitude and behavior is influenced by his faith.

Content and Language Integrated Learning in primary schools in Andalusia: A qualitative study on teachers’ perceptions

Despite the unanimous endorsement of the Content and Language Integrated Learning in mainstream education, the bilingual programme is not free from challenges. Hence, the main objective of the study was to examine the primary school teachers’ perceptions of the dual-focused approach to detect the major limitations and determine if there were potential differences within each cohort of teachers. Data were obtained from a questionnaire sent to all bilingual primary schools in Andalusia (Spain). For the purpose of the present study qualitative data were analysed using the software NVivo. The results of the study revealed that teachers’ needs have not been addressed sufficiently as they expressed deep concern over the scarcity of teacher training schemes, insufficient time for coordination, inappropriate design of the materials, little or no support provided to them and increased workload. Furthermore, with regards to the within-cohort comparisons, content teachers seem to be in greatest need of more assistance and training initiatives. These outcomes merit further attention and should feature on the agenda of educational policymakers as not addressing these issues properly might threaten the viability of the bilingual project.

Capturing students’ LMS experience: measurement invariance across Chinese and English versions

AbstractLearning management systems (LMS) have emerged as a standard component of higher education institutions for the web-based delivery and management of courses. The COVID-19 pandemic highlighted the value of LMS in facilitating online teaching and learning. However, the significance of examining the factors that impact LMS use success during the pandemic has been underestimated. Moreover, despite previous attempts to evaluate students’ LMS experience, most research failed to connect the actual use of LMS to students’ learning success. To address these gaps, we developed and validated an empirical and theory-based instrument measuring students’ LMS experience. The choice of constructs was informed by a scoping review of LMS measures and interviews with a representative sample of students and teachers about their LMS use. By adding constructs that are relevant to learning in the LMS, the current study provided a more comprehensive measurement that captures students’ learning experience in the platform. We provided evidence for the measurement invariance of the scales with their Chinese translation as well. By addressing the limitations and building on this study’s findings, researchers can further advance our understanding of LMS experiences and contribute to developing more effective e-learning systems to support teaching and learning in higher education.

A scoping review on the use of reflection and reflective portfolio learning in veterinary education.

In veterinary education, reflection and reflective portfolio learning aim to enhance professional development. Although reflection and reflective portfolio learning are widely used in teaching and healthcare, their demonstrable impact on veterinary education is unclear. Although the benefits are uncertain, reflection may provide potential for self-development and help to prepare students for clinical practice. The aim of this work was to review research into reflective practice and reflective portfolio learning, to find evidence for its use in teaching, to confirm how it is best implemented to optimise professional development and to identify gaps for future research. This scoping review was conducted according to the Joanna Briggs Institute guidelines adhering to review methodology. Ten databases were searched and screened for reflection and portfolio learning as a primary source of data. Of 29,933 texts identified by title and/or abstract, 51 final works were screened in full. Of these, 16 papers that gathered evidence on reflection were included. The results confirmed a growing evidence base for reflection in the veterinary field. In total, six works demonstrated a positive impact on professional development. Written reflective assignments were the most common methods of implementation, with 11 papers referencing their use. Other methods included group discussion and facilitated reflection. This review identified numerous gaps for research, including validating the methods of implementation, exploring the efficacy of methods other than written reflection, examining how reflection is used at different stages of the veterinary career and study of different models of reflection to identify which are most useful.

Quality Text Book Assessment System

The Quality Textbook Assessment System (QTAS) is a sophisticated methodology aimed at rigorously evaluating the quality and appropriateness of textbooks utilized within educational contexts. With the proliferation of educational materials and the pivotal role textbooks play in shaping students' learning experiences, there arises a critical need for a systematic approach to assess their efficacy and alignment with educational standards. QTAS addresses this need by providing educators, curriculum developers, and policymakers with a structured framework for textbook evaluation. The primary objectives of QTAS are multifaceted. Firstly, it seeks to ensure the accuracy and reliability of information presented in textbooks across various subjects and grade levels. Through meticulous fact- checking and content validation processes, QTAS identifies and rectifies inaccuracies, misconceptions, and biases that may compromise the integrity of educational materials. Additionally, QTAS evaluates the clarity and coherence of textbook content, assessing its ability to facilitate comprehension and knowledge retention among students. Moreover, QTAS places a strong emphasis on the alignment of textbooks with established educational standards and learning objectives. By scrutinizing the curriculum relevance and instructional coherence of textbooks, QTAS helps educators select materials that seamlessly integrate with existing teaching practices and educational frameworks. Furthermore, QTAS evaluates the inclusivity and diversity of textbook content, ensuring representation and recognition of diverse perspectives, cultures, and identities. Incorporating both qualitative and quantitative assessment methods, QTAS employs a combination of expert reviews, stakeholder feedback, and statistical analyses to evaluate textbooks comprehensively. This holistic approach enables QTAS to generate nuanced insights into the strengths and weaknesses of educational materials, guiding informed decision-making regarding textbook adoption, adaptation, or supplementation..

Puppetry-Based Literacy as a Means of Early Childhood Character Education

This service aims to introduce wayang culture and develop children's character education with the content of core competencies in spiritual attitudes, core competencies in social attitudes, core competencies in knowledge, and core competencies in skills by utilizing educational learning media. The subjects in this research were PAUD Mutiara Bunda and PAUD Kenanga, Pisang Candi, Sukun, Malang City. The results of this service show that the learning method through wayang literacy and local wisdom for early childhood has succeeded in becoming a means for teachers to introduce character-based local culture to early childhood

Differences in the Implementation of Physical Education (PE) Learning Management Based on Years of Work: Analysis of Differences in the Quality of Quality Assurance Culture

Abstract. This research aims to determine the implementation of Physical Education (PE) learning management related to 21st-century skills based on the service length of PE teachers in various schools with different quality assurance cultures. The sample in this study was secondary school PE teachers in Southeast Sulawesi Province, Indonesia. This research employed descriptive statistics and inferential factorial one-way Anova to analyze the data. One-way Anova test results in Sig. 0.009 < 0.05 means a significant difference in the average of the three PE learning outcomes between teachers with work periods of 1-7, 8-15, and 16 years or more. Firstly, the Tukey post hoc test Sig value is 0.024 < 0.05, meaning there is a difference in PE learning outcomes between 1-7 and 8-15 years of service. Testing the two Sig values ​​is 0.983 > 0.05, meaning there is no difference in PE learning outcomes for working years 1-7 and 16 years and above. Test the three Sig values. 0.016 < 0.05, so there is a difference in PE learning outcomes between 8-15 and 16 years of service. This research concludes a significant difference in the average PE learning achievement between teachers with tenure of 1-7, 8-15, and 16 years or over. Thus, it can be concluded that the service length of PE teachers influences the effectiveness of implementing learning management containing 21st-century skills. Teaching experience plays a role in implementing teaching methods and techniques that suit the demands of 21st-century skills, including critical thinking, collaboration, communication, and creativity. This underlines the importance of continuous professional development for teachers, especially in improving teaching skills relevant to the student's needs in the current era of the 21st century. The results of this research can assist policymakers, school administrators, and teachers in designing and implementing more effective PE programs in classroom conditions and prioritizing needs according to the conditions of each school.

Differences in Achievement in Physical Education Learning Outcomes for High School Students Based on Parental Occupation: Analysis of Differences in Parental Social Status in Providing Learning Motivation

This research aims to determine the achievement of Physical Education (PE) learning outcomes based on parents' work and its relationship to differences in parents' social status in providing learning motivation to students. The sample in this research was high school students in DI Province. Yogyakarta Indonesia. Data analysis used descriptive statistics and inferential factorial one-way ANOVA. One-way anova test results Sig. 0.000 < 0.05 so there is a significant difference in the average of the three PE learning outcomes between students whose parents are civil servants, farmers and entrepreneurs. First Post Hoc follow-up test Sig. 0.000 < 0.05, so that there is a difference in the PE learning achievement of students with their parents' jobs as civil servants and farmers. Post Hoc follow-up test for both Sig. 0.375 > 0.05 so that there is no difference in the PE learning achievement of students with their parents' jobs as civil servants and entrepreneurs. Post Hoc follow-up test for the three Sig. 0.001 < 0.05 so that there is a difference in the PE learning achievement of students whose parents are farmers and entrepreneurs. The conclusion of this research is that there is a significant difference in the average achievement of PE learning outcomes for high school students based on the social status of parents' jobs as civil servants, farmers and entrepreneurs. The social status of parents' work has an influence on the PE learning achievements of high school students in relation to providing learning motivation for students. Working as a civil servant requires a person to have a formal education of at least a bachelor's degree, while for farmer and self-employed jobs it is not required to have a formal bachelor's degree. Parents who work as civil servants and have formal educational experience of at least a bachelor's degree, at least have a tendency to motivate their children to achieve good learning outcomes in compulsory subjects such as PE or other compulsory subjects. However, the farming profession could be stronger and higher in providing learning motivation to their children, with the hope that their children who are still studying at high school level will not become farmers like their parents and can continue at a higher level of formal education. Keywords: Learning Outcomes, Physical Education, Social Status, Parental Employment, Learning Motivation.

Designing experiential learning activities with generative artificial intelligence tools for authentic assessment

Purpose This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning. Design/methodology/approach The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use. Findings The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes. Originality/value This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

Exploring the efficacy of collaborative learning in a remote robotics laboratory: a comparative analysis of performance and pedagogical approaches

In today's world, remote-controlled robots are widely used across various industries due to their ability to enhance working efficiency in various applications. Learning about robot operation and human–computer interaction has emerged as a popular topic in recent times. Indeed, learning robotics can be challenging for many students as it requires knowledge of programming, control systems, electronics, etc. Collaborative learning in a physical robotics setting is common in higher education and has received significant attention for its potential to enhance individual learning outcomes. However, the effectiveness of learning robotics in a remote setting is still a matter of debate. In this study, we establish a remote laboratory environment to teach undergraduate students in the engineering discipline. Students are required to utilize a robotic arm to grasp designated objects collaboratively among students through synchronous interactions online. To compare students’ performance under different pedagogical teaching approaches, students are divided into two groups. They each perform the task individually and collaboratively, albeit in a different order. Our study adopts a quantitative method to measure students' learning outcomes based on the assessment of performing the laboratory tasks and completion time. The results indicate a noteworthy improvement in the individual performance of the group of students who engage in collaborative work prior to the individual tasks. These findings have implications for other remote laboratory setups and highlight the effectiveness of collaborative learning in higher education.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration. Keywords: AI, Learning, Emotions, Social.

An Examination of Meaningful Experiences During Sport Education

Background: In recent research years, there has been an increasing focus on the meaningfulness of physical education experiences. While it has been suggested that certain curriculum models such as sport education or cooperative learning provide opportunities for meaningful engagement in physical education, to date there has been no empirical study of those claims. Objectives: The purpose of this study was to quantitatively examine students’ perceptions of meaningfulness in two physical education contexts: traditional multi-activity format, and sport education. Methods: Sixty seventh-grade students aged 12 to 14 completed a 20-item survey titled "Meaningful Experiences in Physical Education Survey (MEPES)" prior to and at the completion of one of three sport education seasons. The analysis consisted of independent samples t-test comparisons between the two contexts (previous physical education experiences, and sport education) for each of the five dimensions of meaningfulness. A Pearson correlation was conducted to examine if there were significant relationships between the five dimensions. Results: Results of the independent samples t-test showed that significantly higher levels of meaningfulness were identified from participation in sport education than in previous physical education for four of the five dimensions. Pearson's coefficient results indicated significant positive correlations between all five meaningfulness dimensions. Conclusion: Sport education has structural elements that promote a sense of meaningfulness within physical education.

Embracing the Academic Change Caused by the Proliferation of Generative Artificial Intelligence Chatbots in Higher Education

The World Economic Forum (World Economic Forum 2020) projects that, by 2025, the reorganisation of labour between humans and machines could result in the displacement of 85 million jobs while also creating 97 million jobs that are better suited to the new division of labour involving machines and algorithms. The aim of this small-scale study was to provide a basic understanding of one of the latest technological advancements, the Generative Artificial Intelligence (GAI) chatbot (Taecharungroj 2023), and how it is influencing teaching and learning in higher education. A particular focus was given to understanding the effectiveness of this technology, its adoption process, and challenges or limitations that arose, all from the perspectives of academics and policy-makers. Utilising a pragmatic stance towards grounded theory, this study employed an inductive and abductive approach towards understanding the real-world problem, generating actionable insights as theory. Rubin and Rubin’s (2012) responsive interviewing method was chosen for the primary source of data collection, utilising convenience and purposive sampling to identify information-rich sources. Data was analysed through a constant comparative process and qualitative coding techniques within MAXQDA software. The emergent prepositions highlight the necessity of revising assessment methods and academic policies in higher education to maintain a strong academic integrity. They go as far as to recommend the integration of multi-faceted evaluations, the adjustment of plagiarism policies, and fostering a culture of continuous pedagogical improvement to ensure a balanced and effective approach towards the utilisation of AI tools in higher educational settings.

Multi-task Information Enhancement Recommendation model for educational Self-Directed Learning System

In Self-Directed Learning Systems (SDLS), suggesting specific exercises to students after viewing educational videos is crucial, which promotes the integration of learning resources and improves learning efficiency. Given that exercises and educational videos are distinct learning resources, suggesting exercises centered on educational videos containing knowledge concepts is referred to as cross-type recommendations. Traditional cross-type recommendation methods usually separate data representation and recommendation tasks, which hampers effective knowledge transfer and information fusion. Furthermore, educational resources frequently feature an irregular distribution of information, posing a significant challenge to existing models in extracting crucial information. Besides, due to the inadequate data, the cross-type recommendation system needs help in developing a robust model. To address these challenges, we propose a Multi-task Information Enhancement Recommendation (MIER) Model in this paper. This model provides a comprehensive recommendation capability by integrating resource representation and merging recommendations. Multi-task learning improves the capacity to integrate information and transfer knowledge. Then, we propose an Information Enhancement Encoder (IEE) module that utilizes the attention mechanism to enhance the model’s ability to extract essential information from educational videos and exercises. Finally, to address the problem of inadequate data, we design a fusion structure that incorporates the concept knowledge graph as expert information into the model. To evaluate the effectiveness of the MIER, we compare it with other models on both predicting concepts and recommending exercises task. The corresponding results demonstrate that the MIER outperforms all the other models. We comprehensively evaluated the MIER model’s performance across a range of datasets varying in labeled data quantity. The findings demonstrate that the model consistently achieves outstanding performance and exhibits robustness, even under conditions of limited label availability.

Recreational Therapists’ Usability Perceptions of the Meta Quest 2 VR System

This study used survey methods to examine recreational therapists’ perceptions of the usability of the Meta Quest 2, a popular commercial virtual reality (VR) system, for recreational therapy (RT) practice. Participants (N = 22) completed the System Usability Scale (SUS) following attendance at a six-hour continuing education workshop that included didactic education and experiential learning with the Meta Quest 2 and eight different VR applications. The SUS scores ranged from 37.50–97.50 (M = 64.31, SD = 17.93) which corresponds with a “high marginal” acceptability rating, a letter grade of C-, and an adjective rating of “good” based on three separate SUS interpretation guidelines. There were no significant differences in SUS scores across several personal (age, gender, race) and professional (years of RT practice experience, primary service setting, client diagnostic characteristics, age of clients served) demographic groups. Findings add to the evidence-base in the emerging area of VR use in RT practice, and suggest opportunities for future research.

Meeting the need for effective and standardized neonatology training: a pan-European Master's Curriculum.

Neonatology is a pediatric sub-discipline focused on providing care for newborn infants, including healthy newborns, those born prematurely, and those who present with illnesses or malformations requiring medical care. The European Training Requirements (ETR) in Neonatology provide a framework for standardized quality and recognition of equality of training throughout Europe. The latest ETR version was approved by the Union of European Medical Specialists (UEMS) in April 2021. Here, we present the curriculum of the European School of Neonatology Master of Advanced Studies (ESN MAS), which is based on the ETR in Neonatology and aims to provide a model for effective and standardized training and education in neonatal medicine. We review the history and theory that form the foundation of contemporary medical education and training, provide a literature review on best practices for medical training, pediatric training, and neonatology training specifically, including educational frameworks and evidence-based systems of evaluation. The ESN MAS Curriculum is then evaluated in light of these best practices to define its role in meeting the need for a standardized empirically supported neonatology training curriculum for physicians, and in the future for nurses, to improve the quality of neonatal care for all infants. IMPACT STATEMENT: A review of the neonatology training literature was conducted, which concluded that there is a need for standardized neonatology training across international contexts to keep pace with growth in the field and rapidly advancing technology. This article presents the European School of Neonatology Master of Advanced Studies in Neonatology, which is intended to provide a standardized training curriculum for pediatricians and nurses seeking sub-specialization in neonatology. The curriculum is evaluated in light of best practices in medical education, neonatology training, and adult learning theory.