Effective Student Learning Research Articles

Case-based learning with a twist: Testing the effectiveness of integrated case-based learning in an undergraduate dental curriculum

Introduction: Integrated Case-based learning (i-CBL) is a variation of traditional case-based learning in which integrated cases are developed to emulate real-life scenarios that healthcare practitioners encounter in everyday practice. This study explores the effectiveness and relative success of i-CBL pedagogy in an undergraduate dental curriculum.
 Objective: To assess the impact of the i-CBL as a pedagogical strategy in an undergraduate dental curriculum..
 Methodology: i-CBL was introduced in three years of a Bachelor of Dental Surgery (BDS) program. Cases based on integrated modules in the curriculum were developed and vetted by trained faculty. Students were also introduced to the i-CBL concept, and their detailed online feedback was taken on completing each i-CBL session in their academic year. Descriptive and analytic statistics were used for the Likert response data, and thematic analysis was conducted for the free text items. 
 Results: Eighty-three feedback questionnaires were collected from students throughout the year (18.2% first year, 47.5% second Year and 34.3% third Year). There was a significant difference in the students' perceptions regarding the conduct of the i-CBL over the three BDS years (p=0.00). However, there was no significant difference in their delivery by the concerned tutors (p=0.468) and the scenario construct (p=0.55). Thematic analysis of free text comments also highlighted overall student satisfaction with the i-CBL pedagogy.
 Conclusion: This study highlights the value of introducing i-CBL. More focus on faculty training and the development of appropriate cases will be helpful for effective student learning.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ВОЗМОЖНОСТИ ГРУППОВОЙ РАБОТЫ НА ЗАНЯТИЯХ В МАГИСТРАТУРЕ ДЛЯ РАЗВИТИЯ ПРОФЕССИОНАЛЬНЫХ НАВЫКОВ ПРЕПОДАВАНИЯ В ВУЗЕ

The article explores the features of utilizing group work in the training of Master’s students in the scientific and pedagogical field. To update this subject matter, the article provides a rationale for the methodological aspects of psychological and pedagogical support for group interaction of those pursuing Master’s degree. The theoretical framework explores key approaches in higher education applicable to Master’s degree courses, the intricacies of the educational process in training Master’s students, teaching methodologies, active learning techniques, and the psychological and pedagogical potential of organizing group work within the academic pursuits of Master’s students. Additionally, the article conducts a review of both relevant domestic and international scientific research to integrate theoretical and practical aspects and identify opportunities for effective practice-oriented learning for graduate students through pedagogical disciplines. Moreover, the article substantiates the essence and advantages of employing group work during the lessons. The experimental validation of the psychological and pedagogical possibilities of organizing group work includes diagnostics through participant observation and a questionnaire aimed at identifying mediated group cohesion and interaction within group activities while studying pedagogical courses. The practical significance of the study confirmed the legitimacy of substantiating the possibilities of group work for mastering professional competencies to prepare Master’s students for teaching in the future. Based on practical work and the involvement of Master’s students in group interaction, recommendations were developed for the algorithm of group work, and innovative methods, techniques and technologies were utilized to enhance group interaction of Master's students, techniques of cooperation, teamwork, development of innovative behavior of students.

Reflections and experiences of mentors, tutors and writing consultants on enhancing student Learning during the COVID-19 pandemic

The experiences of mentors, tutors, and writing consultants in the execution of their roles during unprecedented times, particularly the COVID-19 pandemic, remain insufficiently explored and inadequately documented. This article, which adopts a qualitative research methodology with a specific focus on a rural-based comprehensive university in South Africa, delves into the experiences and reflections of mentors, tutors, and writing consultants in the course of their duties during the COVID-19 pandemic. We contend that providing safe spaces for mentors, tutors and writing practitioners to share their experiences on their roles not only during the pandemic should be central to all student support initiatives. This fosters a sense of reflection on their practices which in turn results in professional growth and development as reflective practitioners capable of enhancing student success in higher education. In assessing their work, data was gathered from a population comprising seventy-two selected mentors and tutors (referred to as MenTuts), as well as writing consultants affiliated with the Academic Development Unit (ADU) of the institution. Content and thematic analysis were employed to examine the data after coding. The reflections and experiences of MenTuts and writing consultants were both positive and negative. They expressed enthusiasm for their roles during the COVID-19 pandemic but also conveyed feelings of being overwhelmed by the challenges they faced. This underscores the need for exploring alternative approaches to mentoring, tutoring, and writing consultancy to enhance effective student learning and success in higher education during both present and future unprecedented times. Given the plethora of recent unprecedented events, higher education institutions in South Africa as well as in Africa should start undertaking innovative radical approaches for student support initiatives that are centred around engaging with mentors, tutors, and writing consultants to ensure that they are able to reflect on their experiences to enhance student learning.

Development of Teaching Model Mobile Seamless Learning as Future Teaching Guide

The effective teaching and learning process in a class is one of the important aspects that need to be emphasized nowadays. There are various ways for teachers to plan teaching content in our education system. The development of mobile technology such as smart phones can help student learning happen outside of context, that is, it can happen regardless of time and place without being bound by space and time. This has the opportunity to create learning that occurs naturally. Students can be equipped with facilities so that they can go through the learning process without having to think about time constraints and where as long as it suits their wishes. Therefore, accurate teaching concepts and planning in preparation for effective learning for students are very necessary when using mobile technology. This is an innovative method where students are exposed to the outside world through technology. However, the implementation of this method is not as easy as expected if there is not enough support from teachers as teaching staff. The learning process that takes place without time and space limitations that contains the concepts of fluency and continuity is a teaching model known as Mobile Seamless Learning (MSL). This article explains the concept without limitations in developing teaching and learning based on MSL.

Enhanced personalized learning exercise question recommendation model based on knowledge tracing

Personalized exercise question recommendation is a crucial aspect of smart education used to customize educational exercises and questions to individual students' distinct abilities and learning progress. Integrating cognitive diagnosis with deep learning has shown promising results in personalized exercise recommendations. However, the black-box nature of the deep learning model hinders their interpretability. This makes it challenging for educators and students to understand the reasons behind the model's predictions for the next problem, and this limits their opportunity to take an active role in improving the learning process. To address this limitation, this article presents a novel personalized exercise question recommendation model based on knowledge tracing. The approach incorporates graph convolutional neural networks to model the student's abilities, thus enhancing the interpretability of the model. By employing Bidirectional gate recurrent unit (Bi-GRU), the model effectively traces fluctuations in students' abilities over time and predicts their responses to exercise questions. Experimental results demonstrate the effectiveness of this model, achieving an accuracy of 90.8% and 92.6% on ASSISTment 2009 and ASSISTment 2017 datasets, containing 4218 and 1709 student records, respectively. Moreover, the experiment was also conducted to validate the model's exercise difficulty setting. Results indicate an acceptable level of effectiveness in generating appropriate difficulty-level recommendations for individual students. The proposed model contributes to advancing personalized exercise recommendations by offering valuable insights that can lead to more efficient and effective student learning experiences.

Metodologías activas y tecnologías digitales en la enseñanza a distancia: concepciones de profesores de química de escuelas públicas del interior del estado de São Paulo

During remote teaching, teachers were challenged to use methodologies and technologies that provide active and effective learning for students. This challenge results from the lack of experience and training of teachers on these subjects. This study aimed to understand the conceptions of a group of chemistry teachers from the public school system in the interior of São Paulo, regarding the use of active methodologies supported by digital technologies during the pandemic. Moran and Valente's ideas were adopted as a theoretical framework and the approach used was qualitative. Semi-structured interviews were used in data collection and for data analysis, lexical analysis was used with the Iramuteq software. It was noted that the professors did not use active methodologies and as a technological resource they mainly used simulators. The lack of structure and guidelines were some of the challenges found, which implies the need for investments in technologies and offers of teacher training on these topics.

The Effect of the Teams Games Tournament (TGT) Model and Motivation on Understanding Pancasila Philosophy

The effect of the Teams Games Tournament learning model and motivation on understanding the ideology of Pancasila in the Civics Study Program was studied using a non-equivalent group pretest-posttest research design. The PPKN study program, totalling 30 people, was the subject of this research. Questionnaires and tests are used to gather information about research findings. The research investigation was carried out using the independent sample t-test technique, with a significance level 0.05. The study's findings show that the total count is 5.509. Here, the t value exceeds the 2.048 t table value. These findings suggest that cooperative learning models of the TGT kind effect student learning motivation. Based on the Independent Samples Test on "Assumption of Equal variances," the Sig is known. (2-tailed) of 0.000 < 0.05 to be the basis for decision-making in the Independent Sample T-Test. As a result, there is a relatively significant difference in learning outcomes between students taught using the conventional learning model (control class) and students taught using the TGT learning model. The Pancasila ideology is different in applying the Teams Games Tournament learning model to the standard learning model. Second, the Teams Games Tournament learning style can increase learning motivation because of active participation.

Correlation of Teacher's Voice Level with the Speech Comprehension and Fatigue Degree of Teachers

Since the teacher's voice greatly affects the student's learning effect, accurate voice delivery must be important for the student's academic improvement. Also, voice level of teachers is closely correlated with both of teacher's fatigue and speech comprehension of students. The present study aims to investigate the appropriate voice level of teachers which could optimize the two other factors. In order to this, field acoustic measurements and questionnaire survey were accomplished in 5 classrooms in a Korean elementary school. The subjects consist of 5 teachers and 115 students. Teacher's voice levels were classified into five stages from low level (55 dB) to high level (73 dB). Also, Teacher's voice levels were measured for 15 minutes to confirm the correct level of speech during the class. As a result, it was found that the teacher's fatigue and speech comprehension are low when low level of vocalization was given. On the other hand, when high level of vocalization was given, teacher's fatigue was increased significantly while speech comprehension of students was increased. concerning the medium (62-64 dB) voice level, it was revealed that 81.8% of the satisfaction was acquired for speech comprehension with just one of five teachers feeling tired. Therefore, it can be suggested that 63 dB could be an appropriate voice level of teachers in classroom.

Efektifitas Pembelajaran Bahasa Arab Dengan Direct Method di MTs At-Taqwa Kecamatan Ledokombo Jember

One of the formal educational institutions is Madrasah Tsanawiyah which is based on Islamic values ​​at junior high school level. Madrasah Tsanawiyah At-Taqwa is located in Suren village, Ledokombo subdistrict, Jember Regency, which is a partner problem, namely poor learning effectiveness and lack of support for the desired learning process. The aim of this service is to apply a learning method, namely the Direct Method, to improve effective student learning. Observation, interviews and documentation are data collection techniques carried out in this service. The result of this service is the application of the Direct Method in the student learning process, namely by directly practicing vocabulary in Arabic and conversations using Arabic at the At-Taqwa Tsanawiyah Madrasah, Suren village, Ledokombo subdistrict, Jember. For the inhibiting factor in implementing this method is the lack of vocabulary which is not yet mastered by many Madrasah Tsanawiyah At-Taqwa students. One solution to minimize these obstacles is by providing learning media, especially in the language sector.

Audio Visual-based DOMAR Media to Improve Second-Grade Elementary School Students' Listening Skills

Limited media and classical teaching patterns used in Indonesian language learning. This results in less effective student learning processes in building language skills. Audio-visual-based DOMAR (Picture Fairy Tales) media was developed based on this background. This research aims to analyze the development process, feasibility, and effectiveness of media in improving the listening skills of class II students. The method in this research is the development method or Research and Development (R&D). The subjects in this research were second-grade elementary school students. The development model in this research is the ADDIE model with the following stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. Data collection consists of observation, interviews, and documentation. Data analysis uses paired sample tests. The results of this development show that the media validation questionnaire is 90% and the material validation questionnaire is 89%, which is included in the very feasible category. In assessing student responses, the average percentage was 89%, and teacher responses were 88% with very good criteria. So, the media developed is very suitable for use in learning Indonesian.

Training on the Implementation of Project Based Learning (PBL) Based on Literacy at the Elementery School Level

The Kurikulum Merdeka is a curriculum concept launched by the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in 2021. Using this curriculum, schools can determine the right types and methods of learning for their students, as well as develop curricula that are more relevant to local and global needs. Overall, the PBL (Project Based Learning) method is very much in line with the concept of this curriculum because it provides the freedom, flexibility, and relevance needed in more effective and meaningful learning for students. PBL can also help teachers develop a more dynamic and flexible curriculum, as well as provide opportunities for students to be actively involved in the learning process. Improving literacy and numeracy is one of the main focuses in this curriculum. Literacy and numeracy are considered basic skills that every student must master, as these skills are important in living daily life, learning in the future, as well as participating in an increasingly complex society. It is because this curriculum is relatively new and not all schools can implement PBL, teachers need models of how to practice it. Thus, the researchers provide training on the application of PBL to elementary school teachers in cluster 04 Ciputat. In accordance with the researcher's field of expertise, the training on the application of PBL takes the realm of literacy.

Family Dysfunction, Socio-Economic Status and Effective Learning of Tertiary Level Students in Nigeria

This paper is concerned with family dysfunction and Socio-economic challenges facing students and coping strategies to adopt in paving way for effective learning at the tertiary level. The concepts of family dysfunction and Socio-economic status and challenges posed are discussed. Impacts of these factors on students’ learning include loss of concentration, poor academic achievement, low self-esteem, indiscipline acts, mental health issues and dropping out of school. Coping strategies proposed for family dysfunction and Socio-economic status challenges include positive mindset, therapy, acquisition of creative skills, cutting costs, and acquisition of entrepreneurial and technology skills. Recommendations made include Self-determination for success, Productive ventures, Provision of adequate school vehicles for transportation and internet connectivity for schools.

Balls and Beats in Physical Education

Physical education teachers who are looking for creative activities that engage students and that meet national and state standards for learning, may find “Balls and Beats” as a perfect solution. “Balls and Beats”, in a fun and dynamic atmosphere, covers all the basic needs for effective student learning based upon the the national standards for K-12 physical education. The content provided in this article can help physical educators provide quality movement and learning experiences in a fun, success-oriented way.

Examining the relationship between teachers’ creativity and students’ critical thinking in the context of EFL learning in Iran

The present study aimed to investigate the possible relationship between teachers’ creativity and students’ critical thinking among intermediate English as a foreign language learner in Iran. The study involved 100 university students majoring in English translation and teaching English as a foreign language and three of their teachers. The researchers recruited participants randomly and used two instruments, Honey’s critical thinking questionnaire, and Torrance Test of Creative Thinking (TTCT) to collect data. The findings revealed that there was a moderate positive correlation between teachers’ creativity and students’ critical thinking, indicating that teachers who are more creative tend to promote critical thinking skills in their students. The study has several pedagogical implications, including classroom instruction for enhancing critical thinking skills among students. Moreover, the study highlights the importance of promoting creativity among English language teachers to facilitate critical thinking skills in their students. This can be done through teacher training programs that emphasize creativity and critical thinking. Additionally, the study suggests that creating a classroom environment that encourages creativity and critical thinking could lead to expected effective learning for students. In conclusion, this study adds to the existing literature on the relationship between creativity and critical thinking and provides insights for English language teaching in Iran.

Characterizing changes in teacher practice and values through co-design and implementation of computational thinking integrated biology units

ABSTRACT Background and Context To better reflect the computational nature of STEM disciplines and deepen learning of science content computational thinking (CT) should be integrated in science curricula. Teachers have a critical role in supporting effective student learning with CT integrated curricula in classroom settings. Objective Our team worked with high school teachers to co-design and implement CT-integrated biology units. Method We use a model of professional growth and qualitative case studies to characterize changes in teacher practice and values through their involvement in co-design and implementation of a CT-integrated biology unit. Findings Teachers followed similar pathways of professional growth, but their participation and perceptions varied, resulting in three dimensions: 1) participation during design, 2) participation in co-design during implementation, and 3) perception of CT benefits related to student learning. Implications It is important to support teacher comfort and engagement in the co-design process in order to better facilitate professional growth and CT integration.

Spotlight on PA-Based Undergraduate Nonprofit Education: A Public Sector Catalyst for Stewardship and Service

Public administration as an academic discipline provides nonprofit students with a foundation of public values essential to the preparation of capable public servants. The faculty in the Department of Public Administration at University of North Texas have been supportive of the department’s new undergraduate Nonprofit Leadership Studies degree and bring with them a blend of academic backgrounds and interdisciplinary and intersectoral perspectives to our approach to a nonprofit education. Our relatively new nonprofit degree is built on four overarching values: passion, participation, professionalism, and performance. Our use of the 4-P approach adopts the instrumental and the expressive assumptions from Frumkin’s (2002) framework to construct our own framework for designing and critiquing our curriculum in the Nonprofit Leadership Studies degree. Students learn that nonprofits are important collaborators with government, the private sector, and with the community as they seek out innovative solutions to complex social issues. This reflection essay presents a class case study example to highlight the academic disciplines that inform effective student learning.

Exploring inclusive teaching practices to enhance effective learning of students with visual impairments in a secondary school in Saudi Arabia using a self-regulated learning framework

This study’s goal was to investigate the extent to which general classroom teachers were implementing practices to promote the inclusion of students with visual impairment (VI) using self-regulated learning (SRL) as a framework for the study. SRL can help students, including struggling students or students with special needs, acquire the skills to take control of their learning situations as well as feel more included in the classroom. Observations and self-report questionnaires designed from SRL practices that foster inclusion were used to collect the data. Overall, the teachers provided limited opportunities at a depth that promoted inclusion or supported the SRL development of students with VI. Teacher training in SRL and student readiness to meet higher expectations will support inclusion within an SRL framework.

Application of artificial intelligence in adaptation of gamification in education: A literature review

AbstractThe education system has been changing continuously with several new strategies for effective student learning. E‐learning has provided the opportunity for students to learn from anywhere and from anyone. To motivate the learners and improve their performance in e‐learning courses, different pedagogical activities have been practiced among which gamification has a good edge. Gamification is one of the upcoming fields in education for getting students motivated and engaged through game‐like activities with various gamification elements in nongame settings. Gamification can be further improved by dynamically adapting the mechanics and dynamics of gamification to a variety of factors such as the personality, needs, values, performance, and motivations of learners. The advancement of artificial intelligence (AI) enables the development of dynamically adapting gamification environments with established AI techniques. The application of AI in adaptive gamification needs to be further explored to discover new approaches. This study provides a comprehensive report of adaptive gamification from the perspective of the existing studies, which map different gamification elements, user profile elements, and intelligent techniques through a systematic literature analysis. Research questions have been formulated and the findings have been presented by exploring 29 focused studies from a selected pool of 622 research articles. The findings have identified the commonly used gamification elements and presented the methods of incorporating them with various AI techniques based on different user profile elements.

Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective

PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences.

Effective Learning for Students with Autism

The learning process requires the development of methods and media to support learning and increase students’ understanding and enthusiasm during the learning process. This literature review aims to identify effective learning methods for students with autism. The present study is essential to determine the development of effective learning methods for students with autism. In the end, this study concluded the presence of learning methods and media development for autistic students to increase interest and understanding during learning.