Teaching-learning Strategies Research Articles

Journal club as a teaching–learning strategy: a case for plant genetics lectures during the COVID-19 pandemic

The COVID-19 pandemic presented significant challenges for both students and educators, particularly because of the virtualization of classes and the consequent lack of practical sessions following the closure of laboratories and experimental fields in universities. The absence of interaction among students and practical classes led to a diminished interest in studies, as students found it difficult to connect theoretical knowledge with practical application. This study explores the implementation of a Journal Club (JC) as a collaborative-metacognitive use of the science literature teaching approach (CMSLTA) to enhance theoretical and practical knowledge through the reading and discussion of scientific literature in an e-learning environment. In this approach, students read scientific articles, write essays, and engage in group discussions. The methodology was applied over two consecutive academic semesters in 2021 and 2022 within plant genetics courses. Academic achievement was evaluated through essay assessments, and surveys were conducted at the end of each semester. The results revealed notable progress in student grades throughout the semester, with over 80% of participants endorsing JC implementation and recognizing its relevance to their education. The Journal Club facilitated the integration of theoretical knowledge covered in lectures and equipped students with various digital research tools.

Let's play and learn: Educational escape room to improve mental health knowledge in undergraduate nursing students

IntroductionInnovative teaching methods have become increasingly important in higher education. Through these methods, gamification in general and educational escape rooms in particular are becoming more important. AimThe dual aim of this study was first, to describe an on-site educational escape room, assessing students' motivation and satisfaction, and second, to compare the declarative knowledge obtained and anxiety levels by applying two teaching-learning strategies. MethodThe study sample consisted of 108 nursing students from northern Spain. Participants were divided in two groups: the experimental group and the control group. The experimental group took part in an educational escape room activity while a case-based learning method was used with the control group. After the activities, both groups were asked about their anxiety levels (STAI) and the declarative knowledge they had obtained (ad hoc questionnaire). In addition, satisfaction (ad hoc questionnaire) and motivation (GAMEX) were measured in the experimental group. Gender differences and group differences were explored applying the Mann Whitney U test. ResultsStudents from the escape room obtained higher declarative knowledge on average compared to participants from the control group. Regarding escape room methodology, participants demonstrated high motivation and satisfaction rates on average, although this was negatively related to declarative knowledge. DiscussionThese results showed that educational escape room can increase the participants' knowledge level although it was negatively correlated with motivation (GAMEX). These findings corroborate previous researchers´ conclusions which highlighted the importance of transcending simple student perception when assessing the effectiveness of educational practices. ConclusionThe on-site educational escape room is therefore innovative when teaching the course subject of mental health. Further studies are required, comparing the effectiveness of on-site and virtual escape rooms and these methods should be contrasted against other teaching practices, thus promoting research in nursing education.

The Impact of the COVID-19 Pandemic on Students’ Future Online Education Behaviour

BackgroundThe COVID-19-related pandemic has affected education hugely, particularly in terms of the massive shift towards online teaching and learning. Higher education students and professors have faced new challenges, which might improve future online education behaviour, based on online education experience and learning, and pedagogical strategies during the COVID-19 pandemic. Objective/Aim: The aim of this paper is to explore the views of Romanian students towards a possible future online education, highlighting their perceptions regarding the efficacy of digital online learning/pedagogical strategies and of the technological infrastructure, using as support theory the Input-Environment-Outcomes (I-E-O) model. Methods/Instruments: An empirical quantitative-based investigation was implemented; data being collected from almost 800 students in business and economics. Based on the proposed conceptual model, data were analysed with structural equations modelling via SmartPLS 3.0. ResultsThe novelty of the paper is that it tries to address students’ perceptions regarding the future of online education, by using a few constructs, some of them validated in the literature, in order to establish pertinent links between these and the future of digital education. Results reveal that Romanian students prefer face-to-face teaching rather than online courses. Conclusions/implications: In crisis situations, digital education might be the proper solution for future education, as it ensures effective education through efficient teaching-learning strategies and an advanced technological infrastructure.

Effective blended learning instructional design strategies in medical education

With the rapid development of technology and societal change, a shift from traditional classroom instruction to more diverse educational methods in medical education is necessary. As an effective approach to providing flexibility and accessibility while maintaining the benefits of face-to-face interactions, blended learning, which integrates online and offline learning, has gained attention. This study examines the current status and best practices of the aforementioned blended learning, analyzes its application in domestic and international contexts, and derives effective instructional design strategies. A comprehensive review of previous research and empirical cases reveals a conceptual framework and core principles for designing such blended learning. Key considerations include strategic integration of online and offline activities, facilitation of self-directed learning and interaction, effective use of technology, and continuous quality improvement. Furthermore, we suggest contextually relevant strategies, such as designing curricula focused on clinical reasoning, providing iterative practice opportunities, enhancing reflection, and fostering future competencies. The case analysis establishes that blended learning is implemented in various forms across different medical schools and curricula. Common features include the linkage of online and offline learning, incorporation of learner-centered methods, and emphasis on practical competencies. However, the limited number of cases suggests that generalizations may be premature. Successful implementation requires multifaceted efforts, including gradual introduction, faculty support, flexible curricula, safety measures, and institutional support. Accumulating empirical research and evidence of their effectiveness can facilitate their wider dissemination. This study provides implications and future directions for innovative medical education using hybrid learning.

Action Research for Developing Teachers’ Pedagogical Skills in the ‘Out of School Children Education Program’

This study aimed to investigate the potential influences of action research on the professional development of teachers involved in the ‘Out of School Children (OSC) Education Program’ in Bangladesh. The qualitative approach was used with an action research component. Seventeen teachers from seventeen non-formal schools (learning Centers) from eight divisions were selected purposively. Semi-structured interviews, class observations, reflective diaries, and field notes were used to gather data. The thematic technique of qualitative data analysis was utilized. The results show that although every teacher from the seventeen learning centers engaged in very impromptu activities, their teaching-learning strategies were restricted to a few common exercises like group work, peer work, storytelling, reading aloud to each other while adhering to the teacher's instructions, and Club Day activities. The usual pedagogies of the learning centers were reciting the Quran together, singing the national anthem, and taking oaths. The results also show that teachers could reflect on their current pedagogical practices and create professional development strategies through a well-run collaborative action research project. The action research also revealed some noteworthy modifications of pedagogical practices. Numerous obstacles have been discovered and discussed. The results have implications for non-formal education research, practice, and policy. Even if the results of this qualitative research cannot be broadly applied because of its nature, there are instances where the process of implementing changes via an adaptable and tailored kind of action research could serve as a powerful model in a non-formal education setting. The results will also add to the body of knowledge in the fields of non-formal education, teacher preparation, and, more especially, the development of pedagogical skills in non-formal school teachers. Teacher’s World: Journal of Education and Res arch, 50(1): 61-78

Mirror Class as a Teaching-Learning Strategy to Enhance the Internationalization Process between Universities of Ecuador and Bolivia

Introduction: The Mirror Class as an innovative strategy, mediated by communication technologies that reduces costs and that allows exchange between teachers and students from different countries just a click away, is considered a strength to enhance the Internationalization Process in Education Superior.Objective: to document the process to carry out a mirror Pharmacology class between the Domingo Savio Universities of Santa Cruz de la Sierra in Bolivia and San Gregorio de Portoviejo in Ecuador and evaluate the teacher-student perception of this methodology.Methods: The research is exploratory and descriptive with a non-experimental design and a qualitative approach. Theoretical methods (analysis-synthesis and induction-deduction) and empirical methods were used with the application of a questionnaire and the action research method)Results: the acceptance of the students to the Mirror Class is evident, both in the answers to open and closed questions asked.Conclusion: The experience of the Mirror Class between the USGP universities of Ecuador and the UPDS of Bolivia highlights the importance of meticulous prior planning as a fundamental pillar for its success.

Promoting Safe Practice in New Graduate Nurses: The Key Role of Support.

This article reports research that examined how registered nurses in practice develop clinical judgment in new graduate nurses (NGNs) and how NGNs respond. Teaching themes were setting the tone for learning, use of cognitive-focused teaching-learning strategies, including mentoring thinking, debriefing and reflection, and using real-life scenarios. NGN responses were learning focused, emotional, or resistant. Recommendations to support development of clinical thinking are made.

Development and validation of a higher-order thinking skills (HOTS) scale for major students in the interior design discipline for blended learning

Assessing and cultivating students’ HOTS are crucial for interior design education in a blended learning environment. However, current research has focused primarily on the impact of blended learning instructional strategies, learning tasks, and activities on the development of HOTS, whereas few studies have specifically addressed the assessment of these skills through dedicated scales in the context of blended learning. This study aimed to develop a comprehensive scale for assessing HOTS in interior design major students within the context of blended learning. Employing a mixed methods design, the research involved in-depth interviews with 10 education stakeholders to gather qualitative data, which informed the development of a 66-item soft skills assessment scale. The scale was administered to a purposive sample of 359 undergraduate students enrolled in an interior design program at a university in China. Exploratory and confirmatory factor analyses were also conducted to evaluate the underlying factor structure of the scale. The findings revealed a robust four-factor model encompassing critical thinking skills, problem-solving skills, teamwork skills, and practical innovation skills. The scale demonstrated high internal consistency (Cronbach's alpha = 0.948–0.966) and satisfactory convergent and discriminant validity. This scale provides a valuable instrument for assessing and cultivating HOTS among interior design major students in blended learning environments. Future research can utilize a scale to examine the factors influencing the development of these skills and inform instructional practices in the field.

PAI Teachers' Strategies In Improving Students' Learning Activity In PAI Subjects In Elementary Schools (Case Study Research at SDN 2 Parakan Garokgek, Purwakarta Regency)

This study was motivated by observations showing low interest and activeness of students in participating in Islamic Religious Education (PAI) learning, which has implications for the achievement of learning objectives that are not optimal. This study explores the strategies Islamic Religious Education (PAI) teachers to improve student learning activeness in Elementary Schools. This study uses a qualitative approach with a case study method—data collection techniques through observation, interviews, and documentation studies. Research participants consisted of Islamic Religious Education (PAI) teachers, principals, and homeroom teachers at the school. Data analysis was carried out descriptively and qualitatively to understand the strategies applied by teachers in planning and implementing learning and the factors that influence its success. The study results showed that Islamic Religious Education (PAI) teachers used various innovative and creative learning strategies to improve student learning activeness, such as discussion methods, group work, and interactive learning media. In addition, this study identified factors that influence the success of learning strategies, including active student involvement, support from the school environment, and teacher competence and creativity in teaching. This study provides theoretical contributions in the form of new knowledge and insights regarding Islamic Religious Education learning strategies in elementary schools and practical benefits for teachers, schools, and educational institutions to improve the quality of learning and student learning activity.

Inquiry into Teaching Listening and Speaking in High School English Classes Based on an Activity Perspective

This paper conducts an in-depth analysis of the issues present in current high school English listening and speaking classes and proposes corresponding improvements. Firstly, it identifies the challenges faced by high school English listening and speaking instruction, including inadequate emphasis on training listening and speaking skills by teachers, lack of operational and measurable course objectives, monotonous forms of activity organization, limitations in the use of listening materials and tools, weak connections between introductory segments and thematic content, failure to understand listening and speaking discourse based on thematic significance, neglect of teaching learning strategies, absence of learning activities in authentic contexts, and singular evaluation methods. Subsequently, a series of suggestions for enhancing teaching quality and efficiency are put forward, such as designing instruction around thematic contexts that integrate listening, speaking, reading, viewing, and writing skills; fostering the development of students’ core competencies, particularly language ability and cultural awareness; conducting comprehensive, interconnected, and practical learning activities; utilizing modern information technology to create a culturally rich learning environment; and implementing formative and multifaceted evaluation mechanisms. These improvement measures aim to enhance students’ listening and speaking abilities and cultivate them as lifelong learners with good listening and speaking habits.

The Effectiveness of Immersive Virtual Reality Simulation as an Innovative Learning Strategy for Acquisition of Clinical Skills in Nursing Education: Experimental Design.

Background: A transformation of learning in nursing is necessary to prepare students for developing complex clinical environments. The essential aim of clinical nursing learning is to enhance the integration of theoretical knowledge in the clinical environment by using various innovative strategies, such as immersive virtual reality (VR) simulation to develop a learning process that allows students to gain knowledge and perform skills in a visually attractive way, which enhances the quality and safety of clinical learning through repeated exposure to educational content that supports students' cognitive and psychomotor skills. Objective: This study was aimed at determining the effectiveness of immersive VR simulation as a learning strategy on the acquisition of intramuscular injection skills in nursing education and the performance level of nursing students compared with a physical learning environment (low-fidelity simulation). Materials and Metods: The experimental design (pre-post-test) was used among first-year nursing students (N = 66) (control group = 33, hip model and experimental group = 33, VR simulation) of the summer semester of 2019-2020 in the Faculty of Nursing at Near East University in Cyprus. Results: There is a significant difference between both groups in performance psychomotor skills scores, and the mean was higher in the experimental group (P = 0.002) and a significantly longer period of time than in the control group (P < 0.05). Conclusion: Immersive VR simulation is a supplementary tool and useful teaching-learning strategy for training in nursing education alongside physical laboratory (hip-model and mannequin) and psychomotor skills requiring the ordering of skill steps in teaching, and it provides realistic experiences in a safe environment instead of the unavailability of actual customers in clinical settings.

Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation

This study aimed to investigate the efficacy of utilizing large language models (LLMs) to enhance self-regulated learning (SRL) strategy instruction in English as a Foreign Language (EFL) writing. An LLM-supported Cognitive Academic Language Learning Model (CALLA-LLM) was developed and examined for its potential to improve elementary students’ EFL writing performance, SRL strategy use, and writing motivation. In a randomized controlled trial, 65 elementary school students were divided into an experimental group receiving CALLA-LLM instruction and a control group receiving traditional CALLA instruction. Both groups learned SRL strategies over 5 weeks, with data collected pre-intervention, post-intervention, and at a one-month follow-up. Results showed that the CALLA-LLM group made significant improvements in writing performance, SRL strategy use, and writing motivation, maintained most of the gains at follow-up, and significantly outperformed the control group. Findings provide empirical evidence for the efficacy of the CALLA-LLM model in enhancing EFL writing strategy instruction, lending support for integrating AI technologies such as LLMs into English language teaching. Moreover, the study underscores the importance of the “Humans in the Loop” approach, which emphasizes the essential role of human educators in AI-assisted language instruction.

Analysis Of Students' Cognitive Process Through Minimum Competency Assessment Mathematics Question in Grade 8^th in Junior High School

&lt;p&gt;This study aims to analyze students' cognitive processes through minimum competency assessment questions. This study uses a qualitative research approach with a descriptive method to describe the mental process of students using minimum competency assessment questions that are carried out at the beginning of learning. The results showed that 13 out of 22 students could use previous knowledge and explain how they used it to understand the text, 21 could identify important and relevant ideas, and as many as 9 students were able to make realistic inferences and cite supporting evidence. Most students cannot yet think mathematically and can solve the given problems. This study also found that as many as 19 students were able to define all vocabulary and be able to explain it. Eighteen participants could not understand the multimodal text, and showed that 11 students were quite able to show how to understand the text even though it was incomplete. Teachers can use this data for initial data as a reference for implementing learning strategies for future teaching.&lt;/p&gt;

EFFECTIVE TEACHING-LEARNING STRATEGIES FOR SECONDARY LEVEL SCIENCE EDUCATION

Science Education at the secondary level holds paramount importance as it serves as the foundation for further scientific pursuits. The efficacy of secondary level science education significantly impacts a students inclination towards higher studies and eventual contribution to scientific and technological advancements. In order to enhance the effectiveness of secondary level science education, it is imperative to explore innovative teaching-learning strategies that transcend traditional lecture-based methods. Research and surveys consistently advocate for activity-based learning approaches over conventional lecture methods, citing their ability to foster deeper understanding and retention among learners. Practical work emerges as a cornerstone of this approach, offering hands-on engagement and experiential learning opportunities. With the recent shift in the academic structure as per the National Education Policy of 2020 (N.E.P-2020), extending the secondary level from grades 9 to 12, there lies a crucial window for students to immerse themselves in scientific exploration and discovery.Subjects such as Physics, Chemistry, and Biology inherently lend themselves to practical applications, presenting ample opportunities for students to engage directly with scientific concepts. By integrating practical work into the curriculum, secondary level science education can cultivate critical thinking, problem-solving skills, and a deeper appreciation for the scientific method. This shift towards practical-based learning not only aligns with contemporary pedagogical trends but also serves as a catalyst for nurturing the next generation of innovators and scientists.

Intercultural competence development: A qualitative case study

AimThe aim of this study was to explore Bachelor of Science in Nursing (BSN) students' perceptions of the effectiveness of a unique teaching-learning strategy using their results from the Intercultural Development Inventory (IDI), an instrument for the assessment of intercultural competence, with their customized Intercultural Development Plan (IDP) in enhancing their cultural competence development in a nursing senior practicum. The study also examined student insights about how having a plan to develop their intercultural competence will have an impact on their future nursing practice. BackgroundIntercultural competence is vital for providing quality healthcare, yet there is a gap in understanding how educational interventions are designed and implemented to enhance cultural competence among nursing students. This paper describes a strategy for developing intercultural competence. The IDI was administered to Bachelor of Science in Nursing (BSN) students in the fourth semester of a five-semester BSN program. Based on their IDI results, each student received a customized IDP that suggested specific activities and encouraged guided self-reflection to enhance intercultural competence development. In the fifth-semester senior practicum course, the students developed personal intercultural competence development goals based on their IDP. They also kept weekly journals on their intercultural competence development during their practicum. DesignThis study used a Qualitative Case Study design. MethodsThis study was conducted from January to July 2021 with 47 senior practicum students in a large BSN program in the Southeastern United States. Data consisted of student written responses to prompts on how the IDI/IDP influenced their intercultural development and its potential effect on their future practice. The data were analyzed through inductive content analysis. ResultsThree key themes emerged: self-awareness, recognition of cultural influences and growth goals. Student reflections suggested that they desired to develop intercultural competence so they could provide the best possible nursing care for their patients. Still, most students did not have a plan for how to grow in this area. Many students reported that their IDI/IDP heightened cultural awareness throughout their practicum, guiding their development of intercultural competence and leading to a deeper and broader understanding of culture. Students suggested that this enhanced cultural understanding, along with their IDP, will facilitate their continued development of intercultural competence in their future professional practice. ConclusionThis study contributes to existing knowledge about intercultural competence development and effective teaching methods by providing empirical evidence of the positive impact of the IDI/IDP on nursing students' perceived intercultural development. These findings can inform the development and implementation of pedagogical strategies to enhance intercultural competence, which will ultimately improve patient care outcomes in all healthcare settings.

온라인 학습환경에서 대학생의 디지털 리터러시가 에듀테크 수용의도에 미치는 영향

Objectives The purpose of this study was to explore the effects of college students’ digital literacy on their intention to adopt EduTech with the mediating effects of social presence in online learning environments. Methods For this purpose, the online survey using Google Docs was conducted for 107 college students who took online classes with digital devices at two universities A, B in Busan, South Korea. Based on the survey results, this study explored the relationships among digital literacy, social presence and acceptance intention of EduTech of college students’ by conducting hierarchical regression analysis of Baron &amp; Kenny(1986) and the Sobel test(1982) to analyze the data. Results The main findings of this study are as follows: First, in the online learning environments, there was a significant positive correlation among college students’ digital literacy, social presence, and acceptance intention of EduTech. Secondly, in the online learning environments, it was revealed that the influence of college students’ digital literacy on their acceptance intention of EduTech is mediated by their social presence. Conclusions These research findings suggested the need to explore the teaching-learning strategies for enhancing various digital related competencies of college students through the customization of curricular and extracurricular subjects based on individual learners’ level of digital literacy. Also, it is emphasized that it is necessary to develop instructional strategies to facilitate the effective utilization of EduTech. Lastly, the study also proposes future research directions based on the limitations of the research.

Learning Strategies Instruction: A Proposal for Encouraging Autonomous Learners

Learning Strategies Instruction: A Proposal for Encouraging Autonomous Learners

Merancang Struktur Konsep Pengembangan Bahan Ajar PAI dengan Mengadaptasi Beragam Sumber Informasi Hasil Riset Termutakhir

The development of teaching materials in Islamic Education (PAI) is crucial to facilitate effective learning experiences. This paper outlines a structured conceptual framework for designing PAI teaching materials by integrating various up-to-date research findings. The framework is informed by contemporary educational theories and pedagogical practices, aiming to enhance the quality and relevance of PAI instruction in diverse educational settings. By synthesizing recent research on learning styles, cognitive processes, and instructional strategies, the proposed framework emphasizes the importance of incorporating interactive and engaging elements into PAI materials. Furthermore, it advocates for the integration of digital technologies to cater to the preferences and needs of modern learners. The conceptual framework presented in this paper serves as a guide for educators and curriculum developers in creating comprehensive and effective PAI teaching materials that promote meaningful learning outcomes and foster a deeper understanding of Islamic principles and values.

Teaching through integration - Action research at a private nursing institution in Karachi, Pakistan.

This research aims to explore the outcome of teaching through integration, on nursing students learning using Harden model (1984) of curriculum strategy. The study used action research as a methodology. Two modules of Year II BScN curriculum were taught through integration to 120 students at a private nursing institute in Karachi, Pakistan. The Data was collected from February to May 2018. Four focus group discussions (FGD) of six students each were conducted, before and after module implementation. The data were analysed using Creswell method. The study findings consist of three themes "integration adds to contentment", "integration carries challenges and "integration supplements teaching learning strategies" with their respective subthemes as Complete connected and comprehensively concise" Integration carries challenges, added burden, and lacked creativity and logistics. The findings show that teaching through integrated modules help students to become focused and responsible learner, optimize understanding of concepts, and strengthen theory practice integration for delivering holistic care. The study recommends to use integration strategy as a step towards enhanced student learning and better patient outcome.

Teaching-learning strategies for professional nursing care: consequences of COVID-19

Objetivo: identificar las estrategias de enseñanza-aprendizaje para el cuidado profesional de enfermería por las consecuencias de la COVID-19. Métodos: estudio cualitativo mediante enfoque teórico fenomenológico. La población fueron 11 docentes y 10 estudiantes de la Licenciatura en Enfermería de una Universidad Pública, se les aplicó una entrevista a profundidad, siendo audio-grabadas para posterior transcripción. Se utilizó categorización abierta; el análisis de contenido permitió la identificación de las categorías: Estrategias de enseñanza-aprendizaje, Aprendizajes adquiridos y competencias profesionales. Resultados: las estrategias de enseñanza y aprendizaje más relevantes son las metodologías activas y el trabajo colaborativo. La adaptabilidad de estudiantes y docentes es lo más importante a destacar, potencializando el desarrollo de competencias mediante la vinculación de la teoría y la práctica. Conclusiones: es evidente que los actores coinciden que las estrategias tienen una mejor aplicación y resultados sobre el aprendizaje del cuidado a través de la modalidad de educación presencial, facilitando el acercamiento a escenarios reales para generar un aprendizaje significativo. Contribuciones para la práctica: el panorama completo de la transición educativa por la que pasaron docentes y estudiantes durante la pandemia, respaldó la identificación de estrategias de enseñanza-aprendizaje que favorecen el aprendizaje significativo.