Establishing Learning Communities Research Articles

Medical English Course Quality: A Study of Student and Instructor Perspectives

This study investigates the prevailing challenges in teaching English for Medical Purposes (EMP) within Chinese higher education institutions in Guangdong Province, intending to propose strategies for improving the quality and efficacy of EMP instruction. Based on comprehensive responses from EMP instructors and students, three primary issues emerged: a dearth of specialized teaching resources, insufficient medical knowledge among instructors, and limited professional development opportunities. In response to these challenges, the study suggests three core strategies: creating a specialized curriculum, implementing extensive instructor training, and establishing professional learning communities. The proposed specialized curriculum is a coordinated effort between medical professionals and English instructors, integrating timely, authentic, and professional medical content. The instructor training aims to enhance teachers’ medical knowledge and familiarity with the linguistic characteristics of medical English. Finally, establishing learning communities encourages reflective teaching and continual professional growth. The study underscores the importance of these targeted strategies in augmenting the quality of EMP instruction in higher education. Nonetheless, it is crucial to continually refine these recommendations in line with the evolving needs of the medical profession and advancements in language instruction.

Mobile Learning Acceptance Post Pandemic: A Behavioural Shift among Engineering Undergraduates

Mobile learning has become an essential telematic tool to facilitate and compliment online teaching and learning during the pandemic. This study investigates the change of behaviour and acceptance of using mobile learning specifically for engineering undergraduates due to this shift. The data collected pre-Covid19 (n = 326) and post-pandemic (n = 349) indicated an inclination for utilizing laptops than smartphones, while Telegram prevails as a popular tool for communicating and sharing information within the learning community. Next, while video conferencing tools and online learning management systems utilization increased, educational games and reading behaviour via mobile devices declined. Concurrently, behavioural intention post-pandemic were found to reduce marginally as importance were also given towards establishing learning communities via social influence compared to perceived usefulness. The outcome of this study contributes to the limited body of literature on engineering education mobile learning acceptance, and recommendations are provided for further investigation to ensure continuous sustainable use.

Quality and Safety in Healthcare, Part LXVIII: Consequences and More Solutions Regarding Poor Well-Being in Medical Students.

Suggestions to improve the well-being in medical students include establishing learning communities, having pass-fail grading at least in the freshman and sophomore years, giving the students some control over their learning environment (such as with evaluations and serving on the curriculum committee), encouraging more protected time and more money for faculty teaching and mentoring, and eliminating mistreatment of medical students. Also, the Medical Student and Physician Well-Being Index should be freely available to the medical students and staff for both self-evaluation and for evaluating the learning environment. Burnout in medical school may continue in residency and not only causes misery to the individual, but adversely affects professionalism and patient care.

Pedagogical knowledge Management and its Application in Medical Education: A Research Synthesis Study

Background: Pedagogical knowledge management is the management of knowledge and experiences in teaching, assessment, learning theories, and classroom management, and other areas of education. An analytical study of the literature can be helpful in understanding the pedagogical knowledge management approach. Thus, this study aims to perform a synthesis research on the efficacy of pedagogical knowledge management and to explain its applications and strategies. Methods: The method of this study is the qualitative research synthesis. Data was gathered through searching library resources, theses, and articles in the Google Scholar, Science Direct, SID, Springer, IEEE, and Eric databases. In order to search the domestic and foreign databases, keywords have been used without time limits. A total of 3227 published research papers were identified and 66 of them were selected for analysis. Results: The results of analyzing the studies showed that knowledge management is effective in the field of education and is widely used in the professional development of professors, lesson study, upgrading qualification, curriculum development, evidence-based education, lifelong learning, teaching design and clinical reasoning. According to the results of the research, among approaches regarding knowledge management in education are establishing learning communities, storytelling, knowledge management platforms such as wiki, web2, blogs, etc. Conclusion: The results of this study show the widespread use of pedagogical knowledge management in all areas of education; therefore, identification and implementation of practical strategies such as virtual and real learning communities of professors, storytelling, the establishment of the thoughts room for the proper management of pedagogical knowledge are suggested.

Establishing Learning Communities That Foster Career Development Skills Within Residency Training

Learning communities (LCs) have demonstrated positive impacts in generating peer support and collegiality. The role of LCs within the resident population has not yet been fully explored. We have established LCs within a residency and demonstrated early benefits relative to developing individualized learning plans (ILPs) and in promoting career planning discussions.

NOTE FOR EDITOR: Learning Community In Online Education

Establishing learning communities early in online education helps bridge distances and differences between physical and virtual worlds of teaching and learning. This article sheds light on the importance of learning communities, and gives readers advices for creating communities that connect, engage, and inspire. Several tools for assessment of learning are provided to appraise online learning communities’ benefits to learners at all levels.

Journal Writing with Web 2.0 Tools: A Vision for Older Adults

This article describes how Web 2.0 technologies may facilitate journaling and related inquiry methods among older adults. Benefits and limitations of journaling are summarized as well as computer skills of older adults. We then describe how Web 2.0 technologies can enhance journaling among older adults by diminishing feelings of isolation, promoting collaboration, establishing learning communities that overcome physical boundaries, and facilitating storage and dissemination of resources. The article concludes by identifying several factors that must be anticipated when using these technologies and provides ideas to overcome privacy, access, and posthumous management.

Crossing the Divide: Building Bridges between Public Administration Practitioners and Scholars

This article discusses the challenges of better connecting public administration (PA) scholarship to practice and recommends solutions to address those challenges in three areas – engaged scholarship, engaged teaching, and engaged faculty. To strengthen the connection between research and practice, strategies are proposed such as publishing summaries of research, creating open access online journals, establishing learning communities, and developing a new journal for cutting-edge PA research that is written in a practitioner accessible format. Strategies for linking our teaching to practice include emphasizing problem-based learning techniques, utilizing executive education programs to test the relevancy of our scholarship and incorporating additional pedagogical training into our doctoral programs. As a strategy for promoting more engaged faculty, we encourage greater participation in academic-practitioner exchange programs. In order for PA faculty to be more engaged, changes to tenure and promotion expectations are also needed, as well as an expansion of institutional incentives for engaged scholarship.

Medical student engagement and leadership within a new learning community

BackgroundMany medical schools are establishing learning communities to foster cohesion among students and to strengthen relationships between students and faculty members. Emerging learning communities require nurturing and attention; this represents an opportunity wherein medical students can become involved as leaders. This study sought to understand issues related to active involvement among students who chose to become highly engaged in a newly developed learning community.MethodsBetween April and June 2008, 36 students who assumed leadership roles within the Colleges Program were queried electronically with open-ended questions about their engagement. Qualitative analysis of the written responses was independently performed by two investigators; coding was compared for agreement. Content analysis identified major themes.Results35 students (97%) completed the questionnaire. Motives that emerged as reasons for getting involved included: endorsing the need for the program; excitement with the start-up; wanting to give back; commitment to institutional excellence; and collaboration with talented peers and faculty. Perceived benefits were grouped under the following domains: connecting with others; mentoring; learning new skills; and recognition. The most frequently identified drawbacks were the time commitment and the opportunity costs. Ideas for drawing medical students into new endeavors included: creating defined roles; offering a breadth of opportunities; empowering students with responsibility; and making them feel valued.ConclusionsMedical students were drawn to and took on leadership roles in a medical school curricular innovation. This example may prove helpful to others hoping to engage students as leaders in learning communities at their schools or those wishing to augment student involvement in other programs.

Collaborative Online Communication: Establishing Learning Communities for Pre-service Teachers in the Field

Collaborative Online Communication: Establishing Learning Communities for Pre-service Teachers in the Field

Action Research: An Approach To Improved Classroom Instruction

In the teaching/learning process, the instructor and his/her method of instruction impact on the learners. Success is also guaranteed when learners work in a non-threatening environment. This paper seeks to highlight how using action research approach, a group of university students who were repeating a communication course were all successful at the end of the semester. Students by establishing learning communities took responsibility for their learning. Changes were made to the way the content was presented by introducing a variety of methodologies. The teacher was a coach and facilitator to each group. These changes were fundamental to the high level of motivation. Attendance at classes and participation were outstanding. The ultimate success in the course has resulted in changes to this and other courses in the department.

Faculty Technology Mentoring Programs

This paper provides a review of the literature that documents technology mentoring models used in higher education and K–12 schools. Various mentoring models from teacher education programs and K–12 schools are described. After summarizing the mentoring models, a description of commonalties found among these mentoring programs is shared. Despite the variety of technology mentoring models, effective programs include common elements. These elements include providing visions for technology use, individualizing technology support, breaking down hierarchical structure, establishing learning communities, and providing mutual benefits for mentors and mentees.