Self In Education Research Articles

The Added Value of Spirituality in Reconnecting to the Self, Others, and Nature in Higher Education

The Added Value of Spirituality in Reconnecting to the Self, Others, and Nature in Higher Education

A Descriptive and Historical Study of Bibliography with Applications to Medical Science Using WASPAS Method

Several topics in medical science aim to explain how it human body functions. Beginning with fundamental biology, it is typically separated into specialized fields like anatomy, pharmacology, and diseases with a little physiology, microbiology, structural biology, and genetics thrown in. Several topics in medical science aim to explain how it human body functions. Beginning with fundamental biology, it is typically separated into specialist fields like anatomy, pharmacology, and diseases with a little physiology, microbiology, structural biology, and genetic thrown in. You can switch from a biological science to a physician career, yes. You can apply to graduate entrance program in medicine or pharmacy. It makes it possible for graduates in biological sciences and the healthcare industry to earn an MD degree swiftly. With additional study and a certificate in medical science, you can still find meaningful employment in the larger fields of medical, pharmaceutical, and health sciences. You will also have a strong basis for becoming a doctor or dentist. Alternative: Male students, Female students, and Female interns. Evaluation Option: Students' views of learning, educational self, perceptions of the environment, and social self of students’ perception of teachers from the result it is seen that Students’ perception of atmosphere and is got the first rank whereas is the Students’ perception of learning got is having the lowest rank. The value of the dataset for medical science in WASPAS method shows that it results in Students’ perception of atmosphere and top ranking

The Role of Time on Performance Assessment (Self, Peer and Teacher) in Higher Education: Rater Drift

This study aimed to investigate the change in teacher candidates' oral presentation skills over time through self, peer, and teacher assessments using the rater drift method. A longitudinal descriptive research model was used as a quantitative research approach to achieve this aim. The study group consisted of 47 teacher candidates receiving formation education at a state university in the Eastern Anatolia Region and an instructor teaching the course. An analytical rubric was used as a data collection tool to evaluate the candidates' oral presentation skills. The data collection process lasted six weeks in total. Since the performance evaluation process aimed to examine the change over time, the many-facet Rasch model was used. When the findings of the study were examined, it was determined that the rater behavior of teacher candidates had statistically significant differences at the group level over time. It was found that 26 out of 48 peer raters had rater drift in their evaluations. It was also found that the majority of rater drift over time was positive, meaning that evaluators became more generous over time. Another result obtained in the study was that teacher assessment did not show rater drift over time, with similar ratings for six weeks. The study’s findings were discussed with previous studies in the literature, and recommendations were made to researchers.

Creative Authenticity: A Framework for Supporting the Student Self in Design Education

AbstractThis article introduces a pedagogical approach in design education referenced as creative authenticity. Creative authenticity is defined as an ongoing process of learning to create through intrinsically motivated, self‐aware and self‐affirming actions and rationales. The concept is grounded in Constructivist learning theory, Postmodernist views of pluralism and cultural position, Anthony Giddens’ theory of reflexive identities, and scholarship on intrinsic motivation in learning. This ideology seeks to personalise the learning experience for each student in ways that are meaningful to their person, not just useful to the design industry, at large. This conversation proposes four samples of methodology by which to infuse creative authenticity into curriculum as a starting point for shaking off implicit biases; focusing on student learning and growth; initiating meaningful and empowering discussions; and redefining success through collaborative and participatory educational design. This work promotes teaching with creative authenticity as a foundation to help students realise their strengths through their ever‐evolving identities. In a broader context, authenticity in education supports marginalised groups to see themselves, their histories and their experiences authentically reflected in their education and work.

Mentoring Language Student-Teachers: A Narrative Perspective to Mentors’ Experiences From Borders and Cracks

This narrative study analyzes two mentors’ experiences in their mentoring practices with language student-teachers in a private university in Bogotá (Colombia). Employing life-story interviews and drawing on ways of thinking and theorizing from praxis as a standpoint to enact decoloniality, we approach mentors’ narratives from the notion of crack. Findings reveal that, for mentors, mentoring practices represent a space for knowledge reconfiguration, a locus of collective knowledge construction, and territories where student-teachers can mobilize and exercise their agency. Overall, when making meaning of clashing experiences in mentoring, mentors have constructed ways to fracture traditional and hegemonic logics of seeing knowledge and the self in teacher education.

Experience of Nursing Students' Therapeutic Use of Self in Web-Based Psychiatric Nursing Practicum Focusing on Role-Playing

Purpose: This study aimed to explore the experiences of nursing students' therapeutic use of self in web-based psychiatric nursing practicum focusing on role-playing.Methods: The participants were 13 senior nursing students who had underwent three weeks of web-based psychiatric nursing practicum. Data were collected through in-depth video interviews, and analyzed using the grounded theory method, developed by Strauss and Corbin (1998).Results: In total, 14 categories and 29 sub-categories were generated. The central phenomenon was “hardship in the therapeutic use of self.” The action/interaction strategies were “implementation of role-playing considering therapeutic communication,” “heightened sensitivity about nursing priorities,” and “performing relearning and repetitive training”. The consequences of these action/interaction strategies went through “further development of the therapeutic use of self,” “recognizing that persistent self-reflection is required”, and that the participants “gained confidence about the therapeutic use of self.” The core category of the experience of therapeutic use of self was to “overcome hardship and confidently advance forward.” This process manifested in the stages of burden, crouching, urgency, and confidence.Conclusion: The findings suggest that more attention needs to be paid to the therapeutic relationship and the therapeutic use of self in education and research.

‘Someone’ versus ‘something’: A reflection on transhumanist values in light of education

Abstract Innovations in genetics, nanotechnology and artificial intelligence involve the possibility of enhancement of human attributes and capacities—offering humans innumerable opportunities for diverse, unprecedented experiences and developments both physically and cognitively. These new innovations, frequently associated with theoretical frameworks such as transhumanism, not only raise new ethical–pedagogical questions but also challenge the very meaning of education. Core educational concepts pertaining to the human being, personhood, and the educational self now need to be re-examined or rediscovered in confrontation with transhumanist values. In regard to this task, we investigate Bostrom's teleological approach towards transhumanist values, questioning his understanding of the human person and the inherent implications of a sensible agenda for education, situated within the broad humanist tradition. As an alternative to an educational prospect based on, or endorsing, transhumanist values, we adopt Spaemann's personalist program, implementing his distinction between ‘being someone’ versus ‘being something’. Defending an understanding of the person as someone, and not as a thing that shall be cultivated, we employ Spaemann's distinction between anthropocentrism versus anthropomorphism, recognising the importance of contextualising the human being in a broader existential, embodied framework, while acknowledging the critique of the anthropocene. Along these lines, we elaborate on an understanding of education and the educated person that, in our view, safeguards core human values. In the discussion, we draw on insights from Spaemann, Arendt, Kierkegaard and Gadamer.

The possibility of the extension of educational self and the interaction with AI-avatar in metaverse

본 논문은 확장현실(eXtended Reality: XR), 빅데이터, 5G 네트워크, 인공지능(Artificial Intelligence: AI) 등 첨단 정보통신 기술들의 융복합체로서 현실과 가상을 융합한 디지털 사회를 뜻하는 메타버스(metaverse)에서 인간이 디지털 아바타(avatar)를 활용해 확장된 자아를 통하여 교육에 참여하고 또한 AI 아바타와 교육적 상호작용을 할 수 있는 가능성을 탐색한다. 메타버스에서 디지털 아바타의 교육적인 활용은 배우는 사람이 다음 단계를 미리 체험할 수 있는 수단이 되거나 교육의 세계에서 가르치는 사람이 배우는 사람에게 설득력 있는 모습으로 다가가려고 할 때 유용한 수단이 될 수 있다. 논문의 마지막 부분에서는 메타버스 상에서 ‘행위자(actor)’, ‘보조자(assistant)’, ‘비플레이어 캐릭터(Non Player Character, NPC)’, ‘관찰자(observer)’로 활동하는 AI 아바타와의 다양한 교육적 상호작용이 교육의 가능태(可能態)를 확장시켜 줄 수 있는 가능성에 대해서도 논한다.

The Naked Truth: Temptation and the Likely ‘Fall’ of Catholic Education

This article highlights one likely ‘fall’ to which Catholic education is susceptible in the modern era due to the oppressive climate in which it operates. Our critical method in arguing for this position is to oscillate between two texts—one written and one visual: Genesis 3: 1–18 and Masaccio’s painting of ‘The Expulsion’. The hope is that one will inform and enrich a deeper understanding of the other. As part of this exercise in creative hermeneutics, we first argue that the dramatic story of the fall through pride or amor sui (self-love) and its resultant feeling of shame is a universal one in which readers (listeners) glimpse the long history of their own fears and desires. Second, we show how one 15th century Italian painter represented the tragic consequences of the Faustian self by examining Masaccio’s painting in some detail. Third, we investigate St. Augustine’s writings on this narrative and suggest how some forms of self-elevation align dangerously with the promotion of the autonomous self in contemporary education. We also critically examine exegetical writings from Jewish and Christian perspectives to draw out further meanings of the narrative. Fourth, we point to the themes of hiding and forgiveness embedded in the account which leads us neatly into the last fifth section where we discuss the text’s implications for contemporary Catholic education. Here, the focus is on one likely ‘fall’ of Catholic education when it fails to live up to its distinctive mission to place love unconditionally at its centre. In a highly market-driven, managerial climate of competition where league tables, bureaucratisation, and data analysis assume an overwhelming significance allied to institutional survival and kudos, the temptation is to show the worth of the school by emphasising its examination success and employment rates rather than through its service to others, especially those who have been forgotten. Although we are highly sensitive to the conflictual demands on Catholic institutions at the present time from a variety of stakeholders, we conclude that their healthy continuation depends on their public, ethical avowal to love everyone unreservedly with assistance from God’s grace and when this aspiration fails, to seek forgiveness. The article is not concerned with strategies of resistance against those developments in education contrary to a Catholic philosophy.

Webavalia: Algorithm Improvement of an eAssessment Tool Based on a User Survey

There has been an increased use of workgroups during Problem-Based Learning (PBL) activities, which have implied the emergence of self and peer evaluation practices in education. In turn, these practices have highlighted the importance of e-assessment tools where the collection of feedback is regarded. The consideration of the students’ self and peer assessment about a project has influence on their individual mark. Literature states that e-assessment tools need to consider restrictions in the students’ distribution of scores during the self and peer assessment. An emerging technology that has recently started to be applied in the development of software tools is Machine Learning. This technology allows the possibility to implement algorithms that can process the students’ feedback about their marks, increasing the efficiency on the methodology implemented. This paper presents a framework that collects feedback of a survey and translates those results in parameter values that will dynamically change the distribution function of the final individuals’ mark. The advantages and restrictions of different solutions for the framework, based on the literature, are also discussed. Finally, there is the presentation of WEBAVALIA, a free software tool where the framework will be implemented, improving its usability, user experience, flexibility, and efficiency.

Influence of individual versus collaborative peer assessment on score accuracy and learning outcomes in higher education: an empirical study

Maximising the accuracy and learning of self and peer assessment activities in higher education requires instructors to make several design decisions, including whether the assessment process should be individual or collaborative, and, if collaborative, determining the number of members of each peer assessment team. In order to support this decision, a quasi-experiment was carried out in which 82 first-year students used three peer assessment modalities. A total of 1574 assessments were obtained. The accuracy of both the students’ self-assessment and their peer assessment was measured. Results show that students’ self-assessment significantly improved when groups of three were used, provided that those with the 20% poorest performances were excluded from the analysis. This suggests that collaborative peer assessment improves learning. Peer assessment scores were more accurate than self-assessment, regardless of the modality, and the accuracy improved with the number of assessments received. Instructors need to consider the trade-off between students’ improved understanding, which favours peer assessment using groups of three, and a higher number of assessments, which, under time constraints, favours individual peer assessment.

Exploring the impact of a compassion-focused therapy training course on healthcare educators

Background:Stress, and particularly burnout, is a major problem among healthcare workers and can lead to high staff turnover and low patient/client satisfaction.Objective:To explore the impact of 3-day compassion-focused therapy training on those delivering education to healthcare students. The underpinning premise was that the training course could potentially be replicated through the participants’ work with students embarking on a career within the helping professions.Design:Mixed-methods study, with the qualitative findings being presented in this paper.Setting:Training course was delivered in one higher education institution in England.Methods:In total, 44 healthcare lecturers attended the course, with 6 taking part in a reflective focus group.Findings:The analysis highlighted four main themes: reassurance and increased knowledge, increased compassion towards others, self-compassion and empathy, and blocks to compassion.Conclusion:Findings add to previous quantitative research findings showing that participants who undertook training were able to engage with their compassionate self and consider the importance of showing compassion towards the self and others in healthcare education.

Characteristics of self-care interventions for patients with a chronic condition: A scoping review

BackgroundSelf-care is a fundamental element of treatment for patients with a chronic condition and a major focus of many interventions. A large body of research exists describing different types of self-care interventions, but these studies have never been compared across conditions. Examination of heterogeneous interventions could provide insights into effective approaches that should be used in diverse patient populations. ObjectivesTo provide a comprehensive and standardized cross-condition overview of interventions to enhance self-care in patients with a chronic condition. Specific aims were to: 1) identify what self-care concepts and behaviors are evaluated in self-care interventions; 2) classify and quantify heterogeneity in mode and type of delivery; 3) quantify the behavior change techniques used to enhance self-care behavior; and 4) assess the dose of self-care interventions delivered. DesignScoping review Data sourcesFour electronic databases – PubMed, EMBASE, PsychINFO and CINAHL – were searched from January 2008 through January 2019. Eligibility criteria for study selectionRandomized controlled trials (RCTs) with concealed allocation to the intervention were included if they compared a behavioral or educational self- care intervention to usual care or another self-care intervention and were conducted in adults. Nine common chronic conditions were included: hypertension, coronary artery disease, arthritis, chronic kidney disease, heart failure, stroke, asthma, chronic obstructive lung disease, and type 2 diabetes mellitus. Diagnoses that are psychiatric (e.g. schizophrenia), acute rather than chronic, or benefitting little from self-care (e.g. dementia) were excluded. Studies had to be reported in English with full-text available. Results9309 citations were considered and 233 studies were included in the final review. Most studies addressed type 2 diabetes mellitus (n = 85; 36%), hypertension (n = 32; 14%) or heart failure (n = 27; 12%). The majority (97%) focused on healthy behaviors like physical activity (70%), dietary intake (59%), and medication management (52%). Major deficits found in self-care interventions included a lack of attention to the psychological consequences of chronic illness, technology and behavior change techniques were rarely used, few studies focused on helping patients manage signs and symptoms, and the interventions were rarely innovative. Research reporting was generally poor. ConclusionsMajor gaps in targeted areas of self-care were identified. Opportunities exist to improve the quality and reporting of future self-care intervention research.Registration: The study was registered in the PROSPERO database (#123,719).

The role of self and peer assessment in Higher Education

ABSTRACT Self-assessment and peer assignment have clear advantages for the training of responsible, critical, and reflective professionals. In recent years, self and peer evaluation have also been shown to be even more effective than lecturer evaluation when we assure anonymity through online platforms learning tools. Therefore, self and peer assessments are to become a core aspect of student-centred evaluation processes in Higher Education. Besides, a high concordance with lecturer evaluation may allow lecturers to also benefit from self and peer evaluation without an increase in their workload. In the present work, we compare the formative evaluation from the lecturer with the self and peer assessments through a virtual learning environment. The subject of study if formed by assessments prepared by students in a first-year course in a Social Sciences degree at the Universidade de Vigo, Spain. We find a strong concordance between peer assessment and lecturer assignment, and a moderate agreement between self-assessment and lecturer assignment. These results show that students perform well as peer evaluators, with peer assignment being a procedure with high validity and reliability.

An analysis of teamwork based on self and peer evaluation in higher education

Teamwork is one of the most important competences for most professionals, and it is therefore imperative that it be included in university education programmes, yet its evaluation continues to pose challenges. This paper reports on part of a study into the self and peer evaluation of teamwork, research which was carried out in order to analyse teamwork dynamics among students on degree courses in different disciplines, and how these relate to the outcome of teamwork and the grades obtained by each team member. The views of 351 students studying five subjects on five different degree courses were analysed, with participants divided into 95 groups. The results show that effective teamwork is related to higher grades and higher quality products. The weighting of the grade awarded to teamwork in the final subject grade conditions students’ assessment of how well the team has functioned, as does the grade each student receives from their teammates. Those teams that view their team as functioning best distribute equal grades among their teammates. The results also show that those students who assess themselves positively do the same for their peers.

الاحتراق النفسي وعلاقته بفاعلية الذات التربوية لدى تدريسيّي جامعة دهوك

هدفت الدراسة إلى التعرف على مستوى الاحتراق النفسي وفاعلية الذات التربوية لدى الكادر التدريسي في جامعة دهوك، وكذلك الكشف عن دلالة الفروق في كلا المتغيرين تبعاً للجنس والتخصص الأكاديمي. فضلاً عن طبيعة العلاقة بين متغيري الاحتراق النفسي وفاعلية الذات التربوية. وتكونت العينة من (180) تدريسياً وتدريسية تم اختيارهم من أربع كليات في جامعة دهوك، ممن طبق عليهم مقياس الاحتراق النفسي الذي أعده الباحث، ومقياس فاعلية الذات من إعداد (الميالي والموسوي، 2010)، بعد التحقق من دلالات صدق وثبات الأداتين. وتمت معالجة البيانات باستخدام معامل ارتباط بيرسون ومعادلة سبيرمان براون والاختبار التائي لعينة واحدة ولعينتين مستقلتين. فأظهرت النتائج أن مستوى الاحتراق النفسي لدى أفراد العينة هو منخفض، في حين كان مستوى فاعلية الذات التربوية لديهم عالٍ. وتبين أن هناك فرق دال إحصائياً بين الجنسين في الاحتراق النفسي ولصالح الذكور من الكادر التدريسي، في حين لم تظهر فروق دالة في الاحتراق النفسي يعزى للتخصص. كما أشارت النتائج إلى عدم وجود قروق دالة إحصائياً في فاعلية الذات يعزى لمتغيري الجنس والتخصص. وأخيراً كشفت الدراسة عن وجود علاقة ضعيفة غير دالة إحصائياً بين متغيري الاحتراق النفسي وفاعلية الذات التربوية.

Embodying the Teacher: Incorporating the Physical Self in Language Teacher Education

Le corps, la gestuelle et la voix sont des outils de l’enseignant de langue, indispensables pour la transmission des savoirs et la gestion de la classe et qui deviennent visibles dans son contexte professionnel. Cependant, ces competences multimodales professionnelles ne sont pas innees et le jeune enseignant ne sait pas forcement naturellement utiliser ces outils dans la classe. Cet article aborde les difficultes rencontrees par de futurs enseignants de langues etrangeres en formation initiale a l’universite. Nous nous focalisons sur l’usage des postures, du regard et des gestes des mains a l’aide d’extraits de corpus recueillis lors de seances de formation a l’universite d’Aix-Marseille et a l’universite de l’Oregon. A partir d’une analyse fine de ces corpus video, nous montrons quels aspects les enseignants novices peuvent ameliorer. L’article presente egalement des principes methodologiques qui peuvent etre proposes aux jeunes enseignants de langue en formation initiale pour optimiser leur corps pedagogique.

Antecedents of Unethical Behaviour Intention: Empirical Study in Public Universities in Malaysian Context

Public university business schools (PUBS) appear to struggle in upholding their educational self. Corporate scandals linked to business graduates raise questions about the role of PUBS in the development of civilized societies. This study develops an ethical decision making model in the PUBS context based on moral theories and then empirically tests the model. The model hypothesizes that individuals’ moral philosophies in terms of egoism and utilitarianism as well as subjective norm in terms of peer influence affect their unethical behavioural intention. Moreover, this study compares ethical levels between business students with those from other disciplines. Data was collected using a structured questionnaire from established public universities in Malaysia. The data was analysed using the Smart Partial Least Squares, a second generation structural equation modelling software, as well as the SPSS version 23. The results reveal that moral philosophies and subjective norm exert positive and significant effects on unethical behaviour intention. The study, however, found no significant effect with regard to unethical behaviours between business and non-business students. The authors argue that a university’s status may explain a student’s intentions towards ethics. Implications of the results and future research are proposed.

The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context

ABSTRACTThis paper explores the impact of lecturers’ individual current doctoral study on their own and collective constructions of self in a changing Higher Education (HE) policy context. It focuses on how lecturers, drawn from a professional knowledge background, make sense of new institutional requirements for new lectures to have doctorates. The lecturers themselves, through ‘facilitated collaborative auto-ethnography’, generate the substantial data and analysis for this research. This study exposes the enormous pressure of the doctorate on their lives and reveals different ways in which they resist particular forms of language, affiliations and positioning within their institution. However, of particular significance in this study is their own agency and collective voice, through using their developing cultural tools of research to ‘be’ researchers, in and beyond their own doctoral studies, in order to understand their own changing identities within HE. The study therefore reveals complex, contradictory and unexpected responses to HE policy.

Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education

Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian academics. Thematic analysis of our qualitative data identified seven themes of benefits and five challenges. Our academics showed strong belief in the power of self and peer assessment as formative assessment, contrary to past literature which has focussed on the accuracy of students’ marking. This paper therefore brings insights as to not only what academics value about self and peer assessment but also identifies potential inhibitors in practice. Recommendations are made about improving the design and implementation of self and peer assessment in higher education.