Educational Experience Research Articles

India’s emerging trends and meanings in healthy human-nature relationships: Indian outdoor education practitioner perspectives

ABSTRACT Using a descriptive, exploratory study of recent developments in outdoor adventure education (OAE) fields in India, the authors report on the significant contributions of Indian OAE practitioners in promoting healthy human-nature relationships. Semi-structured interviews with Indian OAE practitioners revealed an underlying interconnectedness between OAE, environmental education, and experiential education. Findings show that OAE practitioners in India represent new genres of practice diversifying into nature-based sports, therapeutic adventure, experiential activities, and more to help individuals develop positive relationships with nature, emphasising reciprocity and mutual respect. Drawing from the historical, spiritual, and cultural aspects of nature-relatedness in Indian culture, OAE practitioners bridge the gap between traditional knowledge and contemporary practices to foster deeper connections with the natural worlds. This study postulates that Indian OAE practitioners, with their understanding of nature’s therapeutic effects, play vital roles in guiding people towards a holistic and sustainable relationship with nature that contributes to individual well-being and environmental preservation.

Learners’ everyday experiences of violence in English medium secondary education in Uganda

This paper explores how Ugandan secondary school learners experience schooling in English-medium schools where the use of English only is strictly enforced. We conceptualise the ways that the learners sit at the intersection of direct, systemic and cultural violence that in turn impacts their educational experiences. We particularly focus on instances of direct violence through corporal punishment, and the ways that such violence, and associated fear, are part of many learners’ everyday schooling experiences. We demonstrate this through presentation of findings from thematic analysis of individual and focus group interviews with 64 learners at two public and two private secondary schools in the Amuru and Kitgum districts of Northern Uganda. Our conclusions advocate for greater attention to be paid to the ways that changes to enforced English-only policies could support more positive well-being and educational outcomes.

Factors Associated with Medical Students' Attitudes About Cost-Conscious Care: A Mixed-Methods Multi-school Study.

Because physician practices contribute to national healthcare expenditures, initiatives aimed at educating physicians about high-value cost-conscious care (HVCCC) are important. Prior studies suggest that the training environment influences physician attitudes and behaviors towards HVCCC. To explore the relationship between medical student experiences and HVCCC attitudes. Quantitative and qualitative analysis of a multi-institutional survey. Medical students from nine US medical schools. A 44-item survey that included the Maastricht HVCCC Attitudes Questionnaire, a validated tool for assessing HVCCC attitudes, was administered electronically. Attitudinal domains of high-value care (HVC), cost incorporation (CI), and perceived drawbacks (PD) were compared using one-way ANOVA among students with a range of exposures. Open text responses inviting participants to reflect on their attitudes were analyzed using classical content analysis. A total of 740 students completed the survey (response rate 15%). Students pursuing a "continuity-oriented" specialty held more favorable attitudes towards HVCCC than those pursuing "technique-oriented" specialties (HVC sub-score = 3.20 vs. 3.06; p = 0.005, CI sub-score = 2.83 vs. 2.74; p < 0.001). Qualitative analyses revealed personal, educational, and professional experiences shape students' HVCCC attitudes, with similar experiences interpreted differently leading to both more and less favorable attitudes. Students pursuing specialties with longitudinal patient contact may be more enthusiastic about practicing high-value care. Life experiences before and during medical school shape these attitudes, and complex interactions between these forces drive student perceptions of HVCCC.

Social media group support for antidepressant deprescribing: a mixed-methods survey of patient experiences.

Background Antidepressant use has continually increased in recent decades and although they are an effective treatment for moderate-to-severe depression, when there is no longer a clinical benefit, deprescribing should occur. Currently, routine deprescribing is not part of clinical practice and research shows that there has been an increase in antidepressant users seeking informal support online. This small scoping exercise used a mixed-methods online survey to investigate the motives antidepressant users have for joining social media deprescribing support groups, and what elements of the groups are most valuable to them. Methods Thirty members of two antidepressant deprescribing Facebook groups completed an online survey with quantitative and open-text response questions to determine participant characteristics and motivation for group membership. Quantitative data were analysed using descriptive statistics, and open-text responses were analysed thematically through NVivo. Results Two overarching themes were evident: first, clinician expertise , where participants repeatedly reported a perceived lack of skills around deprescribing by their clinician, not being included in shared decision-making about their treatment, and symptoms of withdrawal during deprescribing going unaddressed. Motivated by the lack of clinical support, peer support developed as the second theme. Here, people sought help online where they received education, knowledge sharing and lived experience guidance for tapering. The Facebook groups also provided validation and peer support, which motivated people to continue engaging with the group. Conclusions Antidepressant users who wish to cease their medication are increasingly subscribing to specialised online support groups due to the lack of information and support from clinicians. This study highlights the ongoing need for such support groups. Improved clinician understanding about the complexities of antidepressant deprescribing is needed to enable them to effectively engage in shared decision-making with their patients.

How are sociodemographic differences contributing to red light violation behavior? the underlying role of gender, age, driving experience, and income

ABSTRACT This paper presents the results of the first driver behavior questionnaire (DBQ) study on analyzing Indian drivers’ aberrant behavior for red light violations (RLVs) at signalized junctions. An ordered probit model is developed using the drivers’ socio-demographic variables. The model results indicate that age has the strongest influence on drivers’ RLV behavior, followed by driving experience and level of education. The level of perceived RLV appears to increase with higher driving frequency and two-wheeler ownership. This research is also the first to analyze the aberrant behavior differences among male and female drivers concerning their demographics and driving experiences. It is unique to note that at a certain combination of various demographics (e.g., driving experience, education level, and daily trip frequency), the men and women are becoming equal in their aberrant behavior while committing RLVs. This finding is an interesting input for developing driver training and education programs.

Exploring students’ experiences in the dynamic learning program model

This qualitative study, grounded in descriptive phenomenology, investigated the lived experiences of students studying in a private school under the Central Visayan Institute Foundation – Dynamic Learning Program (CVIF-DLP) framework. Through eight focus group discussions involving 62 participants analyzed with the use of thematic analysis, the research explored the advantages, disadvantages, and transformative potential of the CVIF-DLP approach outlined to the three learning domains. Findings revealed that students focus first on the tangible aspects of learning such as learning activity sheet and writing. They also believed that CVIF-DLP has limited special impact on their physical aspects but affects greatly their cognitive and affective aspects. Despite the varied perspectives and encountered challenges, students agreed that the program helps them improve intellectually and personally. It revealed the complex dynamics shaping student learning journeys, emphasizing the need for ongoing program refinement to address student needs effectively. The study offered valuable insights into educational innovation and pedagogical practices, guiding future efforts to enhance the educational experiences of the implementers of CVIF-DLP.

Experiences of Gifted Mathematics Students in Mainstream Classrooms

The purpose of this study was to investigate the daily educational experiences of gifted mathematics students in mainstream classrooms in Malta. Gifted students have their own special educational needs, mostly the need to be provided with an intellectually challenging environment commensurate with their abilities. However, little is known about whether the intellectual needs of gifted students are met in Maltese mainstream classrooms. Online interviews were conducted with 9 gifted mathematics students in Year 8 and Year 9 attending various schools in Malta. Thematic analysis was used to analyse the data. The findings of this study indicate that the experiences of gifted mathematics students are enhanced when they are actively involved in learning. Secondly, it appears that participants lack relevant and meaningful experiences, and a challenging learning environment. Finally, evidence suggests that differentiated teaching strategies are underutilised or not appropriately implemented, resulting in participants having excessive extra time at hand. This study highlights the need for the teaching of mathematics to move away from a whole-class approach. Thus, it is suggested that both on a national level and at a school level there is commitment to provide training for educators on student-centred approaches that include active learning and differentiation.

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.

Advancing Educational accessibility and experiences: A sophisticated Chatbot integration approach

The integration of chatbots into the educational sector has ushered in a new era of learning and administrative support. This review paper explores the dynamic landscape of chatbots within educational institutes, focusing on their evolution and the emergence of innovative trends. From their early days as basic information providers to their current roles as personalized learning companions, chatbots have undergone significant transformations. The study identifies key milestones in the evolution of chatbots in education, highlighting their transition from rule-based systems to intelligent learning assistants. Moreover, this review delves into the latest trends shaping the chatbot ecosystem in education. It underscores the growing emphasis on Al-powered personalization, multimodal interfaces, and integration with Learning Management Systems (LMS) to streamline administrative tasks. Chatbots are no longer confined to text-based interactions; they now support voice and video, making education more accessible and inclusive. Additionally, they are contributing to mental health support and counseling services, addressing the well-being of students. The paper will argue that chatbots have the potential to revolutionize education by providing students with personalized learning experiences, supporting students with special needs, and promoting student engagement. However, it is important to address the ethical implications of using chatbots in education, such as privacy and bias. The paper will be of interest to educators, researchers, and policymakers who are interested in learning more about the potential of chatbots to transform education. Keywords— Deep Learning, Machine learning, NLP, Voice Assistant, Linux, Artificial Intelligence, Speech Recognition, LLMs.

Education, work and social mobility in Britain’s former coalfield communities: reflections from an oral history project

ABSTRACT This paper draws on an oral history project which focuses on former coalminers’ experiences of education and training. It presents the stories of five participants, all of whom undertook significant programmes of post-compulsory education during or immediately after leaving the coal industry and achieved a degree of social mobility over the course of their working lives. The paper compares and contrasts their experiences with those which now exist in Britain’s former coalmining communities which, it is argued, have been substantively attenuated over time, especially for young men. Whilst it is evident that individual choice and motivation can play an important role in helping (or hindering) young people’s journeys through education and employment, the central argument of the paper is that individual labour market success lies at the intersection of structure and agency – although the data presented also demonstrate the extent to which opportunities available to young men in the former coalfields have been diminished by de-industrialisation.

Exploration of Factors Influencing Slow Employment

This article focuses on the causes and characteristics of the phenomenon of "slow employment" of college graduates and its far-reaching impact on individuals and society in the context of current social and economic development. Through a review of relevant literature and theoretical research, the article outlines the definition of "slow employment", i.e., the state in which some graduates, after completing their studies, choose to further their studies, internships, travels or other non-employment activities, or fail to find a suitable job for a long period of time.It is found that the phenomenon of "slow employment" is the result of multiple factors, such as the popularization of higher education, changes in the job market and personal values. The article constructs a research model, and through questionnaire survey and data analysis, explores the influence of individual perceived behavioral control, prior and posterior social capital, and educational environment on the willingness of "slow employment". The results show that factors such as personal behavioral control, family background, educational experience and social network affect graduates' employment choice and speed to different degrees.Eventually, the article puts forward a series of targeted solution strategies, including strengthening the employment guidance services of colleges and universities, optimizing the educational environment, and enhancing the individual's career planning ability, aiming to provide support for the smooth employment of college graduates, and at the same time, provide a scientific basis for the government and colleges and universities to formulate the employment policy, in order to promote the stable development of the social economy.

Transforming Science Education Globally Through Electronic Worksheets' Cognitive Impact

This study investigates the impact of using electronic worksheets on students' cognitive learning outcomes in understanding the human digestive system. Conducted at SMPN 3 Porong with Grade VIII students, the research employed a quantitative approach with Quasi Experimental Design and Non-equivalent Control Group Design. The experimental class (VIII F) used electronic worksheets, while the control class (VIII G) did not. Pretests and posttests were administered, showing a significant improvement in cognitive learning outcomes in the experimental class compared to the control. These findings highlight the potential of electronic tools in enhancing student learning experiences in science education, particularly in complex subjects like biology. Highlight: Enhanced learning with electronic worksheets in science education. Quasi-experimental design compares electronic and traditional methods. Technology integration improves student engagement and cognitive outcomes.     Keyword: Electronic Worksheets, Cognitive Learning Outcomes, Science Education, Quasi Experimental Design, Student Engagement  

Quality of services in health education nurse-led clinics: an Iranian service providers and service recipients experience

BackgroundPatient education is a vital role of nurses in nurse-led clinics(NLCs). Since 2011, independent NLCs entitled health education Nurse-led clinics(HENLCs) have been established in Iran. In order for this newly developed service to be able to perform perfectly in implementation and evaluation, it should be explained based on one of the quality evaluation models. The objective of the study was to determine the dimension of service quality in HENLCs based on service providers’ and service recipients’ experience.MethodsThis research is a qualitative study of directed content analysis type conducted between May and November 2020. Twenty-nine participants who had rich experiences in the patient education in HENLCs were interviewed in this study. Asarroodi et al.’s (2018) qualitative content analysis method was used for data analysis, and MaxQDA software was used for data management. We used credibility, dependability, and Confirmability to confirm the trustworthiness of the study’s findings.ResultsIn this study service providers including managers, policymakers, decision-makers, nurses, physicians, and service recipients including patients and families participated. Seven generic categories, including (1) a competent and self-motivated nurse educator, (2) an easily accessible and comfortable environment, (3) informational-educational materials and health education equipment, (4) motivational facilities, (5) access to the health education support team, (6) organizational communication supporting the education process, and (7) receiving the patient education fee, constituted the main category of structure. Five generic categories, including (1) assessment and determination of the educational needs of the target group, (2) description of the nurse’s duties, (3) teaching-learning methods, (4) patient referral, and (5) the process of preparing and publishing educational content, constituted the main category of process. One generic category called evaluation constituted the main category of outcome.ConclusionBased on the results of this study, it is suggested to managers to pay attention to the dimensions of the quality model of Donabedian (SPO) in setting up and developing the performance of HENLCs, it is recommended that future quantitative studies based on the categories formed in this study evaluate the observance of the dimensions of structure, process and outcome.

SoTL as a catalyst for the development of medical educator scholar identity

AbstractThis chapter explores the experiences of undergraduate medical educators with the scholarship of teaching and learning (SoTL) and the impact it has had on their educator identity and practice.

Designing and Analysing an APP based on "Internet+" for Integrating Health Data of University Physical Classes

INTRODUCTION: University physical education programs still largely use traditional methods without significant innovation in teaching or health evaluation. With the growing capabilities of Internet technology and artificial intelligence, there's a critical need to leverage these advancements to enhance the physical health assessments of college students.OBJECTIVES: The study proposes an integrated APP design for health data collection and analysis both inside and outside physical education classes, utilizing Internet technologies and intelligent learning algorithms. This is aimed at precisely analyzing and improving the health outcomes of university students by fostering more tailored and responsive physical education experiences..METHODS: The method involves constructing an app design analysis index system, integrating a vulture search heuristic optimization algorithm with a convolutional neural network (CNN). This setup uses smart sports APP behavioral data as input to refine and optimize health data integration, aiming to enhance the analysis and feedback mechanisms within university sports programs.RESULTS: The implementation of this method showed that it meets real-time requirements while significantly improving the accuracy and efficiency of integrated APP design analyses for health data. The use of smart algorithms allows for more precise adjustments and feedback in physical education programs, suggesting a substantial improvement over traditional physical health monitoring and evaluation methods.CONCLUSION: The proposed APP design successfully integrates and analyzes health data, enhancing the management and evaluation of physical education programs. It represents a significant step forward in utilizing modern technology to address the stagnation in physical education health monitoring, with potential implications for broader educational and health management practices in universities. Future iterations of the APP could incorporate more diverse data inputs and advanced analytical features to further refine its effectiveness and usability.

Analysis of Learning Characteristics of Online Learners in the Context of Smart Education

 This article aims to explore the learning characteristics of online learners within the smart education framework, with a specific emphasis on how they might use Internet of Things (IoT) technologies to improve their educational experience. The term "online learning" refers to the process of acquiring knowledge via electronic means, most often the global web. Online education, e-learning, web-based learning, and computer-assisted learning all share this term. The challenging characteristics of such online learners for students are technical issues, lack of motivation, and slow loading times in online courses. Hence, in this research, the Internet of Things-empowered Smart Education (IoT-SE) Framework has been improved for online learners for students by leveraging IoT tech that tracks how learners interact with learning resources and their environment. This paper aims to revolutionize web-based education through tailored instructions targeting individuals' unique needs and fads as availed by the IoT-SE system. This paper offers evaluation parameters such as level of engagement among learners, retention rates on knowledge acquired while studying e-courses, and satisfaction from an online program. Besides overcoming limitations associated with conventional e-learning approaches, such systems like IoT-SE technology promise more effective pedagogy and student satisfaction for online learners.

University Students’ Perception of the Dehesa and the Associated Traditional Trades

The dehesas are one of the most emblematic landscapes of the Extremadura region (Spain). Along with its natural values, it preserves a wide repertoire of knowledge and trades rooted in the history and tradition of rural communities. However, the knowledge and practices that have characterized life in this environment are currently under serious threat. Faced with this problem, this study was based on the premise that, for individuals to commit themselves to the care and transmission of heritage, it is first necessary for them to know, understand and value it. For this reason, the main objective was to determine the knowledge and appreciation of university students with respect to the dehesa and the ancestral practice of grazing. It also aimed to analyze which are the most valued methodologies, activities, and future strategies for understanding and preserving these cultural landscapes and their ancestral practices. To this end, 400 university students were surveyed, and various quantitative and qualitative analyses were carried out. Quantitative techniques include analyses based on weighted averages, contingency tables and the chi-square test, while qualitative techniques are based on word frequency analysis and inductive content analysis. Despite coming from an environment dominated by this landscape and being one of the few regions that still preserve the ancestral practice of pastoralism, the results corroborated the students’ lack of understanding of the dehesa and the variety of uses it offers. In addition, it was evident that they have hardly frequented this landscape and have not participated in on-site educational experiences. It also revealed the importance of experiential and sensory activities in the understanding and appreciation of the rural environment and its traditions. The results can be useful for improving the design of educational tourism products based on intangible heritage. It can also be useful for adapting teaching strategies and activities to the level of knowledge and experiences of students, helping to ensure the success of the educational experience.

Using the online education planned based on anderson’s theory to facilitate the practice learning experiences of nursing students: A phenomenological study

AbstractThis study aimed to explore nursing students' practice skills learning experiences in online education based on Anderson's Theory and to investigate and interpret these experiences among students. Besides, this study proposes to evaluate the planned online nursing education based on Anderson's theory. With a phenomenological qualitative design, the study sample included 17 nursing students using purposive sampling. In-depth semi-structured interviews were performed to collect data. The data were analysed using the interpretative phenomenological analysis method. Three major themes were identified as follows: (a)Practice skills learning experiences; (b)Coping process in practice skills learning; (c)Suggestions to improve online practice skills learning process. Students expressed both positive and negative experiences. To cope with the process, they used different learning materials as well as individual ways of coping. They also offered suggestions on the learning process, teaching content and interaction and evaluation for practice skill learning in online education. The findings demonstrated that students perceived inadequacy in these skills but also expressed that they improved their psychomotor, cognitive and affective skills. In addition, Anderson's theory created positive results in the online nursing skill training process.

Student perceptions on the impact of AI on their teaching and learning experiences in higher education

This paper provides evidence of student perspectives of Artificial Intelligence (AI) in Higher Education (HE). In contrast to the extant literature that uses large-scale survey data to gather the student voice, research methods that prioritise qualitative data collection are presented. The data responds to a gap in the empirical evidence, redressing the lack of qualitative data on students’ thoughts and feelings in response to AI within a UK context. The paper also compares categorisations of concern relating to AI in HE between that published by academics and that generated by students using their own frames of reference. Recommendations for HE institutions are provided in response to issues identified in the literature and the research data.

Return on Investment of Three-Year Accelerated Programs for Students, Medical Schools, Departments, and Community

AbstractBuilding on the initial accelerated pathway programs in the 1970s to increase workforce, nearly 30 schools have launched accelerated 3-year pathways (A3YP) during the past decade. The authors based on their educational roles, experiences, and scholarship with A3YP provide this perspective of the argument for A3YP and potential disadvantages for each group—students, schools, residencies, departments, and community. When schools consider innovations, they might consider A3YPs for multiple reasons; this perspective helps provide justification for the program and broadly considers return on investment (ROI). The ROI for students includes decreased debt, reduced costs and stress associated with the fourth-year residency applications, and a directed pathway with facilitated transition into a residency program with accompanying professional identity development. Disadvantages for students include early specialty commitment, risk of deceleration, and condensed curriculum. The ROI for schools includes recruiting and retaining students, who will then transition more easily into residency and stimulating innovation. Residency programs gain residents with known skills, who have been a part of the department for 3 years. In addition, fewer residency slots for interviewing leads to saving recruitment administrative costs and time. Finally, many programs are intended to increase the workforce, since students who come to the region for medical school and transition directly into residency are likely to stay in the region. Disadvantages include increased curricular complexity for the medical school, increased administrative support, and advising resources. Finally, several of the accelerated programs attract matriculants from diverse backgrounds contributing to the diversity of the medical school, residency program, and community workforce.