Expand Learning Opportunities Research Articles

A virtual 3D Chemistry Escape Room for Exam Preparations

Chemistry can be incredibly captivating. However, learning the theory can often be challenging and less appealing for students. Providing them with hands-on methods in their learning process is beneficial and also helps to lower the barrier for understanding theory. In a gamified approach, the "ChemScape" virtual 3D chemistry escape room, designed as a realistic laboratory with various equipment and hidden chemical tasks, can help solidify chemical knowledge and prepare students for chemistry exams. In 2023, as part of an e-learning project, the foundation of such a chemistry escape room was established, and several chemical questions were incorporated as escape room tasks. The objective is to discover hidden questions within the laboratory, utilize different instruments (such as scales), conduct virtual chemistry experiments, and solve various chemistry questions using theoretical knowledge (such as nomenclature and understanding of pH) in a game-based setting (utilizing multiple-choice, drag and drop, connecting cables, solving color codes, etc.). Typically, a code (comprising numbers, letters, signs, etc.) needs to be obtained for progression. To solve the chemistry tasks, approximately 10 different door-openers have been developed. Initial user tests have been conducted, and adjustments were made based on the feedback received, which was satisfactory and positive. In 2024, the "ChemScape" escape room will evolve from a game with a fixed set of tasks to a dynamic escape room game with a dynamic database that allows for the creation of new questions at the same stations, significantly expanding learning opportunities. A virtual chemistry laboratory rat provides hints if a participant gets stuck and requires assistance. Furthermore, "ChemScape" will be trialed in chemistry lectures and potentially utilized as an additional attraction at events held at the University of Applied Sciences.

The use of the QGIS tools to determine hydrological characteristics. The experience in higher education

The development of geo-information systems with open access significantly expands the information technology possibilities in the modern educational environment. The use of geoinformation technologies is especially important for STEM specialties, for whom mastering BIM technology is a significant advantage in the labor market. Quantum geographic information system QGIS is widely used by various STEM specialties to expand learning opportunities and gain practical experience of calculations in higher education both in Ukraine and abroad. Morphometric parameters calculation for Ulichka river by QGIS tools is represented in the article. The 1st year master's degree students used QGIS for hydrological calculations. The calculations performed on QGIS were compared with the reference data and cartographic materials of Google map. Calculations showed a high correspondence of the obtained results with reference literature. Modern geographic information systems with free code are not very complex, but require additional knowledge and work skills. Methodical materials and information about additional possibilities of QGIS tools encourage students to study related educational components and search for information on Internet resources, which contributes to the development of the individual student trajectory and stimulates the study of professional English vocabulary. The ability to obtain high-quality illustrative material in the form of scaled maps with reference to coordinates provides the possibility of further use of the obtained material in BIM designs on the Autodesk family software and to use the results in future attestation thesis.

Exploring the Utility of ChatGPT for Self-directed Online Language Learning

As generative AI tools are increasingly popular in today’s teaching and learning process, challenges and opportunities occur at the same time. Self-directed learning has been regarded as a powerful learning ability that supports learners in informal learning contexts and its importance rises in salience when incorporating AI into learning. This study employed a mixed-method design to understand how people self-direct their online language learning through the utilization of ChatGPT. Analyzing survey data from 276 survey respondents and 11 one-to-one interviews with language learners in the United States, we found that learners are motivated to use generative AI for its high flexibility and personalization which enables learners to access learning materials that align with their knowledge levels, personal interests, and learning goals. We also found self-monitoring skills that are inherent to learners help them to use ChatGPT more efficiently and achieve their learning goals efficiently. This study contributes to the emerging field of AI in education and explores possibilities to use ChatGPT to foster self-directed language learning and provide educators, instructional designers, and researchers with insights to design learning integrated with AI to best fulfill learners’ diverse needs and expand learning opportunities to more people.

The growth of e-learning in the technology industry in Middle Tennessee

Purpose This paper intends to explore the significant growth and multifaceted benefits of e-learning within the technology sector in Middle Tennessee, particularly in the transformative context of the COVID-19 pandemic. It seeks to highlight the fundamental shift from traditional training methods to e-learning modalities and emphasize the potential of e-learning to revolutionize technical skill development and expand learning opportunities in the post-pandemic era. Design/methodology/approach The study employs a comprehensive review of existing literature to glean insights into the use and effectiveness of e-learning in the technology industry, particularly within Middle Tennessee. It synthesizes research findings to understand the growing preference for e-learning and online self-directed training as primary methods for technical skill development in the technology sector. Findings The literature review reveals a growing trend toward e-learning in the technology industry, driven by its flexibility, accessibility, and ability to rapidly update training materials. E-learning is increasingly integrated into academic programs related to technology, preparing students for the evolving job market. The COVID-19 pandemic has further highlighted the necessity for adaptable and resilient training methods, reinforcing the pivotal role of e-learning in the industry. Originality/value This paper contributes to the understanding of the expansion and impact of e-learning in the technology industry in Middle Tennessee, especially in light of the COVID-19 pandemic. It provides valuable insights for organizations and educators on the significance of e-learning in addressing the training needs of the technology workforce and its potential to shape the future of education and skill development in the region.

Optimizing Project-Based Learning in Developing 21st Century Skills: A Future Education Perspective

Many studies show that the effectiveness of project-based learning in the perspective of future education is influenced by 21st century skills. This can be a support to solve any problems faced by students in learning. Therefore, it is important for students to improve 21st century skills as a guide to equip themselves to prepare for the life to come. The purpose of this research is to optimize project-based learning in developing 21st century skills. Creating a new innovation in the perspective of increasingly sophisticated future education, helping students develop more complex and in-depth thinking skills so that it can provide an effective solution related to all forms of challenges that occur in the world of education. The method used in this research is quantitative method. The steps are to make statements related to tips for improving 21st century skills from the perspective of future education. Then formulated into a google form and filled in by middle and high school students. Then the data is collected and then inputted and processed using the spss application. The truth of the data can be proven by the statements made on the google form which are adjusted to the facts that occur in students. Results. Based on effective observation, it is found that 21st century skills play an important role in today's modern learning process. Skills that can equip every student to prepare themselves and realize all forms of life demands that change according to the times. The conclusion of this research is that teachers are advised to understand more about 21st century skills, in order to teach students how to adapt to increasing technological changes, so as to expand learning opportunities and enrich students' learning experiences through skills practiced by teachers.

Development Status of Computer Experiment Assisted Teaching in Colleges and Universities and its Urgent

This paper explores the evolving role of computer experiment-assisted teaching in higher education, focusing on the development and challenges faced in China's college systems. It examines the characteristics that distinguish computer lab-assisted instruction from traditional methods, including its operational and practical applications that significantly contribute to the cultivation of application-oriented talents. By analyzing the current status, the paper identifies several pressing issues such as poor management of online assignments, inadequate security measures, and limited system functionality which hinder the effectiveness of computer-assisted teaching environments. Proposed solutions emphasize a systematic, scalable, and teaching-focused design for computer-assisted teaching systems, aiming to enhance the educational experience and operational efficiency. The paper concludes by discussing the implications of integrating advanced technologies in computer labs to expand learning opportunities and improve resource utilization.

Influence of information technologies on the process of forming competences of future teachers

The purpose of the study presented in this article is to examine the impact of information technology on the process of developing future teachers' competences and on teaching biology. Based on the data collected during interviews with 27 future biology teachers who used IT in their studies, five categories of IT impact on competence development were identified, namely: improving access to information, expanding learning opportunities, increasing the effectiveness of research activities, developing communication skills, ensuring continuous self-education; and three main categories of IT impact on students, namely: improving the quality of students' research competences, developing skills in analysing, reasoning, modelling, and solving.

Unveiling the synergy of peer feedback and the Metaverse

Undeniably, technology has become an integral part of education across all disciplines. Over the past decades, significant technological advancements, such as the normalization of computers and the popularization of mobile devices, have transformed and revolutionized our learning paradigms. Education has transitioned from the bricks-and-mortar, teacher fronted, and textbook-based teaching to out-of-class, student-centered, and inquiry-based learning. Since 2020, emerging technologies such as the Metaverse and artificial intelligence have shown great potential in expanding learning opportunities, ranging from the location of learning and teaching, the student-teacher machine interactions, to different modes of instruction and learning. In particular, the Metaverse has the power to transform the way peer feedback is provided, which is an essential aspect of effective education. This position paper aims to shed some light on the intersection of peer feedback and the Metaverse. It starts with a review of the classic sociocultural learning theory and the historical use of technology to support peer feedback, followed by an introduction to the definition and features of the Metaverse technology. Then, the paper proposes a tentative model about how the Metaverse can be utilized to facilitate peer feedback. It ends with important questions for educators and learners to contemplate in order to make the most of this new technology in improving the provision and uptake of peer feedback.

Overcoming isolation: Online collaboration among rural primary school principals in New Zealand

This paper examines online collaboration between small rural primary schools in New Zealand, focusing on principals' perspectives. Through semi-structured interviews with eight principals involved in the Virtual Learning Network (VLN) Primary, the study explores the benefits, challenges, and key factors for successful collaboration. The findings indicate that online collaboration can provide professional support, workload relief, and expanded learning opportunities for students. However, challenges include varying expectations across schools and tensions between centralized online learning and local curricula. The study highlights the importance of shared understanding, time commitment, equity in contributions, and strong leadership for effective collaboration. It also discusses the principals' mixed experiences with the Communities of Learning, Kahui Ako initiatives. The research contributes to understanding how rural schools can leverage technology and professional networks to enhance educational opportunities, offering insights for school leaders and policymakers on fostering successful collaborative networks in rural education settings.

Measures to Strengthen Patient Safety Management Competencies for Patient Safety Coordinators: A Qualitative Research

Purpose: This study aimed to identify strategies to enhance the competencies of patient safety coordinators in Korea.Methods: Fourteen participants from nine hospitals were interviewed between May and November 2022. Qualitative content analysis was used to analyze the data.Results: As for the strategies to enhance patient safety management competency, 3 themes and 11 sub-themes were derived. The first theme was ‘Having individual competence as a patient safety coordinator’, and the sub-themes were ‘Communication skills with members’, ‘Flexible thinking from multiple perspectives’, and ‘Preparing for administrative work competencies that they had not experienced as a nurse.’ The second theme was ‘Responding strategically to promote improvement activities’, and the sub-themes for it were ‘Multi-angle approach to the problem’, ‘A careful approach so as not to be taken as criticism in the field’, ‘Increasing the possibility of improvement activities through awareness’, ‘Activating the network between patient safety coordinators’, and ‘Expanding learning opportunities through patient safety case analysis.’ The third theme was ‘Obtaining support to facilitate patient safety activities’, and the subthemes for this were ‘Improving staff awareness of patient safety’, ‘Providing a training course for nurse professional of patient safety’, and ‘Expanding the manpower allocation standard of patient safety coordinators.’Conclusion: This study explored personal competencies such as document writing and computer utilization capabilities, focused on ways to improve the field of patient safety management, and emphasized the need for organizational and political support.

Clusters…An Additional Approach to Differentiation

This article describes the use of clusters in facilitating inquiry and expanding learning opportunities for advanced and gifted students. Options are presented that extend or reinforce the central focus of curricular investigations. These clusters enhance the gifted students' understanding of the connections that reinforce and/or extend the impact to investigate and comprehend a designated skill, concept, principle, or discipline.

Effectiveness of Digital Technologies in Inclusive Learning for Teacher Preparation

In this research, digital technologies that will potentially be useful for teachers in an inclusive educational space were considered. The combined classification of digital technologies of inclusive direction, including software and hardware in three main areas, is offered: for training and repetition; to help with learning; and to expand learning opportunities. The authors developed and theoretically substantiated a model for preparing pre-service teachers to use digital technologies in an inclusive educational space. The effectiveness of the developed model was tested through a pedagogical experiment that involved three tests based on criteria. The effectiveness of the authors’ model was confirmed by the sign test at the significance level of 0.05.

ІМЕРСИВНІ ТЕХНОЛОГІЇ В ПОЧАТКОВІЙ ОСВІТІ

The article is devoted to the problem of using immersive technologies in primary education. It was found that immersive technologies have rapidly developed in recent years from doubtfully promising to trendy and used everywhere. It has been proven that their introduction into the educational process of the New Ukrainian School is a need today and a factor in improving the quality of education. The purpose of the article is determined: to study the peculiarities of the use of immersive technologies in primary education. The essence of immersive technologies has been clarified. The components of immersive technologies are highlighted: real (objective), augmented (added) and virtual reality. The qualitative characteristics of the use of immersive technologies in primary education have been determined. Examples of the use of immersive technologies in the process of studying various educational fields of primary education are given, in particular: language and literature, mathematics, natural sciences, informatics, technology, social and health care, civics and history, art and physical education. It was determined that the use of immersive technologies in primary classes may include: virtual tours, virtual laboratories, AR-books, AR-games, 3D modeling. Some applications of immersive technologies for use in primary education are proposed. In the process of studying the features of immersive technologies in primary education, the advantages and disadvantages of their use were determined. It was found that immersive technologies contribute to the improvement of the quality of the educational process, making it more interactive, adaptable and exciting for schoolchildren; expand learning opportunities; contribute to a better understanding of complex concepts; stimulate motivation and interest in learning, memory and concentration, creativity and activity of younger schoolchildren. It was found that the use of immersive technologies in education significantly expands the toolkit of a modern specialist. Key words: immersive technologies, virtual reality, augmented reality, application, younger students, primary education.

공변 추론과 조작적 사고

In this study, two surveys were conducted (first: 108 people, second: 94 people) for middle school students in order to investigate the ways of thinking in understanding graphs, and the results are as follows. First, many middle school students tend not to coordinate the coordinate system in the process of solving the task of interpreting and constructing direct and inverse proportion graphs. Second, middle school students showed the characteristic of drawing straight lines using points rather than a slope in the process of solving the task of interpreting and constructing a direct proportional graph. Third, some middle school students verbally express the inverse proportional relationship between two variables and translate it into a straight line. Fourth, many middle school students showed a pattern of figurative thought rather than operative thought in the process of understanding the direct proportion graph. The analysis results of this study suggest that it is necessary to expand learning opportunities for the development of covariational reasoning and operative thought in the middle school teaching and learning process.

A Whole Child Approach: Amplifying Students' Voices in a Full-Service Community High School

A Whole Child Approach:Amplifying Students' Voices in a Full-Service Community High School Mavis Sanders1 and Claudia Galindo The Whole Child Approach (WCA) provides a framework for advancing the social, emotional, physical, and cognitive development and well-being of students by ensuring they are supported, healthy, safe, and academically challenged (Slade & Griffith, 2013). Full-service community schools (FSCSs) are focused on creating educational environments that holistically respond to students' needs. These schools are characterized by four pillars of practice—extended learning opportunities, integrated service provision, family and community partnerships, and collaborative leadership and decision making (Oakes et al., 2017). Thus, FSCSs embody the WCA and have the potential to transform the education of poor students, especially poor students of color. Several studies have investigated the perceptions and experiences of a variety of key stakeholders involved in the FSCS strategy. These stakeholders include principals (e.g., FitzGerald & Quiñones, 2019; Richardson, 2009; Sanders, 2018; Valli et al., 2014); community school coordinators (CSCs) (FitzGerald & Quiñones, 2018; Mayger & Hochbein, 2019; Sanders, et al., 2019); teachers (Daniel et al., 2019; Galindo & Sanders, 2021; Sanders & Galindo, 2020; Sanders, et al., 2018); and district and community leaders (Adams, 2019; Medina et al., 2019; McKinney de Royston & Madkins, 2019). However, no studies to date have examined students' perceptions of FSCSs and the impact of this reform strategy on their educational experiences. Recognizing the importance of elevating students' voices in research on schooling and educational reform (Howard, 2002; Kirshner & Pozzoboni, 2011; Mitra, 2008; Yonezawa & Jones, 2006), this article seeks to fill this gap. It draws on student focus group data collected at Promise High, an award-winning FSC high school in an urban district in the northeastern United States to better understand how participants experienced the FSCS strategy within the broader context of the WCA. Specifically, this study sought to answer the following research questions: 1. How do students at Promise High describe the school's most impactful features? 2. How do students describe areas for improvement at Promise High? 3. How do students' descriptions of Promise High relate to the WCA? [End Page 91] The Full-Service Community School Strategy FSCSs have become internationally recognized as a strategy to provide economically disadvantaged children and youth with more equitable educational opportunities (Cummings et al., 2011; Lawson & Van Veen, 2015; Salm et al, 2016). In the United States, there are currently about 5,000 of these schools serving over 2 million students in over 150 communities (Blank & Villarreal, 2015). Given increased support for school, family, and community partnerships in the current reauthorization of the Elementary and Secondary Education Act, Every Child Succeeds, the number of FSCSs is likely to increase over the next several years (Frankl, 2016). While designs and services vary according to the specific and multifaceted needs of their students, families, and communities (Biag & Castrechini, 2016; Dryfoos, 2005), FSCSs generally share four defining features: 1). Expanded learning opportunities to provide engaging, student-centered instruction during school, after school, and in the summer. 2). Health, mental health, social, and other services to address barriers to students' learning and promote child, family, and community well-being. 3). Family and community engagement to provide resources, leadership, advocacy, and support for students' learning, school improvement and community development. 4). Collaborative and cross boundary leadership to ensure inclusive and equitable practices that can be sustained over time (Blank et al., 2003; Oakes et al., 2017). The implementation of FSCSs relies on a network of relationships between and among key stakeholders (Galindo, et al., 2017). Accordingly, several studies have sought to understand the unique roles different stakeholder groups play in these reform sites. For example, several studies have focused on principals as cross boundary leaders in FSCSs. These studies have emphasized the important role principals play in facilitating reform expansion, communication across role groups, and community engagement and collaboration (FitzGerald & Quiñones, 2019; Richardson, 2009; Sanders, 2018; Valli et al., 2014). Studies have also focused on the role and attributes of effective community school coordinators (CSCs). These studies have documented the specific ways in which CSCs assist principals in identifying, vetting, managing, and expanding the partnerships that are critical for successful FSCSs (FitzGerald & Quiñones, 2018; Mayger & Hochbein, 2019; Sanders...

Improving Inclusion and Participation in School Trips Through Parental Perceptions and Experiences of Their Children With Disabilities

Abstract Date Presented 04/01/2022 School trips present challenges for the inclusion and participation of students with disabilities. School trips provide expanded learning opportunities and real-world learning experiences. This research presentation will provide an overview of the challenges, barriers, supports, and strategies reported by parents of children with disabilities in qualitative interviews. OTs, as part of the interdisciplinary team, can facilitate increased school trip participation and inclusion. Primary Author and Speaker: Ann Potter Contributing Authors: Kimberly D. Wynarczuk, Laurie D. Kahn, Eric Sanders, Brenna M. Curley, Lauren Kresge, Corinne Jean-Louis

Medical Students’ Satisfaction with the Quality of E-learning During the COVID-19 Pandemic at Shiraz University of Medical Sciences

Background: Universities’ sudden exposure to the COVID-19 pandemic and the need to maintain social distancing have prompted universities to reconsider their traditional roles in the teaching-learning process and to create a new organizational structure for this process. The result of this reorganization is the development of a new teaching system framework known as e-learning. Although this type of education could lay the foundation for all learners to enhance the quality of education, expand learning opportunities, and receive education conveniently and quickly, students’ satisfaction or dissatisfaction plays a key role in the current competitive and turbulent environment. Objectives: The present study aimed to investigate the satisfaction of medical students with the quality of e-learning during the COVID-19 pandemic. Methods: The sample population of this study included the students of Shiraz University of Medical Sciences in Shiraz, Iran. Via convenience sampling, 240 medical students were selected. Data were collected using a researcher-made questionnaire to assess the students' satisfaction with the quality of e-learning during the COVID-19 pandemic. The questionnaire was distributed and collected after confirming its validity and reliability. Results: The mean satisfaction of the medical students with e-learning was moderate. The highest mean satisfaction of the students’ with the desirability of the e-learning process during the COVID-19 pandemic was observed in the dimension of satisfaction with the quality of educational facilities and equipment, followed by the dimensions of the quality of professors and teaching time, quality of professors’ lesson plan, quality of the educational atmosphere and assessment of academic achievement, and the quality of professors' teaching methods. Conclusions: Although the students’ satisfaction with the quality of e-learning during the COVID-19 pandemic was not very high, their moderate satisfaction and prioritizing their satisfaction based on the quality of classrooms and equipment, as well as the quality of professors and teaching time, indicated that universities should provide the required facilities to improve the quality of e-learning and take appropriate measures to enable professors to implement virtual classrooms and e-learning properly.

Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement

In this article, Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki describe the transformative parent engagement fostered in a multigenerational afterschool arts program at a community school. Community schools bring together families, teachers, and other neighborhood partners to help students learn, grow, and thrive and often integrate health, education, and social services. This embedded case study shows how community schools can also nurture cultural assets in the form of parents’ community cultural wealth. The learning of these community school parents demonstrates the mutually reinforcing relationships between transformative parent engagement, collaborative leadership, expanded learning opportunities, and integrated student supports. This study highlights the transformative impact of culturally sustaining arts on individuals, families, and the school as a whole, offering implications for researchers and practitioners in community-based arts education and community school development.

Developing a Social Determinants of Learning™ Framework: A Case Study

Abstract AIM The aim of the study was to propose a framework, social determinants of learning™ (SDOL™), an actionable model to address learning disparities and expand learning opportunities to support nursing student diversity, equity, and inclusion. BACKGROUND There is significant growth in the racial and ethnic diversity across students at all levels of higher education, mirroring the growing diversity of the US population. Yet, lower rates of persistence and higher attrition rates among these student groups continue. METHOD The authors established six socially imposed forces, causative domains, as foundational to the SDOL framework. Key attributes of each domain were identified through a literature search. A case study illustrates an initial study of interventions targeting specific domains of the framework aimed toward student success. CONCLUSION Equitable education for all has far-reaching implications across nursing education and higher education in general. Further development and testing of the SDOL framework will support the goal of equitable education for all.

Academic Health System in West Java in Strengthening Primary Health Care

Academic Health System (AHS) has been developed in many countries to strengthen the relationship between medical education and health professions with the health care system, which is essential to improve health outcome. Indonesia has chosen to establish AHS in several provinces, each with the autonomy to develop the system in accord with regional needs. Health cluster faculties in Universitas Padjadjaran, with its two main teaching hospitals, the West Java provincial government strived to develop AHS to overcome health services problem and medical education in the province that has enormous geographical and demographic challenges. The strategy used focuses on two things: distributed medical education (DME) and the development of a more effective referral system. The goals are dividing the province into seven regionals, upscaling one local hospital in each to become a regional referral hospital, expanding learning opportunities for medical students, and endorsing research to strengthen the primary healthcare services. Activities were carried out through the distribution of medical students and residents to local hospitals and primary healthcare facilities along with the education of local medical professionals as supervisors. Grants were provided for research that focus on quality primary healthcare, construction of data portal for patient management referral systems, telemedicine, and tele-education. The challenges faced are mainly related to the different mindset between institutions that have different work cultures and the wide variance of situations between regions. It is therefore recommended to build a more straightforward AHS system with addition of sub-networks, besides continue to maintain close communication and policy development.