Student Experience Research Articles

Enhancing interaction and learning experience for deaf students through sign language translator

The study addresses persistent communication barriers faced by students with disabilities, particularly the deaf, by exploring challenges, presenting breakthroughs, and introducing an innovative solution-a sign language translator (SLT) using motion capture technology. This groundbreaking technology, deployed through the ADDIE model and validated with user acceptance testing (UAT), successfully integrates into the learning management system (LMS) at SLB Bina Insani Depok, demonstrating its efficacy in bridging communication gaps. The results suggest a notable increase in efficiency for tasks such as t2, t3, and t5, highlighting the system’s improved ability to direct users to the LMS homepage, the SLT page, and translate words into sign language, respectively. The study suggests further development in advanced animation to enhance the learning experience for deaf students and recommends progressing toward the total communication (KOMTAL) system for comprehensive communication preparation, ultimately aiming to create an inclusive and dynamic learning platform for the holistic development of deaf students.

Is the Calgary-Cambridge Model of consultation a suitable communication tool for students and newly qualified paramedics? A qualitative study

Introduction: The Calgary-Cambridge Model (C-CM), developed by Kurtz and Silverman in 1996, is a communication tool developed for doctors. Since its publication, it has been adopted by various healthcare professionals; however, no previous research has been identified that evaluates its use in paramedic practice. This study aims to explore the experience of students and newly qualified paramedics (NQPs) applying the C-CM in practice, and establish their experiences and perceptions of its suitability as a communication tool in the pre-hospital environment.Methods: This MSc research project, conducted in April‐May 2021, applied qualitative methods with thematic analysis to written reflections and semi-structured interview transcripts discussing the implementation of C-CM in paramedic practice. A convenience-quota sample of 11 participants, consisting of third-year paramedic students and recent NQPs, were recruited. This research is reported using Consolidated Criteria for Reporting Qualitative Research (COREQ) reporting guidelines.Results: Eleven participants were recruited in total; nine consented to reflective writing analysis and interviews, two consented to writing analysis only. Analysis of the writing samples allowed for a deductive approach to the interview plan. Participants consisted of seven males and four females. All eleven participants (ten British and one Indian) spoke English as a first language. Ages ranged from 18 to 59 years. Career status was 46.2% third-year students and 53.8% NQPs. Four major themes were identified: barriers to implementation of the C-CM in practice; impact of C-CM on paramedic practice; C-CM as a teaching and learning tool in paramedic practice; and adaptation of C-CM for paramedic practice.Conclusions: Participants suggested that implementation of C-CM leads to improved structure and shared decision-making; however, adaptions to make it more paramedic-focused would be welcomed. The diversity of patients and their preferences can make its implementation challenging, and the negative feedback received from experienced ambulance staff was a significant concern to participants.

Development of the noise questionnaire in the online learning process and implications for counseling

Starting with online learning requires a lot of attention such as focus, comfortable sitting, and avoiding distractions such as noise. A noise questionnaire instrument is an evaluation tool designed to identify the experience of students in the online learning process. This instrument was developed based on a literature review on noise and online learning. The instrument first stage was given to 110 students and the instrument second stage was given to 460 students in seven universities in Indonesia, 99 male and 361 female respondents aged 18-30 years. The instrument was designed based on DeVito’s noise theory: physical noise, physiological noise, psychological noise, and semantic noise. The statistical test of the instrument used confirmatory factor analysis (CFA) to find the goodness of fit index model. The results of the noise instrument factor analysis show a fit model, acceptable validity, and high internal consistency (α=0.86). The findings of this study produce valid and reliable instruments for identifying noise indicators that are dominant in online learning activities. The results of identifying noise in online learning can be used to design guidance and counseling programs or plan actions to deal with noise in online learning according to the data obtained.

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?

Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.

The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging.

In response to unwaveringly high attrition from STEM pathways, STEM Intervention Programs (SIPs) support STEM students in effort to increase retention. Using mixed methods (survey and focus groups), we studied students at one university who were either supported or unsupported by SIPs to understand how students may differ in experiences believed to contribute to STEM persistence. We evaluated: sense of belonging, scientific self-efficacy, scientific community values, scientific identity, and STEM involvement. The enrollment status of students two and a half years postsurvey was also tracked. SIP students reported significantly higher science identity and sense of belonging and were more involved in STEM-related activities than counterparts unsupported by SIPs. Differences in these measures were correlated with race/ethnicity, college generation status, and age. Notably, SIP students had higher odds of persisting in STEM than students not supported by SIPs. Focus group data provide additional meaning to the measured survey constructs and revealed nuanced qualitative differences between SIP and non-SIP student experiences. Overall, being involved in a SIP at our institution trends positively with theoretical models that explain STEM student persistence. SIPs have the potential to provide and/or facilitate meaningful and critical support, and students without those intentional supports may be left behind.

소규모 초등학교 학생의 방과후학교 스포츠 활동 경험과 교육적 의미

Objectives The purpose of this study was to examine the after-school sports activity experiences of elementary school students in a small-scale setting and explore the educational implications of these experiences. Methods To achieve this, data were collected from 6 students in grades 3 to 6 who participated in after-school sports activities at a small-scale elementary school during the first semester from March to July 2023. Data col-lection involved participant observation, in-depth interviews, and document analysis. The data were analyzed us-ing iterative comparative analysis, and the credibility of the research was ensured through triangulation, peer dis-cussions, and confirmation from research participants. Results The students' experience in small-scale elementary school after-school sports activities is described as “Reviving the Spark of Small-Scale School Physical Education.” Due to insufficient preparation in regular physical education classes by homeroom teachers, students had lost interest. In response, after-school sports activities served the purpose of fulfilling the lack of physical activity, bridging care gaps, and providing enjoyable leisure time, positively impacting students' holistic development and self-realization. The educational significance is framed as “Illuminating the Torch of Public Education.” The collaborative format of after-school sports activities facilitated interaction between grade levels, fostering exchange among students. It provided opportunities for mutual learning and motivation between juniors and seniors. Additionally, it contributed to reducing private educa-tion expenses, restoring trust in public education, and offering a broad range of sports experiences. Conclusions The after-school sports activities in small-scale elementary schools provide students with oppor-tunities for growth and development on various levels. Therefore, the activation of physical education activities in small-scale elementary schools is necessary.

Experiences of online music therapy placements in response to COVID-19 in Melbourne, Australia: Pedagogical considerations for supporting student learning

ABSTRACT Introduction At the beginning of the COVID-19 pandemic, student placements in the Master of Music Therapy at the University of Melbourne were rapidly redesigned to create alternative online opportunities. Two online placement models; a simulated practicum (or SimPrac) and telehealth placement; were arranged. With little previous literature to draw upon, data was gathered to explore student and supervisor experiences of online placements and develop understanding of pedagogical considerations to inform future planning. Methods Quantitative data were collected via an adapted Satisfaction with Simulation Experience Scale (SSES) and qualitative data via open-ended survey questions and semi-structured focus group interviews. Results SSES results indicated high satisfaction from all cohorts with the online placement experience. Qualitative analysis led to the development of four pedagogical considerations for supporting student learning: Respond to Context with Creativity and Flexibility; Scaffold Student Learning; Foster Peer Relationships; and Supplement Online Learning. Discussion Findings aligned with recent scholarship in the wider field of Work Integrated Learning (WIL) and indicate a need for questioning prevailing modes of music therapy placement delivery in line with the contemporary context. While online placements were not always understood to provide authentic music therapy experiences, this perspective may need further contemplation given the ongoing need for online music therapy service provision.

Using the COIL pedagogy as a strategy for improving the virtual international educational experiences of students: North-South hemisphere case study

International Collaborative Online Learning (COIL) is a term that describes virtual mobility experiences that are integrated into the formal curriculum to give students the chance to interact with peers at international universities in specific learning activities, while also developing intercultural, professional, and digital skills. The objective of the research is to explore the influence of this pedagogical practice on the students’ learning, as well as to identify the associated challenges, the lived experiences of the students in Clinical Technology of the Technological University of Durban (DUT) in South Africa and the Administration students of the Universidad Veracruzana (UV) in Mexico were explored, during the application of the COIL pedagogy. Through a thematic analysis methodology, three themes emerged, namely: Experiences, Challenges, and Learning. This study confirms the usefulness of COIL as a pedagogy for internationalization in higher education and the development of professional skills, by incorporating the intercultural dimension in the curriculum within the virtual space. It is recommended that an appropriate instructional design, as well as an analysis before implementation to determine language proficiency and time zones of participating countries.

Third Year Veterinary Student Academic Encumbrances and Tenacity: Navigating Clinical Skills Curricula and Assessment

This study is a qualitative exploration of the student experience of stress at the University of Calgary Faculty of Veterinary Medicine (UCVM). Ten third-year students from the class of 2019 participated in a semi-structured interview designed to explore the student experience surrounding stress, resiliency, and their perception of mental health awareness initiatives. Transcripts were de-identified and analyzed using thematic analysis. Two central themes of academic encumbrances and academic tenacity were identified, and each theme was further delineated into three main sub-themes associated with the Objective Structured Clinical Examination assessment. Students described the clinical skills course OSCEs as a primary source of stress and fear. Academic encumbrances were delineated through the sub-themes of academic load, fear of failure, and low academic self-efficacy. Students navigated these encumbrances through their academic tenacity, rooted in their sense of belonging among peers, family, and friends, a growth mindset, and self-care practices. Study results exemplify the importance of attending to student needs beyond acquiring clinical knowledge and skills. As we continue to redefine veterinary curricula and assessment, our work highlights the need for curricular streamlining, attending to student well-being, and fostering an academically balanced lifestyle. Lastly, the findings will help inform student services about the mental health needs of the students specific to academic achievement.

Enhancing Instructor and Student Experiences: A Guide to Successful Capstone Research Courses

Introduction Providing a quality undergraduate research capstone is a meaningful high-impact practice to facilitate American Psychological Association learning goals, and help students learn skills critical for both graduate school and future careers. Statement of the Problem The demands of such courses are often time-consuming and stressful, especially for instructors without teaching assistants. The goal of the current manuscript is to provide guidance and resources for faculty teaching undergraduate research experience (UREs) courses. Literature Review Previous research suggests that faculty workload and burnout are recurring sources of stress, and faculty often struggle to implement UREs effectively. However, these experiences provide experiential learning, and increase student engagement and motivation. Teaching Implications In a three-credit course with strict deadlines and flexible scheduling, guiding student-led projects becomes less daunting. Required attendance, deduction-only participation points, and other policies ease grading loads while reinforcing course objectives. Conclusion Student feedback, performance, and positive instructor experiences suggest that this structure helps overcome logistical barriers and create positive outcomes. Course resources are provided in open materials.

Optimization of Teachers' Verbal Communication Rhetoric in Improving the Quality of Education Services

Objective: This study aims to explore the important role of teachers' verbal communication in improving the quality of educational services and creating a conducive learning environment. Methods: Using a blended research design with a sequential exploratory approach, this study investigates how effective verbal communication from teachers can create interactive and motivating learning environments. Qualitative data from interviews and quantitative data from observations were analyzed to assess the impact of teachers' communication practices. Research Findings and Discussion: This research reveals that effective verbal communication, including stylistic variations and constructive feedback, significantly contributes to student engagement, understanding, and academic achievement. These findings underscore the importance of refining teachers' communication skills to improve the overall quality of education services in the secondary school context. Research Implications: The implication of this research is the need for further attention to teacher verbal communication skills training and development to improve student learning experience and overall quality of educational services. Originality/Value: This study contributes by highlighting the important role of teachers' verbal communication in the context of secondary education, as well as emphasizing the need for attention to the development of teachers' communication skills in order to improve the effectiveness of educational services.

Examining Teachers' Perspectives on Implementing Team Teaching in a Secondary School Setting in Leribe, Lesotho

As secondary education globally continues to evolve, teachers are confronted with the ongoing challenge of integrating instructional strategies that best suit the interests of 21st-century students. In navigating this educational shift and trying to enhance the learning experiences of students in contemporary classrooms, team teaching has emerged as a pedagogical approach that fosters collaboration among educators. This qualitative case study investigated teachers' perspectives on implementing team teaching in a secondary school setting in Lesotho. Guided by Albert Bandura's Social Cognitive Theory, the study explored two primary research questions: (1) What are the teachers’ beliefs/attitudes towards team teaching instructional strategy? (2) What are the factors that contribute to teachers' perceptions of the effectiveness and feasibility of team teaching? A purposive sample of eight teachers participated in the study. Findings revealed that teachers hold positive attitudes towards the implementation of team teaching, citing benefits such as student engagement, effective differentiated instruction, and improved academic performance among others. Moreover, factors contributing to teachers' perceptions of team teaching effectiveness included collaboration, team spirit, trust, and administrative support. The study recommends Continuous Professional Development (CPD) to equip teachers with the necessary skills and strategies for effective team teaching and the researchers also recommend implementing mechanisms for ongoing evaluation and feedback to assess the effectiveness of team teaching initiatives.

Teacher and Student Experiences in a Gender-Inclusive Secondary Computer Science Program

Teacher and Student Experiences in a Gender-Inclusive Secondary Computer Science Program

“The Statue of Venus with a Broken Arm Shows Us the Beauty of Incompleteness”: University Student Diversity and Experience in Chinese Well-Being and Mental Health Education Textbooks

“The Statue of Venus with a Broken Arm Shows Us the Beauty of Incompleteness”: University Student Diversity and Experience in Chinese Well-Being and Mental Health Education Textbooks

Incorporating Mobile Augmented Reality into Ubiquitous Learning Models to Enhance Student Experience in Interior Design Education

Incorporating Mobile Augmented Reality into Ubiquitous Learning Models to Enhance Student Experience in Interior Design Education

MSW Student Experiences with the OSCE: Advancing Holistic Competence for Emerging Social Workers

ABSTRACT This qualitative study aims to examine foundation year Master of Social Work (MSW) students’ experiences with the objective structured clinical examination (OSCE) using a holistic framework. Study participants included 64 MSW students who completed a 15-minute virtual OSCE with standardized patients and expert observers followed by a five minute debrief. In-depth student narratives about the experience were transcribed and analyzed thematically. Key themes emerged highlighting the value of practicing clinical skills, receiving immediate constructive feedback and honing skills in managing nervousness and developing confidence. Study implications include the critical need for MSW students as developing clinicians to rehearse clinical skills and receive feedback and the benefits of using the OSCE to expand field- and classroom-based learning.

Improvement Future Candidate of Teachers’ Abilities To Assist Students With Hearing Impairment In The Classroom

Study to equip future educators with the necessary skills and tactics to proficiently assist children with hearing impairments in educational settings. This study holds significant importance for institutions that provide training for teachers, educators specializing in special needs, and policymakers in the field of education. The focus is on promoting effective communication with students who have hearing impairments, highlighting the significance of utilizing assistive devices such as hearing aids and cochlear implants. Curriculum modifications are crucial to ensuring we can obtain educational resources. The study uses academic literature and practical instances to uncover efficacious approaches that instructors can embrace. The results indicate that by employing suitable strategies, utilizing technology, and making necessary modifications to the curriculum, teachers can improve the educational experience and academic achievement of students with hearing impairments. Teachers must possess the necessary knowledge to properly teach, with a focus on teaching tactics, assistive technologies, and curricular changes.

Exploring the experiences of Muslim doctoral students in UK higher education: challenges, implications, and pathways to inclusivity

ABSTRACT This study provides a much needed insight into Muslim doctoral students’ perceptions of UK higher education and their experiences through their doctoral study. The research is based on interviews with fourteen Muslim doctoral students from a range of academic disciplines and provides a qualitative snapshot of the challenges faced by Muslim doctoral candidates. These challenges encompass a complex interplay of personal, economic, and social factors, including Islamophobia, overt and covert racism, and marginalisation. This, alongside a number of themes including the representation of the racialised Muslim as a doctoral student, feelings of disillusionment and fatigue, and the presence of gatekeeping practices within higher education. From this study, it has been concluded that there is an urgent need for a critical examination of the existing systems and spaces in which doctoral education operates. An essential aspect of this is recognising and understanding how anti-Muslim sentiments within the Academy can profoundly impact the experiences of doctoral education and beyond. The study advocates for enhanced Muslim visibility, better representation, and improved mentoring support within doctoral education. Additionally, the paper calls for stronger measures and punishments against higher education institutions that fail to address prejudices and neglect to provide inclusive spaces for their students.

Casual academics’ motivation and well-being: evidence from Australia

ABSTRACT There is growing concern that casual academics operate in an environment characterised by precarity and inequality which has implications for motivation and well-being. This study examines how various factors support or inhibit casual accounting academics’ motivation and well-being in Australian universities. Using Herzberg’s two-factor theory and self-determination theory, this study employs an interpretive research design involving semi-structured interviews to investigate casual academics’ motivation and well-being. The findings demonstrate that subject coordinators’ supervision and interpersonal relations play a key role in fostering psychological needs for autonomy and relatedness, leading to increased motivation and well-being. These findings also highlight how particular hygiene and motivation factors inhibit casual academics’ job satisfaction, resulting in negative well-being. Our findings, concerning the key influence of subject coordinators in supporting casual staff’s motivation, provide new insights that hygiene factors can play a role in improving performance outcomes when satisfaction of the psychological needs for autonomy and relatedness are met. Our findings underscore the imperative for the accounting discipline to focus on promoting casual staff well-being, to enhance teaching and learning performance outcomes. If universities prioritise practices that promote casual staff well-being, staff in return will respond positively, enhancing the teaching quality and the student learning experience.

Intercultural group supervision: from emergency pandemic response to establishing a paradigm of group research supervision

ABSTRACT This paper describes a study investigating the effectiveness of an online group supervision model developed to respond to the plight of postgraduate students forced to complete their research theses in China due to the COVID-19 pandemic border closures in 2020-2022. The supervisory group included academics with variable supervision experience who identified with diverse ethnicities and academic identities. Selected data collection methods were employed to investigate the student experience, including interviews, video analysis of supervision sessions, reflective writing, and collaborative autoethnography. Relational learning, culturally responsive approaches, and care ethics were deployed to provide rich insights into academics’ deliberate strategies to support students in achieving their academic goals. The findings revealed that group supervision provided students with opportunities to participate within a dynamic team that was relationship and knowledge-rich. Academics developed greater intercultural understandings of the important research contexts in which students operated and valued their students’ positioning.