Engaging Learning Opportunities Research Articles

The Impacts of Watching Videos on Improving Tertiary-Level Students’ English Language Speaking Skill

With the advancement of technology, video-based learning has become a dynamic tool for language learning that provides real-world language input via multimodal resources. This research aims to identify the impacts of watching videos on improving tertiary-level students’ English language speaking skill, focusing on vocabulary, comprehension, motivation, pronunciation, grammar, fluency, confidence, participation, and overall speaking skill. Despite the growing use of videos in language learning, there is a notable gap in the literature regarding their specific impacts on improving speaking skill at the tertiary level. Limited studies have explored the direct impacts of watching videos on improving speaking skill. This research addresses this gap by identifying how watching videos affects speaking skill and assessing students' perceptions about the impacts of watching videos on improving English language speaking skill. This research design was quantitative, and a questionnaire was used for data collection. The participants were twenty-eight non-native English-speaking students of the sophomore class of the English Language and Literature Department, Faculty of Languages and Literature, Kandahar University. The findings revealed that watching videos significantly improved vocabulary, comprehension, motivation, pronunciation, grammar, fluency, confidence, participation, and overall English language speaking skill. The results of this research have important implications for educators and curriculum designers, highlighting the impacts of watching videos to create engaging and effective language learning opportunities.

“I’m still here and I want them to know that”: experiences of chemists with concealable identities in undergraduate research

Students with concealable identities, those which are not always visually apparent, must navigate the difficult choice of whether to reveal their concealed identities—a choice that has been found to impact an individual's psychological well-being. Research that gives voice to those with concealable identities is highly lacking, and subsequently, work that describes the experiences of undergraduate chemists participating in engaged learning opportunities is even more limited. This study utilizes a phenomenographic approach through the theoretical lens of Undergraduate Research Science Capital (URSC), to analyze the experiences of six students as they navigate undergraduate research experiences and the effect of their visible and concealable identities. Though all six students described similar levels of URSC, their experiences, especially as they relate to their concealable identities, help to construct a multi-faceted perspective of undergraduate chemists who engage in undergraduate research. These results highlight the need for multiple approaches to equity efforts to ensure that high-impact practices such as undergraduate research are accessible to all students.

Introduction

Recent advances in the science of teaching and learning have opened the eyes of many instructors to course design, instructional practice, and assessment techniques intended to enhance and individualize student educational experience. Achieving these goals is difficult enough in a class of 20 students, but these challenges are only magnified in large-enrollment courses comprising anywhere between 100 students in a classroom to numerous sections of 500+. Instructors of large-enrollment classes share a common concern: How can one person provide engaging learning opportunities and assessments to meet the unique needs of each student when faced with a sea of faces in the classroom? Considering these overwhelming challenges, some instructors are asking, “Is the use of technology in the classroom the solution?”

Creating a safe space: medical students’ perspectives on using actor simulations for learning communication skills

BackgroundCommunication skills are an essential part of clinical competence that need to be acquired during health professions education. Simulations are extensively used for learning communication skills and have long been integral to medical degree programmes. In this research we use qualitative methodology to explore fourth-year medical students’ experiences in simulations aimed at improving versatile doctor-patient communication, focusing on their learning with trained actors.MethodsThe data comprises reflective writings from 208 fourth-year medical students, gathered after a communication skills course. These students provided informed consent for their writings to be included in the research. We performed an inductive qualitative content analysis on the textual data, with findings presented as themes, supported by categories, codes, and excerpts from raw data to enhance the trustworthiness of the analysis.ResultsWe identified eight key themes capturing students’ learning experiences through simulations: practising in a safe learning environment, valuing feedback, gaining new perspectives, finding simulations valuable and enjoyable, boosting confidence and self-knowledge, and viewing simulations as authentic and engaging learning opportunities. Some students offered critical perspectives on simulations. Throughout the course, students learned diverse aspects of patient care, emotional and behavioural communication dynamics, and lessons from medical errors. Some students offered critical perspectives on simulations, and a few indicated they did not learn anything new.ConclusionsA safe learning environment is vital for encouraging learners to explore, make errors, and absorb feedback to improve their communication with patients. Students predominantly valued the communication skills training with actors and the constructive feedback received and given in the debriefing discussions. However, some students expressed critical views toward simulations. Simulations are not static; they evolve and require continual improvements. Hence, we advocate for the ongoing exploration and enhancement of communication skills learning methods, including simulations, with careful consideration for students’ vulnerability and the importance of psychological safety. Additionally, it is critical to address students’ perceptions that certain clinical teachers prioritise biomedical knowledge over communication skills. Providing tailored training for teachers regarding the learning methods and the desired outcomes of communication courses is essential.

Agile Backward Design: A Framework for planning higher education curriculum

AbstractIn the last two decades there has been an increase in research and discussion regarding curriculum in Higher Education (HE). The literature in this field tends to focus on curriculum change at either the whole institution or individual program or unit level. Formal writing on HE curriculum also does not offer a framework that openly draws upon context, learner needs, pedagogical approaches, and industry requirements to formulate a collaborative model of curricular development. To fill these gaps in HE curriculum discussion and literature the aim of this study was to develop a cross-disciplinary model applicable to both unit (academic module that makes up a program) and program (degree) levels of curriculum development by enabling academics to generate and structure engaging learning opportunities for students. The research team developed this model by drawing on elements of Agile mindset and Backward Design. We call it Agile Backward Design (ABD). This paper reports on this new approach to curricular design. A critical reflective inquiry approach was used to discuss the development of the model. To report the transformation that was made at the program and unit level a case study was employed. In ABD, the researchers have constructed a dynamic and responsive framework that has been foundational in the design and development of innovative curriculum and pedagogy at the unit and program level of undergraduate degrees in the IT discipline area.

Examining the Validity of an Observational Tool of Classroom Support for Children’s Engagement in Learning

AbstractHigh-quality early childhood education provides children with opportunities for engaged learning. Yet there are currently no classroom-level measures that focus specifically on how teachers support engagement in the classroom, a key underlying dimension of playful learning. We introduce the Playful Learning Across the Years (PLAY) observational tool, a new tool designed to assess support for engaged learning in early childhood classrooms. Using data from videos of Ghanaian preprimary classrooms (N = 420) coded using the tool, we conduct factor analysis to assess the underlying domains of engaged learning opportunities at the classroom-level and find three domains representing support for exploration, social connectedness, and positive emotional climate. We then examine if these domains are sensitive to impacts of a teacher professional development program and find that the program had large impacts on all three domains (d = 0.55–1.01). Finally, we explore concurrent validity of the tool using classroom process quality scores from a separate classroom observational tool and teacher characteristics and find some evidence from each. This study aims to systematically operationalize opportunities for engaged learning at the classroom-level in an under-studied context, with implications for measuring quality and promoting children’s school readiness in early educational settings globally.

Utilizing Social Media in EFL Blended Learning: Challenges, Strategies and Opportunities

In English as a Foreign Language (EFL) classroom settings, the rapid evolution of digital technology has had a substantial impact on educational methodologies. This paper investigates the potential of social media to improve EFL blended learning instruction, with a particular emphasis on the higher education context of Indonesia. Innovative tools for promoting student engagement, motivation, and autonomous learning are available on social media platforms, including Facebook, Twitter, and YouTube. Nevertheless, the implementation of these social media platforms also presents obstacles, such as potential privacy concerns, distractions, and unequal access to digital resources. This investigation examines the current body of literature regarding the utilization of social media in EFL blended learning purposes. Social media can significantly improve the EFL learning experience by offering flexible, interactive, and engaging learning opportunities when strategically implemented, according to the results. The paper concludes with suggestions for policymakers and educators to facilitate the successful integration of social media into EFL education, thereby guaranteeing that technological advancements have a beneficial impact on student learning outcomes.the other.

Athletic Trainers’ Perceptions of the Structure and Barriers to Online Continuing Education Clinical Documentation Modules

Context Athletic trainers (ATs) appreciate the accessibility of web-based continuing education (CE) opportunities. ATs describe needing more CE opportunities related to clinical documentation, but the effectiveness of CE in this content area has not been studied. Objective Obtain ATs’ perceptions of their experiences accessing web-based CE specific to clinical documentation. Design Qualitative study. Setting Web-based audio interviews. Patients or Other Participants Twenty-nine ATs, averaging 36.2 ± 9.0 years of age, including 16 women and 13 men who represented 8 different clinical practice settings. Data Collection and Analysis Participants previously completed 1 of 2 web-based CE modules specific to clinical documentation, a personalized learning pathway (PLP) or passive reading list (PAS). After completing the modules, 1 investigator interviewed each participant regarding their experiences accessing and completing the modules. Following the Consensual Qualitative Research approach, 4 investigators (3 primary coders and 1 internal auditor) inductively analyzed the interview transcripts. We completed 5 rounds of consensus coding and finalized themes and supporting categories. Results We identified 2 themes: (1) structure and (2) barriers to completing the modules. Although both groups were satisfied with the content of the modules, PLP participants were more satisfied with the structure and experience of accessing the resources than the PAS participants. PLP participants enjoyed the engagement of the variety of resources included, whereas PAS participants inconsistently accessed reading materials based on personal preference. Both groups described time as a barrier to completing the modules, and some participants experienced technology barriers. Conclusions ATs value web-based CE opportunities that compile information related to a topic. Learners find a variety of learning formats, including videos, case studies, knowledge checks, and reflection prompts, to be more engaging than only reading materials. Although time continues to be a barrier to completing CE, offering accessible and engaging learning opportunities improves satisfaction with completing CE.

Empathy in an ecosystem: A longitudinal study examining contributions of summer camp and school experiences to empathy during early adolescence

This study utilized data from a national longitudinal study of 277 early adolescent summer camp participants to examine the iterative links between youths’ experiences in two contexts – summer camp and school – and empathy over two years. Using a cross-lagged panel model, the authors examined how the quality of youths’ developmental experiences within each context, defined as a combination of supportive relationships and engaged learning opportunities, were related to youths’ empathy over time. Results showed that 1) higher quality developmental experiences in each context uniquely predicted improvements in empathy; 2) youths’ developmental experiences at camp and school were mutually reinforcing over time; and 3) school experiences partly mediated the effects of camp experiences and vice versa. Results illustrate the value of out-of-school-time contexts for supporting empathy, the importance of developmental experiences across settings, and the need for researchers and practitioners to attend to the ecosystem of social development.

Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms

AbstractMore and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to the Science of Reading (SoR), it is vital for teachers to provide relevant and engaging learning opportunities for all students. In this article, several strategies are offered for intentionally pairing diverse learners and their typically developing peers to provide successful structured peer tutoring experiences during literacy activities in inclusion classrooms.

Inquiry-Based Learning and Technology-Enhanced Formative Assessment in Flipped EFL Writing Instruction: Student Performance and Perceptions

Previous studies have shown that inquiry-based learning (IBL) and flipped learning effectively promote student engagement and learning outcomes in language classrooms. Meanwhile, technology-enhanced formative assessment (TEFA) with well-designed instructional strategies can provide engaging learning opportunities for learners of English as a Foreign Language (EFL). However, research on combining these three teaching approaches to enhance foreign language skills is scarce. Specifically, this study integrated IBL and TEFA in flipped EFL writing instruction to address the research gap. A mixed-method design was employed to explore 48 students’ writing performance and their perceptions of these creative teaching strategies. The results of the quantitative analysis indicate that combining IBL and TEFA increased students’ writing quality, as shown by the significant difference between their pretest and posttest writing scores. In addition, qualitative analysis of their written reflections indicated that they appreciated the dynamic and interactive learning atmosphere, displayed positive attitudes, and perceived the value of IBL and TEFA. The students also provided insights regarding the difficulties they experienced with this teaching method. The implications concerning the impact of IBL and TEFA in teaching flipped EFL writing are discussed, highlighting future suggestions for EFL educators.

Implementing an S/U Undergraduate Research Course in a College of Agricultural and Life Sciences

Undergraduate research experiences provide engaging learning opportunities but are often not formally assessed for gains in knowledge and skills. This study examined undergraduate research assessment practices and the implementation of a satisfactory/unsatisfactory (S/U) research course in all academic units within a college of agricultural and life sciences. During the 2013-2014 academic year, students registered for a letter-graded research course, and supervising faculty were surveyed regarding assessment practices. Based on survey responses, an S/U 0-3 credit research course and syllabus template were implemented and subsequently evaluated in the 2015 and 2020 fall semesters. At baseline, most students did not receive a syllabus (87%) but were informed of expectations (89%); grades were determined by attendance and participation, findings confirmed by faculty respondents. Following implementation, 58% agreed or strongly agreed that they were more likely to participate in research with a 0-credit option (78%) and that having research on their transcript was important (89%). By 2020, 64% of respondents preferred a 0-credit option. Receiving a syllabus continued to be uncommon. S/U-grading of undergraduate research may be most appropriate for participatory-based assessment; however, steps are needed to promote the 0-credit option and ensure syllabi use for transparency of expectations and assessment criteria.

Escape the Monotony: Gamification Enhances Nursing Education

IntroductionCreating meaningful and engaging learning opportunities can be challenged by budgets, time, and learning management systems with limited methods of interaction. An innovative method was necessary to meet competency evaluation and continuing education needs for emergency department staff. DesignGamification and simulation techniques were combined to offer an interactive learning opportunity through an escape room format to improve engagement and knowledge retention. This educational offering was designed to enhance staff learning of trauma care and processes at emergency departments that are not designated trauma centers. OutcomesEmergency department team members completed the trauma escape room challenge, and postsurvey results demonstrated favorable ratings of new knowledge acquisition, skill competency, teamwork, and confidence when providing care for a trauma patient. DiscussionNurse educators can “escape” the monotony of passive learning by using active learning strategies including the fun of gamification to improve clinical skills and confidence.

Improvement of short-term outcomes with VR-based safety training for work at heights

Serious games and virtual reality offer engaging learning opportunities and a cost-effective solution within an immersive and safe environment for safety training in construction. However, there have been few examples of safety training for work at heights developed using these technologies, especially commercial training. To fill this literature gap, a new VR-based safety training was developed and compared with lecture-based training across time. We conducted a quasi-experiment with a non-equivalent group design with 102 workers from six construction sites in Colombia. Learning objectives, observations from training centers, and national regulations were considered during the design of the training methods. Training outcomes were assessed using Kirkpatrick's model. We found that both training approaches were effective in improving knowledge test results and self-reported attitudes in the short-term; and risk-perception, self-reported behavior and safety climate in the long-term. In particular, participants of the VR-based training got significantly higher results in knowledge and reported higher attitudes (commitment and motivation) than participants of the lecture-based training. We suggest that safety managers and practitioners should invest in VR using serious games as an alternative to training programs based on short-term outcomes. Future work is needed to test VR for long-term outcomes.

Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement

This study aims to provide insights into creating engaging and effective learning opportunities for learners of English as a foreign language. To this end, we explored five expert teachers' cognitions and practices and their 79 students' experiences and engagement by collecting data through semi-structured interviews, observations, and focus-group discussions. We adopted a reflexive thematic approach to our data analysis that showed the expert teachers possessed detailed and integrated knowledge of teaching speaking and skills to translate their knowledge into practice effectively. Concomitantly, the students perceived their teachers as close and caring experts. Furthermore, the teachers' behaviours and practices created opportunities for the students to form cohesive groups, exercise their agency, and enjoy completing many meaning-focused activities successfully. Overall, the students’ learning experiences contributed to the fulfilment of their psychological needs for autonomy, competence, and relatedness, enhancing their agentive, behavioural, cognitive, emotional, and social engagement in language learning. These findings extend previous research with significant implications for language education.

Effect of flipped classroom on medical students’ semiology knowledge and skills

Introduction: Flipped classrooms make learners eager to learn actively. it is based on learner-based and active learning methods. The flipped classroom is an educational strategy and a kind of hybrid learning that turns education into a learner-based model in which the class time is spent exploring topics and creating engaging learning opportunities. Methods: During an interventional quasi-experimental research, 90 medical students entered the study. The intervention and control group received flipped classroom and traditional education, respectively. The knowledge and skills of the participants were assessed by a standard checklist approved by the Ministry of Health. Data analysis was done by analytical statistical test after data collection. Results: the mean score of students’ knowledge in performing adult examination, obtaining medical history, and pediatric examinations in all three areas between the two groups after the intervention and two months later was statistically significant (P<0.001). there was a statistically significant difference between the mean scores of students’ skills in performing adult examinations in all three areas (P≤0.001) so that the mean skill score of adult examinations was higher in the intervention group than the control group. there was a statistically significant difference between the mean scores of students’ skills in obtaining medical history (P≤0.001) so that the mean skill score of obtaining medical history was higher in the intervention group than the control group. Also, there was a statistically significant difference between the mean scores of students’ skills in performing pediatric examinations (P≤0.001) so that the mean skill score of pediatric examinations was higher in the intervention group than the control group. Conclusion: Flipped classroom increases knowledge, improves skills in instructing practical semiotics to medical students of physiopathology grade.

USING THE ARDUINO PLATFORM IN THE TRAINING OF COMPUTER SCIENCE TEACHERS ON THE PRINCIPLES OF STEM LEARNING

Modern education is continuously evolving, primarily focused on innovative teaching methods. Among the innovative and promising areas of computer science teacher training, in line with STEM education principles, is the incorporation of the Arduino platform into the educational process. Arduino provides students with an avenue to grasp programming and digital technologies in detail. This fosters critical and creative thinking, essential attributes in the education of future teachers. The integration of information and communication technologies into the educational system revamps pedagogies by broadening horizons and elevating the effectiveness of educational activities. Arduino's practical orientation empowers future educators to transform abstract concepts into tangible projects, promoting active and engaging learning opportunities for students. Utilizing Arduino can help educators foster students' interest and motivation by facilitating their development of critical skills necessary for the science and technology fields. As STEM education becomes increasingly vital in modern education, the integration of science, technology, engineering, and mathematics has become a central focus. The integration of Arduino in education facilitates the realization of STEM education principles by merging theoretical knowledge with practical skills and cultivating students' creative abilities. The integration of Arduino in the instructional training of IT professionals advances the development of modern industry-compliant competencies. This approach not only equips students to work in the IT industry, but also integrates them into the realm of STEM education, empowering them to uncover their potential and hone their practical skills. The study's findings verify that incorporating Arduino into the training process of computer science educators holds promise, empowering the emergence of talented and proficient teachers capable of efficiently implementing STEM methodologies in future educational undertakings. This integration cultivates a distinctive milieu that fosters the cultivation of critical thinking, creativity, and practical skills in students, while equipping them with the necessary competencies to confront the challenges of the contemporary information age.

Bridge2Practice: an interactive skills training e-tool which improves learning outcomes in university health students

Given the challenges with COVID-19 in the past two and a half years, clinical programs have struggled to find placements where students can get hands on experience assessing and working with real patients. Placements have switched to tele-practice or simulations each of which has a range of limitations. A key learning objective in healthcare programs is that students will be able to develop procedural skills, so reduced placement availability impacts students’ opportunity to practice these skills. Learning procedural skills also poses a problem for time-poor educators who must provide feedback to students and opportunities for students to practice in the classroom environment. An online learning tool aims to bridge these learning gaps and address the abovementioned educational challenges. Bridge2Practice (B2P), created by the School of Health Sciences, The University of Sydney, enables health students to practice identification of a range of specific features of clinical interventions and receive immediate feedback. B2P uses patient recordings for the learner to identify features of clinical interactions and procedures and subsequently receive immediate feedback and comparison of their assessment to that of their peers and experts. As such, it utilizes consensus learning and harnesses aspects of successful coaching such as reflection and explicit practice (Cushion et al., 2012; Cushion et al., 2003; Madill et al., 2020), to support the learning and teaching of motor and procedural skills to patients in clinical settings. B2P is freely available 24/7 and is utilised by over 7000 users from more than 14 institutions around the world for research and teaching purposes. It is currently used to support skill development in physiotherapy, sports science and speech pathology students and is integrated with online only and blended-learning educational programs. B2P incorporates features of Universal Design for Learning (UDL) (Dinmore, 2014), an approach to learning that involves embedding engaging and authentic learning opportunities into teaching and assessment using multiple modes of engagement. B2P also optimises relevance, value and authenticity, fostering collaboration and community and increasing mastery-orientated feedback. In a case example of clinical skills of entry-level speech pathology students, we will show B2P’s flexibility in supporting learning objectives and skill development based on a UDL perspective of learning. Students watch and rate a range of clinical videos in B2P to identify features relevant for clinical practice and receive immediate feedback of their ratings compared to experts’ and other students’ ratings of the same sample. This immediate feedback enables students to see the difference between novice and expert ratings, and observe the formation of a consensus answer by the student group. The benefits of practice via B2P is evidenced by a positive correlation between students who engaged with B2P and improved assessment results. Furthermore, B2P was of benefit to staff in saving them thousands of hours of marking and feedback. In the future, B2P will continue to be implemented to promote student engagement in skill development across a range of allied health settings with the capacity for application in other disciplines where interactive skill-based practice is required.

PELATIHAN POWER POINT INTERAKTIF DENGAN ANIMASI DI SLB NEGERI 1 KABUPATEN GOWA

Teachers at SLB Negeri 1 Gowa are facing problems engaging interactive learning that is relevant to the current pandemic. They must present classes that are not only online-deliverable but also engaging, interactive, and entertaining for students. To address this issue, teachers must receive training that will assist them in creating engaging and dynamic learning materials that are also simple to create. The training's intention is for teachers to be able to develop interactive powerpoints with animation on their own. Participants can use animation to produce interactive power points as a result of this study. Some participants have done amazingly well. The conclusion is that after engaging in training on how to create interactive power presentations using animation, teachers in SLB Negeri 1 Gowa Regency improved their knowledge and skills. Given the teachers' output in the form of an interactive video created and posted to their YouTube channel, it is recommended that other schools enhance their teachers' knowledge and skills in creating interactive power points through training. The training is designed to provide children with special needs with engaging and interactive learning opportunities.

Longitudinal Effects in the Effectiveness of Educational Virtual Field Trips

Virtual and immersive virtual reality, VR and iVR, provide flexible and engaging learning opportunities, such as virtual field trips (VFTs). Despite its growing popularity for education, understanding how iVR compared to non-immersive media influences learning is still challenged by mixed empirical results and a lack of longitudinal research. This study addresses these issues through an experiment in which undergraduate geoscience students attended two temporally separated VFT sessions through desktop virtual reality (dVR) or iVR, with their learning experience and outcomes measured after each session. Our results show higher levels of enjoyment and satisfaction as well as a stronger sense of spatial presence in iVR students in both VFTs compared to dVR students, but no improvement in learning outcomes in iVR compared to dVR. More importantly, we found that there exists a critical interaction between VR condition and repeated participation in VFTs indicating that longitudinal exposure to VFTs improves knowledge performance more when learning in iVR than through dVR. These results suggest that repeated use of iVR may be beneficial in sustaining students’ emotional engagement and compensating the initial deficiency in their objective learning outcomes compared to other less immersive technologies.