Effective Learning Experiences Research Articles

Transformasi Peran Guru Di Era Digital: Tantangan Dan Peluang

This research aims to analyze the Transformation of Teacher Roles in the Digital Era. The method in this research is a qualitative research method with a narrative approach. Interview data was transcribed and reviewed using thematic content analysis. This study reports three important data themes which include teachers' adaptability to the digital era, challenges faced by teachers in learning in the digital era, opportunities faced by teachers in learning in the digital era and teachers' strategies in facing learning in the digital era. In this way, researchers investigate how teachers can overcome these challenges and take advantage of these opportunities to improve the quality of education in the digital era. By combining innovative approaches to teaching and investment in teacher professional development, the transformation of the teacher's role in the digital era can be a vehicle for creating more effective and inclusive learning experiences.

The Effectiveness of Online Learning in The Emerging Academic Environment: A Structural Equation Modelling (SEM) Approach

This study investigates the mediating influence of perceived ease of use on the relationship among faculty perspective, students’ perspective, technology perspective and the effectiveness of online learning. Employing a causal-comparative research design, data were collected from 390 respondents using a five-point Likert scale. Structural equation modelling through AMOS was employed as the data analysis tool. The research findings reveal that perceived ease of use plays a crucial mediating role in the association among faculty perspective, students’ perspective, technology perspective and the effectiveness of online learning. The results underscore the significance of user experience and the ease with which individuals interact with online learning platforms in influencing the overall effectiveness of online education. These findings offer valuable insights into enhancing the design and implementation of online learning systems, with the aim of improving user satisfaction and maximizing the educational outcomes of online learning environments. As technology continues to play an integral role in modern education, understanding the role of perceived ease of use becomes paramount in creating engaging and effective online learning experiences. Future research avenues may delve deeper into specific factors that contribute to perceived ease of use, further enriching our understanding of the intricate dynamics between user perspectives and online learning effectiveness.

Student visual learning style activities in javanese script writing learning

The learning activities undertaken by students are essential to be known as the basis for teachers to determine suitable teaching methods and media according to the characteristics of the students. The implication of this research is that teachers can create effective learning experiences by aligning teaching methods and media with the visual learning preferences of students. The research subjects were eighth-grade students at SMP Darussalam Bergas who have a visual learning style. The data for the research included all activities of students with a visual learning style. Data analysis was conducted using Miles and Huberman's data analysis model, which includes data reduction, data presentation, and drawing conclusions. The data analysis results revealed that the characteristics of visual learning style predominantly dominated the students' learning preferences. The activities of visual learners include the following: they find it easier to comprehend what they see rather than what they hear, pay attention to PowerPoint presentations, are more organized and neat, prefer reading to being read to, are meticulous and detail-oriented, have good spelling skills, tend to doodle without specific meaning, are not easily distracted by noise but may be disrupted if the visual display is unclear, visual learners tend to copy everything written by the teacher on the chalkboard, and they prefer to sit near the front of the classroom to have a clear view. Keywords: learning activities, Javanese script, visual learning style

The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers?

This study aimed to explore the experiences, perceptions, knowledge, concerns, and intentions of Generation Z (Gen Z) students with Generation X (Gen X) and Generation Y (Gen Y) teachers regarding the use of generative AI (GenAI) in higher education. A sample of students and teachers were recruited to investigate the above using a survey consisting of both open and closed questions. The findings showed that Gen Z participants were generally optimistic about the potential benefits of GenAI, including enhanced productivity, efficiency, and personalized learning, and expressed intentions to use GenAI for various educational purposes. Gen X and Gen Y teachers acknowledged the potential benefits of GenAI but expressed heightened concerns about overreliance, ethical and pedagogical implications, emphasizing the need for proper guidelines and policies to ensure responsible use of the technology. The study highlighted the importance of combining technology with traditional teaching methods to provide a more effective learning experience. Implications of the findings include the need to develop evidence-based guidelines and policies for GenAI integration, foster critical thinking and digital literacy skills among students, and promote responsible use of GenAI technologies in higher education.

Perspectives of Individuals Engaged in Inclusive Teaching Activities for Children with Disabilities in Primary Schools

This research aims to examine the current state of inclusive teaching for children with disabilities in primary schools within the South-Central region, Vietnam. A survey involving administrators, teachers, and parents was conducted across 30 primary schools in Da Nang City, Phu Yen Province, and Ninh Thuan Province. The study investigates participants’ perceptions of inclusive teaching activities, the realization of inclusive teaching objectives, content alignment, teaching methods, and assessment practices. Survey data from 390 participants was analyzed to extract insights and patterns. The data collection took from December 2020 to August 2021. The study explored perceptions of inclusive teaching importance, revealing that 7.95% found it “very important”, 8.97% deemed it “important”, 13.85% considered it “less important”, and 69.23% found it “not important”. The assessment of correctness yielded mean scores ranging from 1.65 to 3.50. The achievement of inclusive teaching objectives scored between 3.37 and 3.47. Integrating inclusive teaching content received mean scores from 3.35 to 3.50. Various teaching forms scored between 1.60 and 2.36, indicating potential improvements. Inclusive teaching methods scored between 1.76 and 3.40. Evaluation and assessment mean scores ranged from 1.70 to 2.22. This research contributes to the ongoing dialogue on inclusive education, offering a comprehensive understanding of the challenges and opportunities in providing effective and inclusive learning experiences for children with disabilities in the South-Central region, Vietnam.

Factors that impact student frustration in digital learning environments

The use of digital learning technologies and platforms has skyrocketed over the past decade. Although digital materials have many advantages, using them can be frustrating to students. Frustration is a negative achievement emotion that can serve as a barrier to learning. Therefore, understanding how frustration influences student learning and attitudes toward technology can help create more engaging and effective digital learning experiences. Previous research has identified three areas of frustration with academic e-textbooks (e-text frustration): (1) interactions with e-text interface, (2) technical difficulties, and (3) curriculum integration. This study investigated the relationships among e-text frustration and motivational, cognitive, attitudinal, academic, and demographic factors that impact frustration with e-texts in undergraduate biology classes. Extraneous cognitive load and motivation significantly predicted each of the three frustration constituents. Surprisingly, intrinsic cognitive load failed to predict e-text frustration. This study makes an important contribution to emotion research in education by examining the factors that impact learning in digital settings and emotions. Its implications are relevant for educators, researchers, and developers of digital learning materials and environments.

An AI-based learning style prediction model for personalized and effective learning

In the rapidly evolving landscape of education, personalized learning has emerged as a key pedagogical approach to meet the diverse needs of learners. This study presents an AI-based learning prediction model that effectively predicts learning styles based on input attributes such as attention, meditation, cognitive workload, facial expressions, and emotional state. The output learning styles include visual, aural, read/write, and kinesthetic. Three machine learning classifiers were applied: Decision Tree, Random Forest, and Ensemble learning, and the Random Forest classifier achieved the highest accuracy (87.5%). The model's precision, sensitivity, and F1 score were also evaluated to assess its effectiveness in predicting learning styles. There are several advantages to using a learning styles prediction model, such as personalizing the learning experience for students, helping students understand their learning styles, and enabling institutions to tailor their teaching methods and resources. Overall, the model provides valuable insights into how individuals learn, leading to more effective and personalized learning experiences for students. AI-based Learning Style Prediction Model represents a significant step toward realizing personalized and effective learning. By harnessing the power of artificial intelligence, it empowers educators to tailor educational experiences to learners' individual needs and preferences, ultimately fostering a more engaging and successful learning journey for all.

Using TED Talks Videos to Improve Speaking Skills Among Secondary Students in Kota Kinabalu, Sabah

This study investigates the incorporation of TED Talks videos as a pedagogical tool in secondary language instruction, with a specific emphasis on improving speaking fluency and students' attitudes toward learning. By recognizing the increasing importance of multimedia in language acquisition, the research aims to uncover the tangible benefits of integrating TED Talks videos into language lessons. Utilizing a quasi-experimental design with control and experimental groups, the study combined quantitative analysis of pre-tests and post-tests with qualitative insights gathered from a Likert questionnaire. The outcomes strongly indicated that students exposed to TED Talks videos exhibit significant advancements in their as indicated by the significant mean value of post-test scores between the experimental and control groups. Additionally, the research highlights the pivotal role of authentic materials in enhancing motivation and fostering positive learning attitudes. This research also delved into the wider implications of these findings for language instruction, underscoring the potential of multimedia resources to revolutionize conventional teaching methodologies. Beyond the classroom, the research envisions an education landscape where innovative techniques, such as the incorporation of TED Talks videos, reshape language teaching. By addressing pedagogical and motivational facets, the study advocates for contemporary resources to create engaging and effective learning experiences. The research encourages educators to explore how multimedia interacts with diverse learners and cultural contexts, ultimately promoting dynamic instructional approaches aligned with evolving educational needs.

Learning Experiences for Addressing Financial Management Knowledge, Skills, and Attitudes in Entry-Level Physical Therapy Education: A Systematic Review

Background and Purpose. Financial management (FM) knowledge, skills, and attitudes (KSAs) are essential components of contemporary physical therapist (PT) practice. The Commission on Accreditation in Physical Therapy Education requires that FM content is included in professional PT education program (PTEP) curriculums but provides freedom in how the content is delivered. The purpose of this systematic review is to identify learning experiences PTEPs used to educate students regarding FM KSAs that are necessary for entry-level PT practice in the United States. Methods. Articles were eligible for inclusion if they were 1) published in a peer-reviewed scholarly journal, 2) written in English, and 3) described a learning experience used to deliver FM content. Articles describing didactic education, clinical education, or service-learning activities that were a required or voluntary component of professional PTEPs in the United States were included if they reported on objectives or outcomes related to FM. Electronic databases and relevant journals were searched. Search results were subjected to title, abstract, and full-text review. Selected articles were evaluated for methodological rigor. Pertinent data were extracted, analyzed, and synthesized. Results. Eighteen articles were included. Four categories were identified: 1) classroom learning 2) clinical education 3) pro bono clinics, and 4) service learning. Discussion and Conclusion. Student PTs were exposed to FM content in several ways. There was variability in whether participation was required or voluntary, the time commitment required by the student, and the concepts to which students were exposed. There are many opportunities for future research in this area from operationally defining FM, determining necessary FM KSAs for entry-level PTs, and to identifying the most effective learning experiences to ensure that new clinicians are prepared to effectively engage in this aspect of clinical practice.

Teachers' Perception, Attitude, and Work Environment Readiness towards Digital Technologies in Post-Pandemic HyFlex Teaching

Integrating digital technologies into education has revolutionized the teaching and learning landscape, with HyFlex teaching emerging as an innovative model combining in-person and online instruction to offer students flexibility in learning. It allows students to choose between attending physical classes, participating in online sessions, or accessing recorded materials at their own pace. This study assessed teachers' perceptions, attitudes, and work environment readiness toward digital technologies in HyFlex teaching. The study employed a descriptive correlational research design, surveying 539 teachers actively engaged in HyFlex teaching within the Higher Education Institutions. Findings indicate a predominantly female cohort of teachers, representing 75% of the respondents. Laptops are the most widely used devices, with Google Classroom emerging as the preferred e-learning web-based application, streamlining communication and interactive engagement. There is a significant positive correlation between years of experience and teachers' perceived ease of working with computers and technical equipment in a HyFlex teaching environment; years of experience do not have a significant influence on other aspects of teachers' self-perceived attitudes, such as their competence with the Internet, openness to new technology, or involvement in social networks. The study underscored ongoing professional development's importance in enhancing teachers' digital competence. Mentorship programs facilitate knowledge-sharing and collaboration among teachers. Sustained long-term support is crucial for building teachers' competence in using digital technologies effectively in HyFlex teaching. Implementing these recommendations can create a technology-enabled teaching and learning environment that promotes engagement, collaboration, and effective learning experiences for teachers and students in the HyFlex setting.

Advance Practices In Mathematical Education System

Practices in mathematics education are essential to foster effective learning. They provide structured approaches for teaching, help build foundational skills, enhance problem solving abilities, and promote a deeper understanding of mathematical concepts. Consistent practices also contribute to standardized assessments and ensure a more cohesive educational experience for students. Practices in mathematics education are crucial for several reasons. They offer a systematic framework for teaching and learning, ensuring that students receive consistent and structured instruction. These practices help educators adapt to diverse learning styles and provide a basis for assessing student progress. Additionally, established practices contribute to the development of critical thinking, problem solving skills, and a deeper understanding of mathematical concepts. Overall, they play a key role in creating a more effective and standardized learning experience In this paper we will discuss some new advance practices in Mathematics education. Here we will see the actual advance practice then the objective, procedure and finally benefits of it.

Physical Education and English learning: perceptions of students participating in a CLIL program

Content and Language Integrated Learning (CLIL) is an innovative approach that integrates language learning with content-based instruction in a variety of subjects including physical education and tactical learning of sport. This paper aims to explore the benefits of combining these two subjects in the classroom and how it can lead to a more dynamic and effective learning experience for students. A total of 32 students (22 males/10 females) with a mean age of 16.62 years (SD = 0.5) took part. Students completed weekly reflective entries in their personal diary. In addition, two focus groups were conducted with a total of 12 students each. Considering the nature of this research, the qualitative method was chosen to gather and analyze the data, using NVivo (version 12 QSR International). Three main themes emerged: 1) Visual material to improve language learning and comprehension, 2) Learning English during the practice of physical exercise and 3) Lack of Balance among the 4 Cs of CLIL. CLIL is an effective approach to integrating language learning with content-based instruction in physical education and tactical learning of sport. It is essential to implement some strategies to capture the attention of students while they are involved in the activities.

Assessing the Effectiveness of Financial Literacy Programs for Business Student

In recent years, researchers, practitioners, and policymakers have come to realize the significance of financial literacy. Owing to continuous transformations in the financial services sector, personal finance has grown increasingly complex, and the consequences of not obtaining sufficient financial education have escalated. The objective of this study was to evaluate the effectiveness of financial literacy programs aimed at university business students. Research question of the study were to what extent are business students financially literate? how effective are programs for financial literacy that are aimed at business students? and how can business students' financial literacy be improved? There was a quantitative analysis carried out. The study used a survey to collect data, and its design was descriptive in nature. A survey consisting of 20 questions related to various financial literacy was administered to a sample of 200 business students of Private universities in Islamabad Pakistan. Descriptive statistics for the overall financial literacy score and scores for three subtopics: Budgeting, Investment, and Risk Management. To evaluate the data, descriptive statistics are used, such as the mean, standard deviation, ANOVA and t-test. Results shows that with an average Overall Score of 62.0% from the pre-program assessment, business students demonstrated a moderate level of financial literacy. Moreover, Significant improvements were also seen in the risk management, investment, and budgeting scores. Study recommended that more individualized and effective learning experience requires adjusting financial literacy interventions to target particular deficiencies found in the pre-program assessment.

Tutor Perceptions of a University Writing Centre’s Program of Skills Development for Supporting Multilingual Students using English as an Additional Language

With growing numbers of multilingual students who have first or primary languages other than English seeking the services of Canadian university writing centres where English is the language of instruction, providing these students with supportive and effective teaching and learning experiences is an important part of their post-secondary education. However, little research has been carried out to examine the impact of writing centre tutor skill development programs to foster meaningful teaching and learning experiences for multilingual students. This qualitative study employed focus group research methods to gather the writing centre tutors’ shared perceptions of their skill development opportunities for working with multilingual students. Data were coded and analyzed using a thematic approach. Findings point to multilingual student expectations, tutoring challenges, program effectiveness, and program applicability as elements that impact the tutors’ overall impressions of the skill development opportunities they encountered. While there were still areas for improvement, implementing a program of skill development for working with multilingual students in a writing centre was generally beneficial for the tutors in this study.

Attention-based automatic editing of virtual lectures for reduced production labor and effective learning experience

Recently there has been a surge in demand for online video-based learning, and the importance of high-quality educational videos is ever-growing. However, a uniform format of videos that neglects individual differences and the labor-intensive process of editing are major setbacks in producing effective educational videos. This study aims to resolve the issues by proposing an automatic lecture video editing pipeline based on each individual’s attention pattern. In this pipeline, the eye-tracking data are obtained while each individual watches virtual lectures, which later go through multiple filters to define the viewer’s locus of attention and to select the appropriate shot at each time point to create personalized videos. To assess the effectiveness of the proposed method, video characteristics, subjective evaluations of the learning experience, and objective eye-movement features were compared between differently edited videos (attention-based, randomly edited, professionally edited). The results showed that our method dramatically reduced the editing time, with similar video characteristics to those of professionally edited versions. Attention-based versions were also evaluated to be significantly better than randomly edited ones, and as effective as professionally edited ones. Eye-tracking results indicated that attention-based videos have the potential to decrease the cognitive load of learners. These results suggest that attention-based automatic editing can be a viable or even a better alternative to the human expert-dependent approach, and individually-tailored videos have the potential to heighten the learning experience and effect.

Navigating Challenges in Multilingual Education: Ensuring Equitable Learning for Diverse Students

Addressing critical issues in multilingual education requires tackling various challenges to ensure effective learning experiences for students who speak multiple languages. These challenges include planning for linguistic diversity, equitable access to resources, teacher training, inclusive pedagogies, family engagement, and sufficient funding. The article focuses on difficulties faced by multilingual students, providing practical strategies to support their academic growth. The study involved 55 multilingual students in Texas, predominantly refugee children speaking 38 languages on campus. The study highlights the importance of recognizing the children’s unique needs and implementing effective strategies for improved educational outcomes and successful transitions to higher grades.

Beyond Bloom's: Fink's taxonomy as a catalyst for meaningful learning in nursing education

This article explores the integration of the six dimensions of Fink's taxonomy of significant learning into a nursing course and how course learning outcomes can be effectively mapped to these dimensions as well as the American Association of Colleges of Nursing Essentials. By aligning instructional strategies and assessments with these dimensions, educators can create a more engaging and effective learning experience for students. The article provides a practical example of how Fink's taxonomy was incorporated, highlighting the benefits of using this framework to foster deeper learning.

Impact of the internet on English language learning among university students: mediating role of academic self-efficacy.

The internet is a valuable resource in a technologically evolved society. The extant literature suggests that their scientific and educational usages are still limited. The current study asserts that the internet can provide new learning environments and opportunities for Chinese university students, hence increasing their motivation to learn. Particularly, the current study considers this to be the case for learning a foreign language (English), which leads to more efficient and effective language learning experiences, as well as more positive attitudes toward the efficiency of the internet for educational purposes. Purposive and convenience sampling techniques were employed to gather data from 15 public and private Chinese universities (406 students), those who are currently enrolled in English language courses. The analysis was performed using partial least squares-structural equation modeling (PLS-SEM) on smart PLS 4 software. Results revealed that student's attitude toward the use of internet positively and significantly influence English language learning. Moreover, the mediating variable academic self-efficacy positively and significantly mediates the relationship between students' attitude toward use of internet and English language learning. The current study recommends that students' academic self-efficacy in learning a new language can be enhanced by giving them opportunities to learn internet skills. Further, students' confidence in their academic abilities can be boosted using student-centered teaching strategies.

Seven Ways of Constructing Knowledge through Cooperative Learning

This article presents seven ways to construct knowledge through cooperative learning. The first part of the article provides a comprehensive examination of how deeply constructivist and cooperative learning discourses are interconnected and have interfaced with each other over the last five decades. The article highlights how the two concepts have influenced each other and how their combination can lead to a more effective learning experience. The second part of the article is devoted to explaining the seven ways of constructing knowledge in cooperative learning settings. Each of the seven ways - interactive, positively interdependent, synergic, synoptic, multicontextual, interferential, and action-based - is discussed in detail, with specific examples provided to illustrate how each approach works in practice. The overall aim of the article is to assist educators and researchers in understanding the various cooperative learning approaches and their potential benefits in constructing knowledge. The article emphasizes the importance of adopting simple cooperative approaches for efficient knowledge construction, and the importance of educators and researchers adapting these approaches to meet the needs of their students.

Blending Coursera in CEU Courses: A Study on the Quality and Educational Impact

Enrolling in Massive Open Online Courses (MOOCs) has become a global phenomenon, with millions of students from around the world signing up for courses offered by prestigious universities such as Harvard, MIT, and the University of London. Among the many platforms like edX, Udacity, and FutureLearn, Coursera was chosen to provide courses to blend in with Centro Escolar University (CEU) for its trial run. An evaluation was conducted across CEU's three campuses using data from 198 students among the 459 enrollees in courses where Coursera was blended. This inferential study determined the quality and educational impact of blending Coursera into their CEU courses. The findings include the results on the effectiveness of course materials in meeting the learning needs of students, their engagement and involvement, the course structure, and the quality and educational impact on students. The results of this study can help educators better understand how to design effective learning experiences that promote student engagement, improve learning outcomes, and optimize the use of technology and resources in an online and offline setting. Keywords: MOOCs, courses, educational impact, Coursera, course materials