Educational Strategies Research Articles

Implementation of team based learning for MBBS students – An innovative teaching learning method in medical education

Team-Based Learning (TBL) is an educational approach that enhances student engagement through individual assessments and collaborative group work. It is an effective and structured form of small group learning adaptable to large classroom settings. TBL ensures student accountability through various stages, including pre-class preparation, readiness assurance tests, problem-solving exercises, and immediate feedback. This study aims to implement and assess the efficacy of the TBL strategy among MBBS students in a large group teaching environment. The pilot study adopted a TBL approach, involving steps such as pre-class preparation with PDF materials and a WhatsApp video guide issued a week prior, individual and team readiness assurance tests (iRAT and tRAT) conducted via Google Forms and hard copy MCQs, clarification sessions on MCQs and relevant medical topics, and collaborative learning through case scenarios related to Type 2 diabetes. Discussions and conclusions were facilitated by the faculty, followed by immediate and scheduled feedback using Google Forms. Statistical analysis was performed using an unpaired t-test to compare iRAT and tRAT scores. The study gathered 133 responses from the first batch and 140 from the second batch of first year MBBS students. The analysis revealed significant improvements in scores from iRAT to tRAT, indicating the effectiveness of TBL in enhancing student learning outcomes. Feedback from the students showed high levels of engagement and interest in the learning process, with over 98% in both batches finding the TBL approach interesting and interactive. The findings suggest that TBL is a valuable and effective educational strategy that improves learning outcomes and fosters collaborative learning among students.

Adapting to the Digital Age: An Evaluation of Online Learning Strategies in Public Health and Social Care Education

Introduction. The global shift towards digital education in the wake of the COVID-19 pandemic has reshaped the landscape of higher education. Public health and social care programmes have adapted to this transformation, embracing online learning strategies to engage students. This study focuses on the assessment of online learning experiences in public health and social care education, particularly during the post-COVID-19 period. Materials and Methods. This qualitative study employed semi-structured interviews and focus groups with 49 university students in England. These phases, conducted both in person and via video, were audio and video recorded and transcribed verbatim. A purposive sampling technique was employed to gather data, and framework analysis facilitated data management and interpretation. Results. The presentation highlights three main themes and 12 accompanying sub-themes that capture the clear preferences of students for both in-person and online learning methods. The findings elucidate the merits and demerits of online learning strategies in contrast to traditional face-to-face classes. Online classes offer distinct advantages in terms of flexibility, cost-effectiveness, time efficiency, and technological proficiency. However, they also bring to the fore concerns related to social isolation, mental health challenges, technical challenges, and distractions within the home environment. Conclusion. Considering the global transition to digital education, this study contributes to the dynamic discourse surrounding online learning in the post-COVID-19 era. The diverse preferences expressed by students highlight the importance of personalised and flexible teaching methods in online education, underlining the need for adaptability and inclusivity to meet the diverse needs of today’s learners.

Far-right parties and the politics of education in Europe

ABSTRACT Formal education shapes the distribution of opportunities and cultural profile of European societies. Political parties, in turn, play a key role in shaping formal education. Focusing largely on the traditional contenders for government in Europe, research on the politics of education shows that parties prioritise redistributive issues and politicise them in line with their electorates’ material interests. It remains unclear to what extent these findings apply to a more recent, but highly successful party family: the far right. This review article and introduction to a special issue integrates existing scholarship from education and political science with findings from six new case studies from across Europe. It argues that far-right parties in Eastern and Western Europe frame education primarily as a means of disseminating (conservative and nativist) culture and values, rather than as a means of redistributing opportunities. In revaluing the cultural dimension of education for far-right partisan politics, the article and the special issue therefore not only provide insight into the educational strategies of an increasingly powerful actor in European politics, but also shed light on the mechanisms and determinants underlying the partisan dynamics that will contribute to shaping the future of European education and societies more generally.

Strategies for coping and dealing with lateral violence among Aboriginal people living in south-east Australia

ABSTRACT Objective Lateral violence, a group of behaviours directed towards people of the same group, is considered endemic among Aboriginal people. Behaviours include bullying, gossiping, isolation or exclusion of certain group members, and challenges to one’s Aboriginal identity. Lateral violence impacts all aspects of one’s life. Due to its pervasiveness, this qualitative study investigated strategies employed by Aboriginal people to deal with lateral violence. Method Yarns with 17 knowledge-holders (53% male, 47% female; aged between 18 and 65 years) took place in south-east Australia. Thematic analysis and yarn summaries were used to analyse the yarns. Results Strategies identified to deal with lateral violence included changes to one’s attitude towards lateral violence, connecting with others, one’s culture and community to improve wellbeing, education strategies, and systemic change. Conclusion Supporting the development of Aboriginal identity, promoting social and emotional wellbeing, and true self-determination has the potential to heal Aboriginal communities and reduce lateral violence in the process.

Improving English Language Proficiency through Podcasts: A Multifaceted Educational Approach

This paper probes into the strength of podcasts in building the English language through varied dimensions of a learning approach. The paper sought to establish the applicability of podcasts in the learning of languages among EFL students, given that podcasts are increasingly becoming an informal learning platform. The study was carried out among learners of different age groups and language proficiency levels, and the collection of statistics regarding the use of podcasts within language learning was affected through both quantitative and qualitative data. Important findings indicate that regular use of podcasts can make the process of vocabulary acquisition, listening comprehension, and general proficiency stronger. Such findings support the use of podcasts in gaining better language competence in that it not only presents rich contextual content in an accessible manner but also puts into play learner skills. In effect, the inclusion of podcasts into the learning curriculum has implications that are far-reaching in that it could offer an effective improvement in the traditional methodologies of language learning by enhancing a dynamic and flexible learning environment that meets the needs of all learners. This research paper points out the imperative nature of podcasts in modern educational strategies and suggests their application in a wider context of language learning frameworks to bring about superior linguistic competence.

Inside the Disposal Box: A Study on Biomedical Waste Awareness Among Aspiring Dental Professionals

Background: Biomedical waste management across India has become a growing concern for dentists. This study investigates biomedical waste management knowledge in the context of dental education. The aim of this study is to determine the knowledge, compliance and understanding levels of dental students regarding the processing and disposal of biomedical waste.Methods: This study was conducted among students and interns of a rural dental college in Maharashtra, India. A pre-designed survey was administered to dental students in various academic years. Investigations include waste classification, segregation, disposal technologies, safety procedures, and environmental impacts associated with biomedical waste.Results: A total of 150 students participated. The male/female ratio is 1:1.31. On average, 88% and 12% of students have correct and incorrect information about biomedical waste.Conclusion: The results of this study can form the basis for the development of educational strategies and interventions to raise awareness and ensure responsible biomedical waste management in medical education, dentistry, and medical facilities.International Journal of Human and Health Sciences Vol. 08 No. 02 Apr’24 Page: 198-202

Attitudes towards snakebite health education and associated factors among residents in China: A national cross-sectional study.

This study aimed to investigate attitudes towards health education on snakebites and to identify the influencing factors among Chinese residents. Additionally, we proposed effective health education strategies for snakebite management. Between May 2022 and February 2023, we conducted a nationwide cross-sectional questionnaire survey using a multistage sampling method with supplementary snowball sampling. We used descriptive analysis, χ2 tests, and univariable and multivariable binary logistic regression models to analyse the data. We included 56 669 respondents in the analysis. The average score for snakebite knowledge was 12.13 ± 5.26 points, with a maximum score of 28. Among the respondents, 72.66 and 63.03% of the residents believed that it was necessary to disseminate knowledge about snakebites and expressed a willingness to receive snakebite training, respectively. Respondents from the northeast region, respondents with a higher education level, and respondents with higher scores for snakebite knowledge, health knowledge, health skills, and social-psychological adjustment skills exhibited more positive attitudes towards snakebite knowledge dissemination and training. Conversely, respondents from eastern or southern China, respondents older than 60, and respondents who lived in rudimentary housing conditions showed a lower perception of the need for snakebite knowledge dissemination and were less willing to participate in snakebite knowledge and skill training. Generally, Chinese residents have positive attitudes towards snakebite knowledge dissemination and training. However, the public lacks sufficient knowledge about snakebites. Therefore, we should pay close attention to areas south of the Yangtze River to strengthen snakebite health education using engaging formats that align with residents' interests, such as short videos or television programmes, in an attempt to and ultimately improve health literacy and prevention awareness.

Fostering Global Success Empowering Young Learners in Online Education

This qualitative descriptive study explores the independent characteristics of second-grade students at Betro Elementary School (SDN Betro) within the context of online learning. Through interviews, observations, and documentation, the study investigates the self-reliance of students, the dynamics of parent-student interaction, and the daily habits cultivated by students in response to online education. Findings reveal a notable level of self-reliance among students, manifested in their ability to complete tasks autonomously and adhere to schedules. Positive communication and collaboration between parents and students are observed, fostering a conducive learning environment. The study underscores the importance of nurturing self-reliance in elementary students for successful online learning and provides valuable insights for educators and policymakers aiming to optimize remote education at the elementary level. Highlight: Student Autonomy: Second graders excel independently in navigating online learning environments. Parental Support: Positive parental engagement enhances children's online learning experience. Educational Impact: Fostering self-reliance in elementary students optimizes online education strategies. Keywoard: Elementary Education, Self-Reliance, Online Learning, Parent-Student Interaction, Qualitative Research

Consumer Awareness and Willingness Level at Banlat Gas Stations Regarding Biofuel Act: Bases for Sustainable Energy Transition and Education Strategies

In the pursuit of sustainable energy practices, the study focuses on assessing the awareness and willingness of selected respondents at 11 well-known gas stations in Banlat regarding the Biofuel Act. Against the backdrop of global efforts to mitigate environmental impact and promote renewable energy sources, understanding consumer perspectives becomes paramount. This study aims to shed light on the intricate interplay between consumer awareness, demographic characteristics, and their willingness regarding the Biofuel Act. Using a quantitative research approach with 440 respondents sampled through quota sampling, the study examines the demographic profile (age, education, socio-economic status). Findings show most respondents are aged 23–44, with bachelor’s degrees, and from the lower-middle-income bracket. While awareness of the Biofuel Act is low ("Slightly Aware"), there's notable willingness ("Somewhat Willing") to support it. There's a weak relationship between demographic factors and awareness, except for education level, which has a moderate impact, suggesting higher education correlates with greater awareness. Similarly, demographic factors show weak correlation with willingness. These insights are crucial for policymakers and stakeholders to refine consumer education strategies and promote sustainable energy practices.

Generational Differences in Sustainable Consumption Behavior among Chinese Residents: Implications Based on Perceptions of Sustainable Consumption and Lifestyle

To deal with the challenges posed by generational differences in China’s sustainable consumption transition, this study’s pioneers using a mixed-methods approach with data mining and literature research to classify Chinese residents into four generations based on the sustainable consumption perspective. We developed a conceptual model of generational differences and conducted an empirical study using structured interviews with a multi-stage random sampling approach. The results highlight significant differences and distinct influencing mechanisms among the four generations regarding perceptions of sustainable consumption, lifestyle, and sustainable consumption behavior. Based on this, multi-generational differentiated green marketing strategies, green product development and green marketing practices, as well as consumer education systems and strategies for stakeholders including the government, enterprises, and society are proposed. The findings contribute to advancing theoretical perspectives in sustainable consumption research, serving as a valuable reference for sustainable consumption research worldwide.

Leadership as service: developing a character education program for university students in Spain

AbstractThis paper describes the development and implementation of a character education program at the University of Navarra. The Leadership as Service Program has been developed in collaboration with the Oxford Character Project, and has adapted its Global Leadership Initiative to the Spanish context. The purpose of the Leadership as Service Program is to help students develop a sense of personal purpose, and virtues that are specific to leadership, such as prudence, humility, gratitude, resilience, and service. The methodology of the program follows the seven strategies of character education and includes a mentoring program. In order to adapt the Global Leadership Initiative to the Spanish context, the Leadership as Service Program was integrated as much as possible into the fabric of the University of Navarra by means of (1) facilitating a new initiative to develop workshops on purpose; (2) incorporating an existing mentoring program; (3) positioning local actors as experts, and (4) dialogue with stakeholders within the university. First results indicate that the Leadership as Service Program makes a valuable contribution to the ethical and professional development of students, which corroborates with the findings of the Oxford Global Leadership Initiative.

Comparative Analysis of Knowledge Control and Evaluation Methods in Higher Education

The article analyses knowledge control and evaluation methods in higher education, focusing on both standardized and non-standardized testing. It explores fundamental quality criteria and the perspectives of lecturers and students on the roles of these methods in assessing knowledge. The study evaluates attitudes towards both testing types, considering factors such as efficiency, usability, reliability, objectivity, accuracy, and content relevance. The findings suggest that combining standardized and non-standardized tests with problem-solving tasks significantly enhances knowledge assessment in technical disciplines, demonstrating the methods’ interdependence and complementarity. Data shows that both testing types achieve high scores, with standardized tests receiving an integral index of 0.72 and non-standardized tests scoring 0.69. Respondents positively evaluate the effectiveness and convenience of standardized tests, attributing their reliability, objectivity, accuracy, and practical orientation. Although there is a clear preference for standardized tests among participants, the benefits of non-standardized tests are also acknowledged. The study thus recommends a balanced approach, incorporating both methods to ensure an effective and high-quality assessment and knowledge control strategy in higher education.

Visual Strategies in (Visual Arts) Education: A Critical Perspective on Reading and Making Images

This study takes its point of departure from a nationwide project called Visual Storytelling and the Art of Reading Images carried out in Sweden between 2019–2020. This national project, implemented by Läsrörelsen (The Reading Movement Association), aimed to develop the professionalism of educators and visual art teachers by offering an in-service training day to enhance their competence in visual storytelling and image interpretation. The aim of our study, which uses material from the project, is to contribute knowledge regarding the role of visual culture and visual strategies in school, particularly in visual arts education. The role of visual culture in education is to develop a critical perspective on images and cultural ways of seeing and making images. This approach involves focusing on the global and digital visual culture of young people’s daily lives and working on societal issues. Through teaching and learning how to analyse and discuss contemporary, complex images with others, as well as expressing oneself and communicating through image making, the use of visual strategies can bring pupil’s different opinions, thoughts, and feelings to the fore.

Global Inquiry Reveals PBL's Impact on Junior High Ecoliteracy

This study investigates the impact of Problem-Based Learning (PBL) on the ecoliteracy abilities of grade VII junior high school students compared to conventional lecture-based instruction. Conducted at SMP Muhammadiyah 6 Krian, the quasi-experimental research involved 40 students divided into experimental and control groups. Pre-test and post-test assessments using ecoliteracy indicators were conducted. Results from T-tests showed no significant difference in ecoliteracy abilities between the two groups (experimental group: p = 0.090, control group: p = 0.270), suggesting that PBL did not significantly improve ecoliteracy skills among grade VII students. These findings underscore the need for further exploration of instructional methods to enhance ecoliteracy in junior high school settings. Highlight: PBL's Effect on Ecoliteracy: Assessing PBL's impact on junior high ecoliteracy. Quasi-Experimental Design: Non-equivalent control group method in research design. Call for Further Research: Identifying effective environmental education strategies. Keyword: Problem-Based Learning, Ecoliteracy, Junior High School, Quasi-Experimental Research, Environmental Education

Education of audience in the digital space – Post-COVID musical educational strategy

Summary. The research “Educating the audience in the digital space” explores the problem of efficiently adapting the traditional classical music concert into a digital setting. Based on my experiences working in a symphony orchestral environment, the result of a questionnaire conducted on a representative sample, and the views of internationally acclaimed experts in the field, new concept of musical activity in the digital space characterized by adaptation rather than reproduction has been developed. Through the creative functions of the audience education software, the user takes part in the interpretation process and becomes the recipient of fine music instead of simply listening to the concert. Összefoglalás. A „Közönségnevelés a digitális térben” címmel folytatott kutatómunka a hagyományos klasszikus zenei hangverseny digitális térbe történő hatékony átültetésének problematikáját állítja középpontba. Ennek jelentősége a pandémia, és újabban az energiaválság kapcsán került előtérbe. Jelen tanulmány a zenei együttesek aktuális kihívásainak jövőbe mutató stratégiai megközelítésével állít fel téziseket a kutatómunka eredményei alapján megfogalmazott reformok irányába. A technológia vívmányainak kulturális és nevelő céllal történő hasznosítása évszázados múltra tekint vissza. A zenei területen a fonográftól a legmodernebb virtuális audiovizuális rendszerekig bezárólag minden eszközről elmondható, hogy a hagyományos előadás leképezésére törekszik, a személyesen átélhető zenei élmény átadására viszont természetszerűleg nem képes. A bezártság alatt a streamelt koncerteket rendkívüli érdeklődés övezte. Az új, online publikációs tér megteremtette a szélesebb nyilvánosság elérésének lehetőségét. Olyanokhoz is eljutottak az értékes zenei tartalmak, akik addig nem mutattak fogékonyságot irántuk. Ugyanakkor a tisztán reprodukción alapuló komolyzenei termékek jellegükből adódóan a reprezentatív környezettől megfosztva alkalmatlannak bizonyultak a hagyományos koncertek kiváltására, a hangversenytermek újranyitását követően gyakorlatuk megszűnt. A reprodukción alapuló megközelítéssel a zeneművészet széles társadalmi nyilvánosságának újraszervezése, és a zenei nevelés kihívásainak kezelése nem lehetséges. A hatékony és újszerű műértelmezés jegyében a digitalizáció művészeti alkotótevékenységre gyakorolt hatásai is vizsgálat tárgyát képezik. Az expanzív tömegkultúra befolyása és a zeneipar igényei érzékeny művészetelméleti és morális kérdéseket vetnek fel az alkotófolyamatra vonatkozóan, melyek a mestereséges intelligencia korában új aktualitást nyernek. A Kooperatív Doktori Program keretében a Duna Szimfonikus Zenekar közreműködésével végzett analitikus munka tapasztalatai alapján, illetve reprezentatív kérdőíves mintavételezés eredményére és a téma nemzetközileg elismert szakembereinek véleményére támaszkodva kidolgozásra került a digitális térben folytatott zeneművészeti tevékenység új, reprodukció helyett adaptáción alapuló koncepciója, az Interaktív Hangversenyterem. A közönségnevelő szoftver kreatív funkcióinak segítségével a felhasználó megismeri a szimfonikus zenekar munkáját, megérthet alapvető zenei folyamatokat és akusztikai jelenségeket, illetve bepillantást nyer a kulisszák mögé. A képi orientációjú térre történő alkalmazás jegyében a zenei tartalomra reflektáló művészi animációk segítik érvényre jutni a vizuális kreativitást. A felhasználó az interpretációs folyamat részese lesz, a koncert hallgatójából az értékes zene befogadójává válik.

Usability of Standards for Scaffolding in a Health Sciences Programme: A feasibility Study

BackgroundStandards contribute to comprehensive and programmatic implementation of educational strategies, such as scaffolding. Although the development of educational standards follows a rigorous consensus approach, they are socially constructed and could result in varied interpretations by users. Reports of varied implementation of standards in health professions education underscore the need to test the developed standards for scaffolding in health sciences programmes. Usability entails determining whether a product like standards works as intended under the expected conditions and contexts. This study aimed to describe the usability of standards for scaffolding in a health sciences programme through a pilot study.MethodsA multi-method design employing user and expert-based usability evaluation techniques sought to describe the usability of the standards for scaffolding in a three-year pre-registration nursing programme. The user sample of nurse educators drawn from the programme, conducted a self-assessment on scaffolding practices in the programme using a developed standards checklist. For the expert sample, three-panel members with an understanding of the discipline and programme context were purposively sampled. These panelists studied the users’ self-assessment reports before completing an author-generated heuristics checklist to support or refute any of the standards. Descriptive statistics, comparative and content analysis were applied to analyse data from users’ interviews and expert’s completed heuristics checklist, determining the standards’ usability, and identifying the usability flaws or strengths.ResultsThe users had three or more years of teaching experience in the competency-based curriculum for nursing. The experts shared an average of 16 years of experience in teaching in higher education, and seven years of experience in quality assurance and programme accreditation. The four standards had a usability score of above average (68%). Seven usability strengths and four usability flaws were identified. Usability flaws related to misinterpretation of some criteria statements and terminologies, multiple meanings, and users’ challenges in generating evidence for some criteria.ConclusionsThe pilot study revealed the context-based ‘truth’ regarding the fidelity of a health sciences programme evaluation on scaffolding, as well as identifying the ideal contextual conditions in which the standards for scaffolding health sciences programmes would work best. The identified usability flaws highlighted the need for further revisions of the standards. Future research on the feasibility of the standards in other health sciences programmes and contexts is recommended.

A Hybrid Escape Room to Foster Motivation and Programming Education for Pre-Service Teachers

Educational escape rooms aims to motivate students, to strengthen knowledge and evaluate learning. Pre-service teachers enrolled in “Computer Science and Digital Competency” course shows lack of motivation and difficulties to realise its usefulness in everyday practice, becoming an ideal context to apply this strategy. 157 students belonging to a European university participated in the experience as case study. The educational escape room was conducted following a hybrid model, mixing a physical organization of props with a virtual organization of the narrative, tests and achievements. The experiment was designed to answer two hypotheses, first if applying escape room as an educational strategy fosters pre-primary and primary students' motivation, since this method address complex concepts in a practical way, and second, if the application of this strategy as teaching strategy makes students perceive the learning process as a game.

Mimetic Teaching Strategy in Design Education: Relationship Between Students Learning Style and Creativity

Mimetic Teaching Strategy in Design Education: Relationship Between Students Learning Style and Creativity

Digital storytelling as a strategy for developing 21st-century skills: a systematic review of qualitative evidence

ABSTRACT Digital storytelling (DST) is an educational strategy that has been shown to be capable of developing a wide range of skills. The focus of this review is to examine the relationship between this strategy and the development of 21st-century skills, a highly relevant notion in today’s educational systems. The findings combine qualitative evidence regarding DST and its influence on developing 21st-century skills. A meta-aggregative approach was utilised to analyse the results of 18 selected studies. The results suggest that 1) no matter the characteristics of the DST activity, there will always be 21st-century skills at play when creating a digital story; 2) the relationship between DST and 21st-century skills is solid and clear; and 3) there is a notable influence on critical thinking, creativity and collaboration skills. Finally, design principles and recommendations for practitioners are proposed.

A Comparative Study on the Effect of Context on Retrieval between Adolescent Boys and Adolescent Girls

This comparative study delves into the nuanced ways contextual factors impact information retrieval among adolescent boys and girls. The aim is to analyse cognitive processes, memory, and learning preferences unique to each gender. By examining how they navigate and recall information within different contexts, the research aims to contribute valuable insights for educators and policymakers, potentially leading to tailored strategies for cognitive development and education based on gender-specific needs. The sample of the study consists of 30 adolescents (from ages 11-19 years), out of whom 15 were males and 15 were females, who were all literate and free of any psychological ailments. The data was collected using standardised Context and Retrieval Test which consists of 18 cards with an incomplete sentence enclosed in a box and two words printed on the top right and top left corners, out of which one is the context word, and the other is non-contextual. After the samples were collected, the mean percentage of recall of both, contextual and non-contextual words was calculated and compared between the genders. The results showed significant difference between the recall of context words of males and females. It was observed that the recall of contextual words was higher than that of non-contextual words in both genders. It was also noted that the recall of context words was higher in females as compared to males. Context plays a crucial role in retrieval because it provides a framework for organizing and associating information in our memory.