Educational Experience Research Articles

Developing pre-licensure interprofessional and stroke care competencies through skills-based simulations.

Interprofessional collaboration (IPC) in stroke care is accepted as best practice and necessary given the multi-system challenges and array of professionals involved. Our two-part stroke team simulations offer an intentional interprofessional educational experience (IPE) embedded in pre-licensure occupational therapy, physical therapy, pharmacy, medicine, nursing and speech-language pathology curricula. This six-year mixed method program evaluation aimed to determine if simulation delivery differences necessitated by COVID-19 impacted students' IPC perception, ratings, and reported learning. Following both simulations, the Interprofessional Collaborative Competency Assessment Scale (ICCAS) and free-text self-reported learning was voluntarily and anonymously collected. A factorial ANOVA using the ICCAS interprofessional competency factors compared scores across delivery methods. Content and category analysis was done for free-text responses. Overall, delivery formats did not affect positive changes in pre-post ICCAS scores. However, pre and post ICCAS scores were significantly different for interprofessional competencies of roles/responsibilities and collaborative patient/family centered approach. Analysis of over 10,000 written response to four open-ended questions revealed the simulation designs evoked better understanding of others' and own scope of practice, how roles and shared leadership change based on context and client need, and the value of each team member's expertise. Virtual-experience-only students noted preference for an in-person stroke clinic simulation opportunity.

Special education experiences and stress among Asian-American parents of children with intellectual and developmental disabilities

ABSTRACT Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student’s individualized education program (IEP) program (IDEA, 2004), a bulk of empirical research demonstrates the positive impact of parent involvement on student outcomes. However, many families face barriers to participation in the special education process. Culturally and linguistically diverse (CLD), including Asian-American families, especially face systemic barriers when accessing services for their children with disabilities. Unfortunately, less research is known about how Asian-American families participate in their child’s IEP meeting. To these ends, individual interviews were conducted with eight Asian-American families of children with IDD to explore parental perceptions of stress in relation to IEP meetings, special education knowledge, and family-professional partnerships. Participants reported feeling stress before, during, and after the IEP meeting. Regardless of the nature (i.e. positive, negative, or neutral) relationship with the school, participants reported barriers (i.e. language and poor experiences with school personnel) to their family-school partnerships. Implications for research and practice are discussed.

Formative peer evaluation instrument for a team-based learning course: Content and construct validity.

Team-based learning (TBL) is an evidence-based approach to promote teamwork. Peer evaluation (PE) is an essential component to shape future team engagement and promote reflection. As PEs vary in use, implementation, and assessment, this study establishes the content and construct validity of a formative PE tool for a TBL course. A ten-item instrument was developed based on a comprehensive review of PE literature and was critically edited by a team of experienced educators. Each student in a graduate histology course rated peers at two timepoints on a scale from Never to Always (0-3). The instrument's factor structure was analyzed by dividing the response set (D1 and D2); with D1 utilized for exploratory factor analysis (EFA) and D2 for confirmatory factor analysis (CFA). Cronbach's alpha assessed internal consistency. Data from 158 students across four cohorts were included in the analyses (D1, D2 = 972). A three-factor solution had good overall internal consistency (alpha = 0.82), and within the subscales ranged from 0.67 to 0.81. The factor structures were resonant with existing literature on (1) preparation, (2) providing feedback, and (3) feedback receptivity and attitude. This study establishes evidence of content and construct validity of a formative PE instrument for a TBL course.

Public-private partnership practices to transform textbook publishing and distribution: Nepal’s experience for quality education

Public-private partnership practices to transform textbook publishing and distribution: Nepal’s experience for quality education

A community-based geriatric interprofessional education experience and its impact on post-graduate collaborative practice

ABSTRACT While a growing body of interprofessional education (IPE) literature demonstrates a positive impact on learner knowledge, there is limited data on its long-term impact on collaborative practice (CP). With the growth of the aging population globally, understanding both the long-term impact on CP and sustainability of community-based geriatric experiential IPE programs are imperative. This study explores the impact of the Interprofessional Geriatric Curriculum (IPGC), a community-based geriatric IPE program, on post-graduate clinical practice among seven health professions. This study utilized a cross-sectional descriptive design, where both qualitative and quantitative data were collected in the same online survey of health professionals’ to measure their perceptions of the impact IPGC has had on their respective clinical practice 1–3 years post-graduation. Forty-six per cent of health profession graduates provided clinical care for people 65 years of age or older; 81% worked in interprofessional teams; 80% reported the IPGC experience significantly impacted their practice (N = 137), and all used validated assessment tools taught in the IPGC program in their practice. Eight themes emerged from the list of what health professionals learned from IPGC that they use regularly in their clinical practice: four themes were interprofessional in nature (i.e. teamwork and team-based care, interprofessional communication, roles/responsibilities, and personal/professional) and four themes related to geriatrics (i.e. aging, screening and assessment, medications, and didactic content). This study is one of the first to describe the sustained influence of a community-based IPE program across multiple health professional disciplines on clinical geriatric practice.

Financial Literacy, Financial Education and Financial Experience: Conceptual Framework

Low levels of financial literacy continue to persist around the world with women, the poor, lowly educated groups and the youth possessing the least levels of financial literacy. Research has shown that both financial education and financial experience can help boost levels of financial literacy. Despite this, there remains no conceptual framework that shows how financial education and financial experience can be used to boost levels of financial literacy. The purpose of this study is to propose a conceptual framework that links financial literacy, financial education, and financial experience. This paper is based on a literature review of journals on financial literacy, financial education, and financial experience that were published on both Google Scholar, Semantic Scholar, and Scopus from 2018 to 2023. Variables that emerged from the literature review were used to construct a conceptual framework. The findings of this study reveal that financial education and financial experience can be used to enhance financial literacy levels. Thus, it can be concluded that both financial education and financial experience can help to improve levels of financial literacy among individuals and various groups.

Influence of Aeta Education in St. Francis Learning Center at Nibangon Subic, Zambales

The Aeta community is one of the indigenous peoples in the Philippines, and they face challenges in accessing quality education. These challenges include limited school infrastructure and resources, a lack of qualified teachers understanding their cultural context, and socio-economic barriers preventing Aeta children from attending school. Hence, this study explored the perception of Aeta students in their education at St. Francis Learning Center. Specifically, it determined the socio-demographic profile of the participants in terms of year level, gender, age, family members, and socio-economic status; their perception on course descriptions, laboratory experiences, and the quality of academic staff; the factors that influence their decision-making process; and their suggested intervention programs to motivate students to choose the specific Senior High School Strand and college. This study employed a mixed-method research design particularly the explanatory-sequential approach. The participants comprised 10 Aeta Students currently studying at St. Francis Learning Center for the academic year 2024-2025. Results showed that while some students find the course descriptions and teaching methods effective and engaging, others face significant challenges. Scenarios such as teachers being unprepared, insufficient class time, lack of learning materials, and ineffective repetition of lessons point to areas where the educational experience can be improved. Practical utility, economic potential, parental influence, peer relationships, personal interests, career aspirations, and familial roles all play critical roles influence the students’ decision-making processes when choosing their Senior High School tracks.

P-479 Teenagers’ experiences and attitudes toward sex and fertility education in Japan

Abstract Study question What are the experiences and attitudes of Japanese teenagers toward sex and fertility education? Summary answer The participants received sex education on different items to different degrees, and 70% evaluated that the sex education they received in school as neutral. What is known already Although many studies have revealed younger people’s experiences of sex education and their knowledge regarding fertility, very few, both domestic and international, have identified teenagers’ experiences and attitudes toward fertility education. Since 2018, content on fertility has been included in supplementary reading books for Japanese upper secondary school students, and from 2023, students have begun to learn about fertility with the ‘Health’ textbook based on the revised national curriculum. Therefore, it is necessary to clarify teenagers’ experiences and attitudes toward learning about fertility in school. Study design, size, duration This was a cross-sectional questionnaire survey study. The target group consisted of students who had just enrolled to university, were 18-19 years old, and graduated from upper secondary high school in March 2023. The survey was conducted between July and August 2023. The study protocol was approved by the Ethics Committee (approval date: 2023. 6.1; approval number: 5-1). Participants/materials, setting, methods In liberal arts classes with approximately 80% or more first-year students, 873 students who agreed to participate in this study answered a Google forms questionnaire. Of these, 759 (86.9 %) met the inclusion criteria and were included in the analysis. We used the questionnaire ‘Teenager’s knowledge and attitudes to fertility’ which includes 25 items on whether students received and learned from sex education. Simple aggregation and chi-squared analyses were performed. Main results and the role of chance Regarding sex, 46.4% of the participants were male, 51.1% female, and 2.5% other. Of the participants, 99.2% had received sex education at school; 21.6% rated it as very good or good, 71.3% rated it as neutral, and 7% rated it as poor or very poor.The sex education content received by over 60% of the participants was related to the following: sexually transmitted infections (98.4%), contraception (92.5%), puberty (94.2%), menstrual cycle (90.7%), ovulation (87.6%), pregnancy (87.1%), and abortion (60.5%). Regarding fertility and related content, few participants received education on these in school: fertility (8.8%), fertility window (0.0%), menopause (18.3%), relationship between fertility and lifestyle (34.5%), endometriosis (8.8%), and PCOS (2.6%). Women learned more about the menstrual cycle in school compared to men (p<.05). This was the only significant gender difference.Outside school, 30% or less of the participants had studied all 25 items, and nearly 40% had never studied any of the items. Moreover, 11 items were studied by significantly few students outside school than in school (p<.01). Limitations, reasons for caution A limitation of this study is that only 18-19 year olds who had just entered a national university in 2023 were targeted. Therefore, caution should be exercised when generalising these results to the general Japanese teenage population. Wider implications of the findings Few teenagers have studied fertility and related topics both inside and outside of school. It is necessary to enhance schoolteachers’ abilities to appropriately educate teenagers about fertility. In addition, it would be effective for teenagers to be provided opportunities to learn about fertility outside school through websites or short movies. Trial registration number non applicable

‘Like putting a puzzle piece in the wrong spot’: Transgender and non-binary experiences of physical education

ABSTRACT Whilst research examining transgender identities within educational contexts in recent years has increased, there is limited research focused specifically on transgender and non-binary (TNB) experiences in Physical Education (PE). PE is a context where dominant gendered ‘ideals’ raise the potential for exclusion for those who do not ‘fit’. This paper explores the reflective experiences of thirty TNB individuals (aged 18–25 years) and identifies the barriers to/facilitators of their participation in PE. It presents data collected from an online survey and semi-structured interviews with TNB young adults. Findings show that both the implicit and explicit curriculum are strongly binary, making it hard for students who do not conform to dualistic expectations to negotiate the setting. While these findings support the broader view that TNB young people can feel excluded from PE, there is much to learn from the participants’ experiences. The paper closes by discussing the implications for shaping more inclusive practice.

Co-designing Data-Driven Educational Technology and Practice: Reflections from the Japanese Context

AbstractThis paper explores co-design in Japanese education for deploying data-driven educational technology and practice. Although there is a growing emphasis on data to inform educational decision-making and personalize learning experiences, challenges such as data interoperability and inconsistency with teaching goals prevent practitioners from participating. Co-design, characterized by involving various stakeholders, is instrumental in addressing the evolving needs of technology deployment. Japan's educational context aligns with co-design implementation, with a learning and evidence analytics infrastructure facilitating data collection and analysis. From the Japanese co-design practice of educational technologies, the paper highlights a 6-phase co-design framework: motivate, pilot, implement, refine, evaluate, and maintain. The practices focus on data-driven learning strategies, technology interventions, and across-context dashboards, covering assorted learning contexts in Japan. By advocating for a co-design culture and data-driven approaches to enhance education in Japan, we offer insights for education practitioners, policymakers, researchers, and industry developers.

Опросник академической компетентности студентов

<p>The results of the development and standardization of an academic competence questionnaire are presented. The method is based on the understanding of academic competence as a complex of independently developed personal qualities, abilities and skills that ensure the success of educational activities in conditions of its variability during higher education. The theoretical model includes 6 structural and content components (academic motivation, self-organization of educational activities, emotional self-regulation, skills and abilities to work with information, proficiency in oral and written language, communication skills), presented at 3 levels of generality and freedom of transformation (reproductive, reflective, functional). Based on the results of Study 1 (N=199), the preliminary version of the questionnaire was reduced from 144 to 69 items. Comparing the results of successful and unsuccessful students confirmed predictive validity. External criterion validity using the contrast group method is based on comparison of groups of undergraduate and graduate students, correlations with self-organization and academic motivation questionnaires (AMS). Study 2 (N=355) demonstrated a relatively acceptable fit of the data to the theoretical model based on confirmatory factor analysis, consistency with educational experience questionnaire scales. The internal consistency of the scales was confirmed by Cronbach's alpha indicators based on data from studies 1 and 2. Descriptive statistics for Study 2 are provided. Standardization is proposed based on percentile values, because the distributions of values for most scales differ significantly from normal.</p>

Commoning education, challenging the state: the radical instability of Bachilleratos Populares in Buenos Aires

ABSTRACT From a neo-Marxist approach, ‘the commons’ are defined as utopian, anti/post-capitalist, and self-managed initiatives created by civil society autonomously from the market and the state, organised as open access, horizontal, and assembly-led spaces. In light of their organisation according to these principles, this article addresses the experience of the Argentine Bachilleratos Populares (BPs) as an example of educational commons. The BPs are popular education experiences created by grassroots social organisations from the social uprisings of 2001 that adopted a school format to ensure a secondary education diploma for their students. Their school format forged the BPs on a radical contradiction between their autonomous politics of destabilising rationality and the state-centric policies of stabilising rationality. Drawing from the policy documents that recognise the BPs as secondary schools and interviews with 16 BPs activists and 4 state managers (politicians and officials) of the Ministry of Education of Buenos Aires City, this article provides a strategic and institutional analysis of the BPs. This analysis delves into the conditions that enabled or facilitated BPs’ origin, their institutional design in interrelation with the state, and the ensuing set of contradictions, limits, and dilemmas that make the BPs a radical institutional arrangement inevitably marked by instability.

“SmartEduHub: Empowering Education with Advanced Features”

" SmartEduHub" is an innovative platform designed to transform the educational experience by integrating advanced technologies and a comprehensive range of features. It aims to enhance learning and streamline administrative processes, providing personalized tools for students, educators, and administrators. The platform ensures a dynamic and interactive educational journey with secure user authentication, real-time updates, and cutting-edge learning management systems.

‘There is no barrier when it comes to your deafness’: participatory research exploring the views of deaf and hard-of-hearing students being educated in a resource provision

ABSTRACT Resource provisions (or bases) are a form of educational provision in England intended to allow the inclusion of students with special educational needs and disabilities within a mainstream setting. Current research around the educational experiences of students within resource provision is limited. This small-scale study sought to explore the school experiences of a convenience sample of six deaf and hard-of-hearing students, aged between 12–18 years, educated in a resource provision within a mainstream secondary school. The study used a participatory approach in which all six students took on the role of co-researchers. Interviews and diary entries were used to collect the data and thematic analysis was carried out by the co-researchers to identify five themes. The themes highlight the complex interplay between individual agency, peer influence and societal barriers for this minoritised group. The co-researchers’ findings led to implications for action for themselves and for their immediate educational provision. The findings suggest implications for educational settings more widely in enabling the inclusion of deaf and hard-of-hearing students educated in resource provision.

The iPhone Phenomenon, Media Literacy and United Nation’s 2030 Sustainable Developmental Goals in Nigeria

In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable Development which includes 17 interconnected Sustainable Development Goals (SDGs) - quality education, reduced inequality, responsible consumption and production, and partnerships to achieve the goals. Smartphones are becoming increasingly prevalent element of the educational experience in classes, from preschool to graduating school level. The iPhone phenomenon makes students' lives easier. They can access their school information on portable devices. This is referred to as electronic learning (e-learning); smartphone is advanced mobile phone device that has improved considerably in the 21st century with the accommodation of features such as accessing emails, biometrics, online shopping, social media, and many more. The question arises whether the iPhone craze is driven by the passion for securing academic excellence, prestige, or social relevance. This author observes that the use of smartphones is gradually becoming an effective and indispensable learning tool used to enhance youths' social engagement. Hence, this study aims to conceptually synthesize existing literature on the iPhone phenomenon using the Marshal McLuhan Theory.

Exploring medical students' experience of the learning environment: a mixed methods study in Saudi medical college

BackgroundIn medical education, the learning environment (LE) significantly impacts students' professionalism and academic performance. Positive LE perceptions are linked to better academic outcomes. Our study, which was conducted 15 years after curriculum reform at King Saud University's College of Medicine, aimed to explore students' perspectives on their LE and identify areas for improvement. By understanding their experiences, we strive to enhance LE and promote academic success.MethodsThis mixed-method study employed an explanatory sequential approach in which a cross-sectional analytical survey phase was collected first using the Johns Hopkins Learning Environment Scale (JHLES), followed by qualitative focus groups. Findings from quantitative and qualitative methods were integrated using joint display.ResultsA total of 653 medical students completed the JHLES. The total average score was 81 out of 140 (16.8), and the average subscale scores ranged from 2.27 (0.95) for inclusion and safety to 3.37 (0.91) for community of peers. The qualitative approach encompasses both inductive and deductive analyses, identifying overarching themes comprising proudness, high expectations and competition, and views about the curriculum. The integration of results emphasizes the need for continued efforts to create a supportive and inclusive LE that positively influences students' experiences and academic success.ConclusionThis research offers valuable insights for educational institutions seeking to enhance medical education quality and support systems. Recommendations include faculty development, the cultivation of supportive environments, curriculum revision, improved mentorship programs, and initiatives to promote inclusivity and gender equity. Future research should explore longitudinal and comparative studies, innovative mixed methods approaches, and interventions to further optimize medical education experiences. Overall, this study contributes to the ongoing dialog on medical education, offering a nuanced understanding of the complex factors influencing students' perceptions and suggesting actionable strategies for improvement.

Alpha/Theta Neurofeedback Rehabilitation for Improving Attention and Working Memory in Female Students with Learning Disabilities

Learning disabilities (LDs) encompass a range of cognitive challenges that can significantly influence students' educational experiences and overall academic performance. This study aimed to investigate the effects of alpha/theta neurofeedback rehabilitation on attention and working memory in female students with learning disabilities. This study employed a quasi-experimental design with pre-tests, post-tests, and a two-month follow-up and included a control group. Convenience sampling was used to select 40 female students with learning disabilities referred to psychological clinics in Tehran during the 2020-2021 academic year. The participants were randomly assigned to the neurofeedback experimental group (n = 20) or the control group (n = 20). Three students from each group withdrew from the study, leaving 17 participants for the final analysis. Attention and working memory were assessed using the n-back task, Stroop test, and Reverse Stroop test. Data analysis involved mixed repeated ANOVA, independent t-tests, and chi-square tests. The findings revealed that alpha/theta neurofeedback rehabilitation improved all aspects of working memory and attention in female students with learning disabilities during the specified period. These improvements remained consistent during the two-month follow-up (p < 0.001). This study demonstrated that alpha/theta neurofeedback rehabilitation can potentially enhance the attention and working memory of female students with learning disabilities.

Enhancing personalized learning: AI-driven identification of learning styles and content modification strategies

In the rapidly advancing era of educational technology, customized learning materials have the potential to enhance individuals’ learning capacities. This research endeavors to devise an effective method for detecting a learner’s preferred learning style and subsequently adapting the learning content to align with that style, utilizing artificial intelligence AI techniques. Our investigation finds that analyzing learners’ web tracking logs for activity classification and categorizing individual responses for feedback classification are highly effective methods for identifying a learner’s learning styles, such as visual, auditory, and kinesthetic. A custom dataset has been constructed in this research comprising approximately 506 samples and 22 features utilizing the Moodle learning management system (LMS), successfully categorizing students into their respective learning styles. Furthermore, decision tree, random forest, support vector machine (SVM), logistic regression, XGBoost, blending ensemble, and convolutional neural network (CNN) algorithms with corresponding optimized hyperparameters and synthetic minority oversampling technique (SMOTE) have been applied for learning behavior classification. The blending ensemble technique with the XGBoost meta-learning model accomplished the best performance for learning style detection with an accuracy of 97.56%. Next, the text content of the electronic documents is modified by employing different natural language processing (NLP) techniques, including named entity recognition of spaCy, knowledge graph, generative pre-trained transformer 3 (GPT-3), and text-to-text transfer transformer (T5) model, to accommodate diverse learning styles. Various approaches, such as color coding, audio scripts, mind maps, flashcards, etc., are implemented to adapt the content effectively for the detected categories of learners. The spaCy NLP-based named entity recognition (NER) model demonstrates a 94.16% F1 score and 0.92 exact match ratio for color coding text generation of ten electronic documents comprising 790 distinct individual words. These modifications aim to cater to the unique preferences of learners, fostering a more personalized and engaging educational experience. To the best of our knowledge, this is the first time an integrated learning style detection and content modification system has been developed in this work utilizing efficient AI techniques and a private dataset.

Investigating students’ perceptions of self-directed learning in mathematics at the basic school level

Self-directed learning (SDL) is an educational approach, where individuals take initiative and responsibility for their own learning, choosing what, how, and when to learn. It is assumed that SDL empowers students to tailor their educational experiences to personal interests and pace of learning, fostering autonomy and lifelong learning habits. This study aims to investigate on students’ attitudes toward SDL in mathematics at basic school level using quantitative research design (survey). The data were collected from students using SDL attitude scale. Total papulation of the survey consists of students from six publics and eight private schools, out of which students from two purposefully selected schools from each category for the sample. From the four school, 120 students were selected. Attitudes towards SDL in mathematics scale developed by the researchers were applied to collect the data and were analyzed using SPSS version26 based on the research questions. The study revealed that students had negative attitude toward self-management, self-monitoring and self-motivation as required for SDL in mathematics at basic level school. Moreover, there is no significant difference in student’s attitudes toward SDL in mathematics between public and private school, and between male and female students. The result shows that student’s attitude towards SDL changes positively as they participated in different teaching learning techniques applied for engaging them in learning such as KWL, jigsaw, reciprocal teaching, think-share-pair, and cooperative, and collaborative instruction. This implies that negative attitude towards a pedagogical approach does not mean that students pay less attention to the approach but changes when applied appropriately.<i> </i>

The impact of early childhood education and mathematical abilities on student achievement: Analysis of TIMSS 2019

This paper is based on the analysis of the relationship between early education, mathematical skills, and student achievement in Bosnia & Herzegovina, using data from the trends in international mathematics and science study (TIMSS) 2019. The study involves 5,628 fourth-grade students whose average age was 10.1 years. The research specifically focuses on factors such as the age of students at the beginning of schooling, attendance at preschool institutions, and their mathematical skills before starting school. Through the application of SPSS analysis, insights into the statistical relationships and trends between these factors are provided, emphasizing the importance of early educational experiences to improve the quality of education in Bosnia & Herzegovina. The analysis results show that the length of stay in preschool institutions, attendance in preschool programs, and the early acquisition of mathematical skills (counting skills, recognition of numeral representations, numeral writing, simple addition, and subtraction) impact later mathematical achievements of students.