Effective Learning Experiences Research Articles

New Look at Soft Skills Development Through Debate Technology

The article highlights theoretical and practical aspects of the relevant contemporary issue of development of soft skills of pre-service primary school teachers by means of intensification of debate in the classroom. Modern society requires from specialists not only deep knowledge in their fields, but also the ability to effectively communicate and interact with others. Soft skills development through debate technology is a contemporary and innovative approach to enhancing essential interpersonal and communication skills. Debate technologies contribute to the development of argumentation skills, the ability to listen, respond to the arguments of opponents and express one's opinions clearly and convincingly. The approach combines the traditional practice of debate with modern technology to provide a more engaging and effective learning experience. The author analyses the problem from two perspectives: development of students’ soft skills, on the one hand, and pedagogical potential of debate in this context, on the other. The definition of the concepts “soft skills” vs “hard skills” is generalized, the factors of efficient application of debate technologies are outlined. The researcher proved that ability to arrange engaging debate in different academic courses at the university is a characteristic feature of professional competence of an innovative educator as it helps develop students’ key skills. The formation of the latter takes place both in individual subjects teaching and in the process of subjects’ integration.

Avrupa Birliği Dil Eğitimi Politikalarının İncelenmesi

Abstract In the information age, the phenomenon of globalization has affected educational programs. It has become important to educate global-minded participants in schools. Changes in science and technology affect human life and education, which is the process of human education. Educational systems that are under the influence of many economic, social and cultural conditions are facing changes. The act of learning, which gains continuity throughout life by replacing traditional learning processes with information and communication technologies support environments, eliminates the need for people to be in a fixed environment to achieve this. It is aimed to Decouple the educational programs with the educational projects carried out between the universities of the member states of the European Community and to make education more qualified. Thanks to the academic networks in the European Union, the student-teacher relationship participating in the education and learning process is being carried to interactive multi-media. At this stage, information measurement and evaluation systems are being designed to test the knowledge acquired after learning, the validity and reliability of which are supported by information technologies. Individuals now believe that they save time by moving the physical mobility they perform for learning and educational purposes to a virtual environment and that they have a more effective and interactive learning and evaluation experience. Lingua (Language Learning and Teaching) Program; It is one of the eight sub-programs of Socrates, the EU General Education Program, which aims to teach the languages spoken in the member states of the Community as a foreign language to the citizens of the European countries that are members of these programs. The European Commission has developed different ways and methods to improve foreign language learning. e-Europe launched an initiative in 2000 with the name of using communication and information technologies such as the Internet and the web in all sectors with a decision taken by a commission. Thus, it is planned to establish a virtual higher education network between universities, open and distance education institutions by the end of Dec 2020. The new expectations that have emerged about the widespread use of media tools in education in Europe have turned into an inevitable, low-cost and socially necessary paradigm within the scope of the information society. Key Words: European Union, Education, Language Education

Supporting learners self-management for self-directed language learning: a study within Duolingo

Purpose This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology. Design/methodology/approach A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews. Findings Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences. Research limitations/implications Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches. Originality/value MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.

The Antecedents of Mobile-Assisted Language Learning Applications Continuance Intention

The purpose of the research is to analyze the factors that influence the continuance intention to use Mobile-Assisted Language Learning (MALL) applications in the context of language courses in Indonesia. The study aims to understand the key factors that contribute to users' intention to continue using MALL applications, particularly in the context of the COVID-19 pandemic and the shift towards online and remote language learning. The research used the expectation-confirmation model and self-determination theory. Moreover, the research utilized a mixed-methods approach to achieve its objectives. A quantitative approach was employed, involving a survey with 445 respondents who had experience using MALL applications. The survey data was then analyzed using covariance-based structural equation modeling. Additionally, qualitative research was conducted through interviews with 17 respondents to gain a deeper understanding of rejected hypotheses and gather qualitative insights. The most important results of the research include identifying the factors that influence the continuance intention to use MALL applications. The study found that users' perceived usefulness of the application, their satisfaction with its usage, and their self-regulation ability significantly influence their intention to continue using MALL. These findings highlight the importance of these factors in shaping users' decision to persist with MALL applications for language learning. By understanding the factors that influence users' intention to continue using MALL, educational institutions and application providers can improve their offerings and tailor them to meet the needs and expectations of learners. This research advances the e-learning area by shedding light on the factors that influence the continuance intention to use MALL applications. By uncovering the importance of perceived usefulness, satisfaction, and self-regulation ability, the study contributes to the understanding of user behavior and decision-making in the context of e-learning. The findings can inform the design and implementation of MALL applications, leading to more engaging and effective language learning experiences in online and remote settings. This research contributes to the advancement of e-learning practices by providing evidence-based insights into the factors that drive user intention and adoption of technology in language learning.

교사와 학생의 하브루타 수업 경험에 대한 질적 메타분석

Objectives This study aims to investigate the Havruta learning experiences of students and teachers through a meta-synthesis approach. The objectives include identifying and extracting their features and characteristics, as well as developing a situation model to understand its dynamics. By synthesizing qualitative research, this study provides a comprehensive understanding of the elements that contribute to effective Havruta learning experiences.
 Methods A systematic literature review was conducted, selecting 34 studies to analyze the Havruta experiences. The features of Havruta learning experiences were extracted from each study and categorized based on their thematic similarities and relationships. A situation model of Havruta learning was developed to effectively present the synthesized data.
 Results The analysis of the Havruta learning experiences identified both positive and negative aspects reported by students. The findings are categorized into four main categories: awareness of learning, learning attitudes, learning outcomes, and development of competencies. Students positively acknowledge that Havruta learning is enjoyable and less burdensome, and fosters active participation and motivation. They also develop various competencies, including communication, speech, creativity, critical thinking, and metacognition. On the downside, students perceive Havruta learning as noisy and unfamiliar, expressing the need for extended discussion time, more comprehensive guidance on formulating questions, and improved control of interactions. Diverse grouping methods and personalized approaches are also proposed. Additionally, teachers’ Havruta experiences were examined and classified into three main categories: teachers, students, and environment. Teachers notice positive changes in students’ attitudes, competencies and learning outcomes. However, challenges arising from student diversity and classroom limitations are acknowledged, along with the intricacies of managing the learning environment and their own expertise.
 Conclusions First, Havruta learning has been found to foster the development of diverse competencies among students. Second, the analysis underscores the affirmative impact of Havruta learning on students’ awareness and attitudes towards learning. Third, ‘difficulties’ was identified as a primary concern among negative aspects of Havruta learning. Lastly, existing educational paradigm impeded the full potential of Havruta learning. To ensure successful Havruta learning, a transformative shift in educational culture and the cultivation of supportive teacher training programs are imperative.

Development of Procedures in Designing Blended Learning Integrated Soft Skills in Higher Education

Blended learning is a teaching approach that combines face-to-face and online learning, requiring instructors to design instruction that considers the combination and timing of both types of learning. The integration of these approaches aims to achieve learning goals. Thus, there is a need for a guide to assist instructors in designing valid, practical, and effective blended learning experiences. This study follows an Educational Design Research (EDR) methodology, which includes preliminary research, a prototyping phase, and an assessment phase, following the Plomp model. The research instruments used in this study include validation sheets, implementation assessment sheets completed by subjects, and participant response questionnaires. The data were analyzed using techniques to assess validity, practicality, and effectiveness. The analysis results indicate that all instruments fall within the valid category. The evaluation of practicality based on participant response questionnaires yielded an overall score of 80%, indicating practicality. The evaluation of effectiveness for the assessment of the design created by the subjects showed excellent results. Participant responses were positive, and the data on the impact of the design structure on new knowledge and skills indicated that participants effectively applied the acquired knowledge and skills. Therefore, the soft skills-oriented blended learning design in higher education has met the criteria of validity, practicality, and effectiveness.

University Educators’ Experience of Personal Learning Networks to Enhance Their Professional Knowledge

This paper explores the experiences of university educators who use personal learning networks (PLNs) to enhance professional knowledge. With growing expectations to design and deliver effective online learning experiences, the PLN may offer flexible and supportive professional learning opportunities that build digital pedagogical capabilities. Previous research investigating PLNs has focused on how school teachers leverage social technologies to build these networks. However, there is limited examination of PLN use by university educators. This research is informed by the theories of networked learning and connectivism and uses a case study approach to deeply consider the experiences of five university educators from different disciplines across the globe. They share their understanding of the concept of the PLN, the influence of the COVID-19 pandemic, and how their PLN affects their digital pedagogies. The findings reveal nuanced insights of university educators’ real-life experience, shedding light on how the use of social media and other digital tools for professional learning is changing and the implications this has for the development of university educators’ understandings of digital pedagogies.

Effects of virtual reality simulation on medical students’ learning and motivation in human parasitology instruction: a quasi-experimental study

BackgroundDespite the proven effectiveness of simulation-based learning activities, its adoption in medical education remains limited, and the influence of simulation on student motivation, particularly subjective task values, is seldom explored. This study aimed to investigate the impact of a simulation-based learning activity on student learning and subjective task values in a medical morphology-related course of Human Parasitology.MethodsA quasi-experimental study was conducted with 113 Chinese undergraduate medical students who participated in a Human Parasitology course during April to May 2022. Students were divided into two groups: Simulation Group (n = 55), where students used the simulation, and Lecture Group (n = 58), where students attended an online lecture. Students’ learning was measured prior to the intervention, immediately after the intervention, and three weeks later to assess knowledge retention. The subjective task values questionnaire was administered before and after the interventions. Data were analyzed using one-way ANCOVA and MANOVA.ResultsStudents in the Simulation Group exhibited significantly higher knowledge gain compared to the Lecture Group [F (1,110) = 23.69, p < 0.01]. Additionally, the Simulation Group retained knowledge significantly better than the Lecture Group [F (1,101) = 10.05, p < 0.005]. Furthermore, students in the Simulation Group experienced a significant increase in subjective task values after the intervention [F (3, 52) = 3.57, p < 0.05, ηp2 = 0.17], while students in the Lecture Group reported a significant decrease in subjective task values [F (3, 55) = 2.96, p < 0.05, ηp2 = 0.14].ConclusionsSimulation-based learning not only leads to superior learning but also enhances students’ subjective task values. These findings offer valuable insights into designing effective simulation-based learning experiences in medical education and have significant practical implications for educators and medical professionals.

The Effectiveness of Experiential Learning on SDGs Awareness in Saudi Sixth Graders

The Effectiveness of Experiential Learning on SDGs Awareness in Saudi Sixth Graders

Learning Engineering Perspectives for Supporting Educational Systems

This panel will focus on the emerging area of Learning Engineering. Learning Engineering is a transdisciplinary area focusing on the systematic application of evidence-based principles from science of learning disciplines to create effective learning experiences, addressing the challenges of learners. During the panel, examples of Learning Engineering will be presented of interest to anyone within human factors and ergonomics with interest in education, training, or usability/design science. The panel will represent experience from both academia and industry. The goal of this panel is to foster dialog between the IEEE Industry Connections Industry Consortium on Learning Engineering (ICICLE) and HFES members in the hope of increasing knowledge of Learning Engineering and creating ties between the two organizations.

CHALLENGES AND COPING STRATEGIES OF KINDERGARTEN TEACHERS: INPUT TO THE FORMULATION OF A CONTEXTUALIZED TEACHING MODEL

This qualitative case study aimed to investigate the challenges faced by Kindergarten teachers in public elementary schools in the Tagudin District, Schools Division of Ilocos Sur during the School Year 2022-2023. The study utilized purposive sampling and conducted interviews to gather data from Kindergarten teachers who met specific criteria. The findings revealed that Kindergarten teachers encounter various challenges in their teaching practice, including managing classroom behaviors, addressing parental attitudes, managing separation anxiety, creating an optimal learning environment, meeting diverse needs, and enhancing communication with learners. The teachers employed coping strategies such as collaboration, stress management, embracing challenges, creating supportive environments, and building school-home partnerships. Based from the findings of the study, it was evident that Kindergarten teachers face multifaceted challenges that require continuous learning and professional development. The Kindergarten teachers are resourceful and resilient in addressing the challenges for effective teaching and learning experiences. The proposed contextualized teaching model can guide Kindergarten teachers in delivering effective instruction and creating inclusive learning environments. To further expand the knowledge in this area, future research should explore the specific challenges faced by Kindergarten teachers and examine the effectiveness of coping strategies in areas such as classroom management, student engagement, resource limitations, behavior management, and addressing individual differences. Additionally, it is recommended to investigate the implementation and effectiveness of the contextualized teaching model in Kindergarten classrooms and explore its impact on instruction and inclusive learning environments. Kindergarten teachers from different regions and educational systems would be provided with more diverse perspectives and enhance the understanding of challenges in different kindergarten teaching contexts.

Decision Support System for Determining the Best Online Learning Application Using the Weighted Product Method (WPM)

This article discusses the use of the Weighted Product (WP) Method in a Decision Support System to determine the best online learning application. The goal is to help users choose a learning app that suits their needs and preferences. Relevant criteria, such as user interface, learning content, interactive features, difficulty level, and subscription price, are identified and assigned relative weights. This study uses data from various online learning apps to train the WP model and rank the apps based on the highest scores. The experimental results show that the WP method successfully identifies the best online learning apps with high accuracy, allowing users to have an effective and efficient learning experience according to their individual goals. Thus, this SDM can be an effective guide for users in making informed decisions to meet their education and learning needs

“METAPAD” (METAbolic PAthways Decoded) – a gaming innovation to ease the complexity of metabolic pathways by promoting self-directed, active, participatory learning in small groups

BackgroundIn medical education, the conventional didactic lectures make the learning process tedious and cause disinterest among students. To overcome this, an effective experiential learning integrated with game-based approach that intends to make the learning process fun filled, interesting and enhance the active participation of students to understand complex topics in a simple and optimum manner should be adopted.ObjectivesThe purpose of this study is to assess the efficiency of a puzzle-based innovation, METAPAD (METAbolic PAthways Decoded) in understanding the complexity of biochemical pathways by enhancing the self-directed learning of students through active engagement in small groupsMethodsIn this mixed-method study, 103 first professional year medical students in small groups were enrolled for the METAPAD gaming puzzle-based learning activity. The puzzles were integrated with a relevant clinical case study. Decoding the puzzle after identification of the metabolic pathway involved in the case was conducted in level 1,2 and 3 with increasing complexity of puzzles at every level. Following the puzzle activity, A 21-item questionnaire was administered to evaluate the usefulness of the innovation and students’ perceptions towards different learning styles. Also, students’ feedback was obtained through personal interviews for qualitative analysis and thematic analysis was performed.ResultsOne hundred and three first year undergraduate medical students participated in the study. Most of the students perceived the METAPAD gaming puzzle to be an effective and innovative style of learning. There was not any significant association between age, gender and acceptance towards the METAPAD gaming puzzle. The predominant type of learning style among the students was multimodal (49.5%). Also, there was no great influence of the learning styles on the overall perception towards the METAPAD gaming puzzle. However, learners emphasized the need to focus more while solving the puzzles.ConclusionStudents perceive the METAPAD gaming puzzle as an actively engaging teaching-learning method that enhances their creativity, critical thinking and problem-solving abilities. It promotes self-directed learning of complex pathways in biochemistry which helps in remembering and recalling information and improves their learning skills.

Kemampuan Guru PAI dalam Pengembangan Materi Ajar Pendidikan Agama Islam di MAS Nurul Furqoon Binjai

The Ability of PAI Teachers in Developing Teaching Materials for Islamic Religious Education at MAS Nurul Furqoon Binjai. The purpose of this study was to determine the development of teaching materials for Islamic Religious Education at Mas Nurul Furqoon. This study uses a qualitative approach with the CIPP technique, then the instruments used are observation, interviews, and documentation. The results of the study stated that the development of teaching materials is very important for learning activities in the classroom, because the development of teaching materials is able to make students more easily understand in understanding the material and are more active in knowing more about the material being taught. This research shows that PAI teachers at Madrasah Aliyah Nurul Furqoon Binjai have good competence in the field of PAI and seek to continuously improve their abilities through training and supervision conducted by the school. This shows the school's commitment to ensure that PAI teachers remain professional and ready to face the times in the world of education. The conclusion of this study is that the teacher's ability to develop teaching materials for Islamic Religious Education at Madrasah Aliyah Nurul Furqoon Binjai is quite good. PAI teachers at the school have good competence in various aspects of learning and are constantly working to improve their skills. In the context of PAI learning, these teachers are able to create positive and effective learning experiences for students, as well as contribute to the formation of students' personalities and morals in accordance with Islamic teachings.&#x0D; Keywords: Teacher Ability, Material Development, Teaching Materials, CIPP.

Fostering effective and wholesome learning experiences: educators’ reflections during the late career stage

PurposeThe article discusses salient factors related to fostering effective and wholesome learning experiences. These factors, based on the reflective insights of the authors, are discussed with the intent of encouraging further discussion and exploration that may contribute to even more effective and more wholesome learning experiences. In addition, these insights are shared with the intent of assisting new or emerging educators/trainers in facilitating effective and wholesome learning experiences.Design/methodology/approachThe tone of the article is reflective in nature, summarizing key insights of the authors gleaned from over 40 collective years in higher education, as well as two decades of work-related experience in the corporate world.FindingsThe insights and reflections during the later stage of the authors’ careers in higher education led to the identification of five major themes or factors related to facilitating effective and wholesome learning experiences. These include: 1. Relevant and Applicable; 2. Engagement, Interaction, and Critical Thinking; 3. Organization and Clarity; 4. Fostering Trust Through Communication, Responsiveness, and Feedback; 5. Flexibility and AugmentationOriginality/valueWhile many of the factors highlighted in the article align with related literature, the reflective insights of the authors contribute to a more nuanced discussion of several factors. The nuanced nature of the discussion is influenced by the collective experiences of the authors from over 40 years of collective experience in higher education, combined with 20 years of collective experience in the corporate world.

Penggunaan Media Digital Quizizz berbasis Integrated Joyful Learning dalam Memberdayakan Kreativitas Guru di SD Negeri 1 Sarwogadung sebagai Bentuk Adaptasi Paradigma Merdeka Belajar

The development of the technological era provides new space to be occupied, especially in the field of education. Utilization of digital media makes the process of assessing student learning more effective in obtaining information on learning outcomes. As a teacher, of course the level of creativity is very important to be honed for the better. This article aims to provide an effective teaching and learning experience assisted by digital learning media to increase the creativity of teachers at SD Negeri 1 Sarwogadung. This study uses a qualitative descriptive method to describe the extent of the teacher's understanding and ability to use the Quizizz application. Data collection techniques through observation and interviews. This training has had a significant impact on teachers in increasing their understanding and ability to use the Quizizz application as a variation of learning in the digital technology era.

Impact of Virtual Reality on Pharmacology Education: A Pilot Study.

Introduction Virtual reality (VR) is a powerful tool in health professional education. It has been successfully implemented in various domains of education with positive learning outcomes. The three-dimensional (3D) visualization offered by VR can potentially be applied to learn complex pharmacology topics. This study aims to investigate whether VR technology can improve the learning of complex pharmacological concepts. Methods A VR learning module on cardiovascular drugs was developed using Kern's six-step framework. 32 medical students participated in the pilot study. Their pharmacology knowledge was assessed using pre- and post-intervention tests. Additionally, feedback from the participants were collected through a post-intervention survey that assessed learner satisfaction, ease of use, perceived usefulness, quality of visual elements, intention to use, and comfort level during the VR experience. Results Participants scored significantly higher in the post-intervention test than in the pre-intervention test (p <0.05). A majority of the participants (90%) were satisfied with the VR module, finding it easy to use, and time efficient. A minority of participants (15%) preferred a traditional learning format while some participants (20%) experienced discomfort in VR. Conclusion Our findings suggest that VR enhances pharmacology knowledge in medical students and is well-received as an innovative educational tool. By providing immersive 3D visualization of complex drug actions, VR has the potential to transform pharmacology education into an engaging and effective learning experience.

An Experiential Learning Program to Promote Healthy Eating and Physical Activity at an Australian Children’s Museum: Formative Research with Caregivers and Staff

ABSTRACT Background Healthy eating (HE) and physical activity (PA) are essential for children’s health and well-being. Innovative approaches, informed by formative research, are crucial to promoting these behaviors. Experiential learning, involving active, hands-on approaches, may be an effective way to encourage healthy behaviors in children. Children’s museums could contribute to health education by providing a variety of educational opportunities. Purpose To inform the design of an experiential learning Healthy Living program for children at an Australian children’s museum. Methods A qualitative study involving focus group discussions with 23 caregivers and in-depth interviews with 6 staff were conducted to explore perceptions of caregivers and staff working in an Australian children’s museum (Discovery Space) relating to potentially effective experiential learning strategies for promoting children’s healthy behaviors. Data were transcribed verbatim and thematically analyzed in NVivo 12. Results Key considerations for promoting HE and PA children through experiential learning activities include involving caregivers, engaging children through processes such as providing choice and stimulating curiosity, and selecting appropriate activity types such as simple, engaging, fun, hands-on, sensory play, and music-based activities. Translation to Health Education Practice Experiential learning activities that address these key considerations can promote HE and PA in children and should be studied in future studies. Competencies and sub-competencies in two areas of responsibility, (I) Assessment of Needs and Capacity and (V) Advocacy, were addressed.

Advancing Arabic Linguistics Learning Through Technological Intervention: A Rule-Based System for Syntactic and Morphological Analysis

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; This research aims to accelerate the understanding of Arabic linguistics by developing a system that enhances the learning experience for beginner and intermediate level students. The system employs a basis rule approach, drawing from classic Arabic grammar books, to analyze word structure errors in phrases, clauses, and sentences. The study successfully implemented the system, achieving compatibility between inputs and outputs as confirmed through blackbox testing. Moreover, expert validity tests validated the system's accuracy in detecting grammatical errors. The implications of this research highlight the potential of technological intervention in improving language learning processes, facilitating better comprehension and proficiency in Arabic linguistics.&#x0D; Highlight:&#x0D; &#x0D; Enhanced Learning Experience: The research develops a system to accelerate Arabic linguistics understanding for beginner and intermediate students, providing a more effective and efficient learning experience.&#x0D; Basis Rule Approach: Drawing from classic Arabic grammar books, the system utilizes a basis rule approach to analyze word structure errors in phrases, clauses, and sentences, aiding students in mastering the language's syntactic and morphological structure.&#x0D; Validated Accuracy: Expert validity tests confirm the system's accuracy in detecting grammatical errors, ensuring reliable and valuable feedback for language learners. The implications suggest the potential of technological intervention in advancing language learning processes and promoting proficiency in Arabic linguistics.&#x0D; &#x0D; Keyword: Arabic Linguistics, Language Learning, Basis Rule Approach, Technological Intervention, Grammatical Errors&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Reasons for Caution When Genotyping Students

Genotyping real alleles in real people is an excellent way to connect abstract genetics concepts to human variation in the classroom; however, these activities can inadvertently promote misconceptions of the power of genetics to determine individual and group traits. By analyzing our own and others’ experiences of genotyping activities in the classroom, we illustrate the types of problems encountered and propose solutions. We find that genotyping activities can be an effective learning experience for genetics students when instructors use a nuanced approach to these activities emphasizing the predictive utility of genotyping, avoiding racializing or differentially valuing genotypes, and promoting good communication in the classroom.