Student Experience Research Articles

Group virtual reality simulation in the adult nursing curriculum: student and lecturer experiences.

Virtual reality (VR) simulation technology was rapidly integrated into pre-registration adult nursing programmes in response to the pandemic and a reduction in clinical placements. The UK's regulatory body for nursing has recognised its value in nursing education by increasing the possible number of simulated practice hours that can replace clinical placements to 600 hours. This article reports on an evaluation study of a novel approach using screen-based VR simulations for groups of students in a classroom setting. This study aims to evaluate student and lecturer experiences of screen-based VR with the aim of informing and sharing insights from this approach. Students and lecturers responded to an evaluation survey comprising both closed- and open-ended questions. A large approved education institute in the East of England. Pre-registration adult nursing master's students and adult nursing lecturers who had experience of screen-based VR with groups. Quantitative data were analysed using descriptive methods, and qualitative data using thematic analysis. Student and lecturer experiences of screen-based VR were overwhelmingly positive, overcoming many challenges of simulation documented in the literature. The group-working approach promoted development of non-technical or essential 'soft' skills such as communication, decision-making and teamwork. Screen-based VR for classroombased learning offers an effective, engaging and cost-effective method of incorporating VR simulation scenarios in adult nursing education. Thoughtful consideration of pedagogical aspects are key to its successful and effective integration into the pre-registration adult nursing curriculum.

Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting

BackgroundRecent studies highlight the benefits of translanguaging for emergent bi/multilinguals (EMLs), enhancing their understanding of academic content in a new language. Despite the growth of Chinese immersion programs in the U.S., research on translanguaging and its impact on teacher and student experiences in this context remains scarce. AimsThis study aims to explore how Content and Language Integrated Learning (CLIL) teachers implement pedagogical translanguaging to support students’ learning in academic content and language within a Chinese immersion context in the U.S., and to understand the perspectives of teachers and students on translanguaging. SampleParticipants were two Chinese CLIL teachers and six of their students from a Chinese immersion school in the U.S. MethodsUsing a participatory design research methodology that combines ethnographic methods with multimodal conversation analysis, we documented the use of pedagogical translanguaging and triangulated data from field notes, classroom artifacts, and interviews. ResultsFindings reveal teachers utilized diverse communicative resources and exercised translanguaging shifts to enhance students’ grasp of advanced vocabulary and academic concepts, facilitating complex idea articulation in Chinese. Both teachers and students valued these strategies for deepening subject understanding and supporting their learning of the Chinese language. ConclusionsThe study highlights the importance of continuous professional development for CLIL teachers to effectively implement pedagogical translanguaging, supporting students’ learning in an immersion setting.

A national DREEM: exploring medical and dental students’ perceptions on their learning environment across Hungary

BackgroundHungarian medical schools attract a diverse student body, enrolling numerous international and Hungarian students annually. The learning environment, encompassing all facets of their academic experience, significantly influences the overall educational experience at the medical schools. As the first nationwide survey, this study aimed to assess and compare the perceptions of international and Hungarian medical and dental students regarding their learning environment across the four medical schools in Hungary.MethodsThe Dundee Ready Education Environment Measure (DREEM) tool was used to get a better insight into the perceptions of international and Hungarian medical and dental students on their learning environment (LE). The questionnaire was distributed via social media platforms and the Neptun Educational System across the four medical schools in Hungary. To gain deeper insights into the participants’ perceptions, a qualitative component was also added to the survey, comprising five open-ended questions. The research was carried out between April and October 2022. To analyse quantitative data, IBM SPSS was used, while the transcription and exploration of the qualitative data was performed using the Sketch Engine software.ResultsA total of 1164 valid responses were received. The results illuminate similarities and differences in perceptions of the learning environment between international and Hungarian medical and dental students. As anticipated, international students’ perceptions were somewhat less favourable compared to their domestic counterparts, who are generally more accustomed to the workings of the Hungarian higher educational system (total DREEM score was 118.1 for the former, and 122.6 for the latter student population). Notably, significant differences were observed in perceptions of teachers and the overall atmosphere.ConclusionThe total score of the DREEM questionnaire was interpreted as “more positive than negative” for both international and Hungarian students, consistent with findings from other DREEM surveys, suggesting overall satisfaction with the learning environment. However, regular and ongoing evaluation of the learning environment is recommended in order to identify areas for improvement, ensure high standards of education, and continuously enhance the overall student experience.

Mobility against all odds: the experiences of Chinese international students in Portugal amid the COVID‐19 pandemic

Mobility against all odds: the experiences of Chinese international students in Portugal amid the COVID‐19 pandemic

Exploring the "led" in health professional student-led experiences: a scoping review.

To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.

A systematic review of international students’ experiences transitioning from non-Anglophone high schools to universities in Anglophone settings

ABSTRACT This systematic review explores the extent and nature of research on the experiences of international students transitioning from non-anglophone high schools to universities in anglophone settings and then curates and synthesises the empirical evidence on their experiences. An extensive and systematic search of the literature revealed 1247 potentially eligible papers. After screening, eleven empirical studies were deemed suitable for data extraction for narrative synthesis focusing on students’ transitional experiences. The university destinations in the included studies were the USA (n = 8), Canada (n = 2) and a variety of English-speaking university destinations (n = 1). Seven of the included studies were cross-sectional, and four studies were longitudinal. Results showed that previous studies have explored students’ decision-making processes, university and international readiness, and language and identity development. Five studies suggested the need for longitudinal perspectives to better understand student participants’ transition. Four studies proposed to incorporate the perspectives and impact of relevant stakeholders in investigating students’ transitional experiences, including students’ families, teachers, peers, and university professors. This review calls for more targeted, rigorous, and longitudinal studies to better understand and enhance international students’ experiences studying abroad.

Self-directed learning and the student learning experience in undergraduate clinical science programs: a scoping review.

Health professional organisations are increasingly promoting the use of self-directed learning. Furthermore, the rapidly evolving field of healthcare has meant that there is greater emphasis within tertiary education for students to become self-directed learners and possess the skills to engage in life-long learning. The aim of this scoping review was to explore the drivers that improve the student learning experience, in undergraduate clinical science programs that utilise self-directed learning. The Joanna Briggs Institute Scoping Review Methodology guided this study. The electronic databases MEDLINE, Embase, Emcare, Scopus and ERIC were comprehensively searched in April 2022 and re-run August 2023, for peer-reviewed research articles published in English. The original search was developed in MEDLINE and then adapted to each database. Following the Joanna Briggs Scoping Review methodology, articles were screened first by title and abstract and then by full text. Included articles were assessment for methodological quality. The search strategy yielded 2209 articles for screening. 19 met the inclusion criteria. Five key factors were identified which improve the student learning experience in self-directed learning: (i) curricular elements; (ii) educator influence; (iii) impact of peers, (iv) environment; and (v) clinical placement experiences. There are many curricular, environmental, and external factors which can improve the student learning experience in programs that utilise self-directed learning. Greater understanding of these factors will allow educators within clinical science programs to implement self-directed learning strategies more effectively within curriculum.

Perspectives on Medical School Admission for Black Students Among Premedical Advisers at Historically Black Colleges and Universities

There remains a lack of representation of Black physicians in the physician workforce despite decades of national efforts to increase diversity. Historically Black Colleges and Universities (HBCUs) contribute to increasing representation in the workforce in the US. There is limited literature exploring the experiences of HBCU premedical students navigating the journey to medical school. To examine barriers to and facilitators of medical school matriculation among Black students by exploring the perspectives of premedical student advisers at HBCUs. In this qualitative study, HBCU advisers participated in a focus group in October 2019 or in semistructured interviews from January 2020 to March 2021. Using purposive sampling, premedical student advisers were recruited from different educational backgrounds and geographic locations and conducted 1-on-1 interviews. Data analysis was performed from March 2021 to March 2022. The main outcome was the experiences of HBCU premedical students navigating to medical school from the perspective of premedical advisers. An inductive approach to generate codes from the interviews and the focus groups was applied by reviewing transcripts and noting concepts and themes associated with advising strategies and student experiences. Among the 26 participants, 18 (69.2%) were female, 13 (50.0%) had a doctorate degree, and 8 (30.8%) had more than 10 years of experience as advisers. Participants described 3 major themes: (1) the complex institutional relationship dynamics between undergraduate HBCUs and medical schools, (2) concerns about preferential treatment for students from predominantly white undergraduate schools when accessing clinical shadowing opportunities, and (3) the "it takes a village mindset" emphasizing family and peer involvement. In this qualitative study, barriers to medical school matriculation included concerns for the preferential treatment of students from predominantly white institutions when engaging with medical schools and a lack of access to clinical opportunities for HBCU students. The findings suggest that medical schools should continue to build collaborative partnerships with HBCUs to ensure equitable access to opportunities that prepare students for medical school.

Examining the Relationship Between Student Online Learning Readiness and Their Satisfaction on Distance Learning.

Assessing Student's Online Learning Readiness is among the critical factors that help higher education institutions to achieve their goals. However, majority of these studies were conducted in western countries. Thus, the current research aimed to examine the relationship between Student's Online Learning Readiness (SOLR) constructs and their satisfaction on distance learning in the higher education institutions in the United Arab Emirates (UAE) context. A quantitative research methodology was used to answer the research question. The questionnaire was distributed among 621 students. SPSS software was used to examine the preliminary data, while SmartPLS software was used for the measurement model and hypotheses. Statistical analysis indicated that there was a positive relationship between satisfaction on distance learning and the following constructs of Student Online Learning Readiness: 1) Technical competencies, 2) Communication competencies, and 3) Social competencies with instructor. While there was no relationship between satisfaction and the following constructs of Student Online Learning Readiness: 1) Social competencies with classmates, and 2) Self-directed learning. The findings extended both student e-learning readiness and satisfaction literature, and supported the applicability of western models such as the Student Online Learning Readiness model developed in the United States in higher education institutions in not often examined contexts such as the UAE. Furthermore, the achieved result extended Yu and Richardson’s (2015) model by examining the impact of self-directed learning as additional construct to overcome the limitation of the used model. Concerning contextual contribution, this research is among the first studies to examine this relationship in the UAE context, which can help decision-makers to understand the significance of investment in student experience and the overall role of student's different competencies on achieving outputs such as their satisfaction with distance learning. With regards to managerial implications, this study confirms the need for implementing national level strategy to identify and enhance human capital required competencies and skills which could help students in the short and long term to achieve the required objectives.

Studying Abroad as a Means of Preparing Future Music Teachers in China

The concept of studying abroad as a means of preparing future music teachers in China has a rich and complex history, reflecting the nation’s evolving educational philosophies, political changes, and cultural exchanges. The purpose of this study is to present the genesis of using studying abroad as part of the professional training for future music teachers, detailing the goals and social mandates across various stages of Chinese state development. The article also draws attention to the organic "embeddedness" of such a means of training future music teachers in the Chinese system of professional and higher music-pedagogical education, especially of vocal practices that are not traditional for Chinese culture. Methodology. The study employs a historical-analytical approach, examining primary and secondary sources to trace the evolution of studying abroad as a practice for Chinese music educators. This includes an analysis of normative documents and policy papers available on official educational authority and institution websites. Additionally, qualitative data from interviews with contemporary music educators who have studied abroad provide insights into current practices and perceptions. The findings reveal that the practice of studying abroad for music education, primarily for personal music career development and secondarily for teaching, has been prevalent throughout Chinese history, and has undergone significant transformations over the past century. In the modern period, China continues to send a significant number of students abroad, supported by initiatives such as the China Scholarship Council and ‘One Belt – One Road’ Initiative. These programs facilitate grant support and promote cultural exchange and international cooperation, enriching the professional development of future music teachers in China. The study concludes that international educational experiences have profoundly impacted Chinese music education. Educators trained abroad have introduced diverse musical styles, innovative teaching methodologies, and a global perspective that enhance the learning experience of Chinese students. The integration of international practices has elevated the standards of music education in China, and gained global recognition. However, challenges remain in balancing traditional Chinese music with Western influences, and ensuring equitable access to international education opportunities. The study highlights the need for continuous adaptation and the development of strategies to address these challenges, ensuring that the benefits of studying abroad are fully realised in the Chinese educational context.

How can short-term experiences in global health shape dental students' professional identity?

How can short-term experiences in global health shape dental students' professional identity?

Human-AI Collaboration: A Student-Centered Perspective of Generative AI Use in Higher Education

The increasing adoption of generative AI (Gen AI) has made it even more important to investigate how education and learning is transformed. The paper investigates the evolving relationship between humans and AI in performing learning and knowledge-intensive tasks. Based on mixed data collected from business school students, the article explores the evolving relationships between human and AI in knowledge collaboration. The article sets out to address how Gen AI usage affects students’ behavior, their academic work and their attitudes towards AI. It investigates how students use Gen AI in an academic context to support students’ work processes. Our analysis draws on collaborative learning theories and revisits the automation-augmentation paradox in the context of management education. The aim is to address the following research questions: How does collaboration with AI affect student academic work? And how do students in higher education use Gen AI for academic work? We present insights into students’ perception of benefits and drawbacks of using Gen AI, their attitude towards Gen AI, knowledge tasks in which they collaborate or delegate to Gen AI and we discuss the potential risks associated with the use of Gen AI. Students are collaborating with AI using ChatGPT for expanding knowledge on academic themes, summarizing concepts, theories, and generating ideas for research topics and methods. Time saving, enhanced productivity and user-friendliness of the tool were identified as the main benefits associated with Gen AI, whereas the risk of plagiarism, its inaccuracy in responses and the need for prior knowledge were identified as the main drawbacks. While our findings underscore the potential of Gen AI to significantly enhance student learning experiences, they also underscore the importance of exercising caution and awareness of associated risks to automate learning. This study seeks to enrich our comprehension of AI's transformative role in higher education, with a specific focus on the student-centered perspective.

Using large language models to support pre-service teachers mathematical reasoning—an exploratory study on ChatGPT as an instrument for creating mathematical proofs in geometry

In this exploratory study, the potential of large language models (LLMs), specifically ChatGPT to support pre-service primary education mathematics teachers in constructing mathematical proofs in geometry is investigated. Utilizing the theoretical framework of instrumental genesis, the prior experiences of students with LLMs, their beliefs about the operating principle and their interactions with the chatbot are analyzed. Using qualitative content analysis, inductive categories for these aspects are formed. Results indicate that students had limited prior experiences with LLMs and used them predominantly for applications that are not mathematics specific. Regarding their beliefs, most show only superficial knowledge about the technology and misconceptions are common. The analysis of interactions showed multiple types of in parts mathematics-specific prompts and patterns on three different levels from single prompts to whole chat interactions.

Humanizing Online Discussions by remixing AI and #DigitalPowerups

This article explores the need to humanize online learning environments while simultaneously developing students' AI literacies and essential academic skills. Fostering meaningful student engagement by integrating AI tools within the #DigitalPowerups strategy for online discussions, educators can enhance both social presence and collaborative knowledge co-construction, creating a more dynamic and interactive learning experience for students. This approach not only supports creativity, critical thinking, and interdependent thinking, but also ensures that students are equipped with the technological competencies required for success in this digital-age. Remixing these elements—humanized learning, AI literacy, and #DigitalPowerups—provides a comprehensive strategy for engaging students more deeply with course content while preparing them to navigate and thrive in modern educational and professional contexts.

The Efficacy of Inclusive Education Practices in Zimbabwean Rural Schools: Challenges and Opportunities

Purpose. The purpose of this research is to assess the extent of implementation and the efficiency of inclusive education practices at a selected secondary school in Zimbabwe. Methodology. The study employed a qualitative research design; data was gathered through interviews, and observed responses, from 15 purposive-selected participating teachers, holding different teaching positions. Consequently, the study relied on social learning theory (SLT) to determine how the process of implementing and participatory education for all is in its local context. Results. The results show that although Zimbabwe has robust national legislation that protects the rights of students with disabilities to access inclusive education, the process is plagued by poor physical facilities, lack of appropriate training for teachers, and social prejudice towards people with disabilities. Some of the implementation differences that stood out included the areas of students with disabilities, policy, resources, and teachers. Accordingly, the study concludes that unless teachers in Zimbabwean secondary schools begin to practice inclusive education in a more focused manner, it is unlikely that many of the disabled students will be empowered to participate fully. Conclusions. Among the suggestions are improving physical and communication access to school buildings, and providing on-going staff training on integration, promoting cooperation among the various actors, and the development of sound assessment mechanisms. This study adds to the existing literature on the predictors of effective inclusive education in Zimbabwean secondary schools. It offers implications on how to foster the educational experiences of students with learning disabilities.

“You really shouldn’t be here”: using social identity theory to explore under-represented ethnic minority (UREM) students experiences of belonging in a UK dental school

There is tacit acknowledgment that the psycho-social and educational challenges experienced by under-represented ethnic minorities in medical school are likely to be similar to those experienced by ethnic minorities in dental school. However, dental scholarship is not as expansive or comprehensive by comparison to confirm if this is the case. This paper addresses this research gap by presenting the findings of a small-scale exploratory study into the experiences of nine dental undergraduates from a variety of ethnic backgrounds studying at one UK dental school. A social identity theoretical framework was applied to the analysis of semi-structured interview data. The study reveals that dental school is a racialised educational space, where whiteness and white privilege are the norm and students from ethnic minority backgrounds occupy ‘out-group’ status through a process of depersonalisation and stereotyping. Their experiences reveal the existence of a climate of everyday racism perpetuated by students and faculty alike. This research calls on dental schools, and the dental profession more generally to address the lack of inclusivity as a pressing concern requiring immediate action.

“Be better. Do better.” Experiencing middle school as a gender-fluid pansexual student with a disability

Students with disabilities who identify as LGBTQ+ often experience obstacles at school that can have a profound adverse impact on their social and emotional well-being. This exploratory ethnographic study used thematic analysis of semi-structured interviews to understand how middle school LGBTQ+ (in this case, gender-fluid pansexual) students with disabilities feel about peers, teachers, and school. Furthermore, this study used self-portraits as artifacts in the vein of portraiture to examine how participants viewed themselves as students at school. Participants’ perceptions of disability, gender, and sexual identity were examined. This study expands on existing intersectional research of LGBTQ+ youth with disabilities by providing qualitative insight from middle school students. Data analysis yielded three common themes of student experiences: Gender and sexuality acceptance and inclusivity, the risk of “coming out” as disabled, and the adverse impact of school on mental health and self-expression. Findings emphasize the importance of making schools safe, anti-ableist, LGBTQ+ affirming, and inclusive of diverse populations and forms of expression.

Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature.

Introducing students to primary scientific literature is essential for establishing scientific literacy; however, students can feel overwhelmed by the amount of information within a research article. In our virology discussion courses, we address this issue by creating a student-centered and active learning environment. Students present and guide discussions on the rationales, background, methods, results, and conclusions from research literature in class. This approach has been applied in both undergraduate and graduate settings for students studying microbiology, with different expectations and criteria between the two groups. Student evaluations collected from three semesters were positive toward the teaching methods. Students praised the inclusion of "landmark discovery" articles, which examined paradigm-shifting concepts in virology. Undergraduates expressed their increased confidence in comprehending scientific literature and highlighted the impact of group work. In a critique of the course, students suggested more variety in the topics covered and inclusion of recent publications. Overall, our enhanced approach and methods improved student experiences with primary scientific literature and promoted student learning.

Online learning experiences of female students living with albinism amidst a global pandemic: evidence from South Africa and Zimbabwe

Our paper explores the online learning experiences of two female students living with albinism in South Africa and Zimbabwe during the COVID-19 era. Using a two-case qualitative research design, we conducted in-depth face to face interviews with the purposefully selected sample. The intention was to bring to the fore, the unique online experiences of female students living with albinism. Data were thematically analyzed. Literature suggests that the unique health and physiological characteristics of students living with albinism tend to present unique but surmountable challenges. Our study established that the gender and physiology of the students tended to complicate or enhance their desire to benefit from online learning during the COVID-19 era. The findings make a case for academic inclusion in universities’ academic projects. Institutions May consider instituting pedagogically inclusive online learning mechanisms that are not only gender sensitive, but are in sync with, not only the COVID-19 realities, but similar calamities.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.