Student Learning Experience Research Articles

Qatar dental student perceptions of Sirona prep-check software for learning crown preparations

Abstract Background Contemporary dental education requires swift assimilation of technological advancements to prepare the future generation of dentists. Integrating digital tools, such as prepCheck software in crown preparations offers a promising avenue for enhancing the learning experiences of dental students. This study aimed to evaluate the perceptions and experiences of undergraduate dental students regarding the use of PrepCheck software for learning crown preparations. Methods An interventional study design was employed to investigate the perceptions of undergraduate dental students regarding the use of Sirona prepCheck software their learning experiences in the prosthodontics course at the College of Dental Medicine. were recruited using purposive sampling. Participants received training on crown preparations using standard didactic and practical teaching methods. A total of 64 dental students (Mean age 22.4 years) participated in the study. They were randomly assigned to two groups, 32 participants each. The study group utilized prepCheck software and the control group relied solely on supervisor feedback. Both groups completed their crown preparation labs concurrently, ensuring consistency in training and assessment conditions. Results Out of a total number of 66 students enrolled on the course, 64 participated in the study giving a response rate of 96.96%. The overall mean score for all items was 1.01 (95%CI 0.77–1.25), indicating positive perceptions of the participants about prepCheck software. Analysis of variance revealed no significant variation by gender. Thematic analysis of open-ended items identified key themes related to the advantages and challenges of using prepCheck. Advantages included immediate self-evaluation, objective analysis, and feedback, while challenges included operational difficulties and cost concerns. Conclusion This study provides insights into the effectiveness of prepCheck in dental education, offering perspectives derived from both quantitative and qualitative analyses. A majority of the participants recommended that digital assessment should be integrated with conventional methods, underscoring the importance of human input through supervisor feedback. The study demonstrates the potential of prepCheck software in enhancing participants’ learning experiences in crown preparation assessment. While digital tools offer advantages such as self-evaluation and objective analysis, they need to be supported with input and feedback from the supervisors.

An Exploratory Study of Low-Income Minority Students Online Learning Experience

This study draws on the theory of Cumulative Disadvantage and Advantage (CDA) (Merton,1968; Dannefer, 2003; Northrop, 2017) to explore the online learning experiences of Low-income minority students in middle school. I examine inequitable access to technology and the underdevelopment of technological skills by minority students. The study sought to answer How intermediate school students from low-income minority communities describe their online learning experiences? In a qualitative school-year-long survey, I interviewed two middle school students across classes in an urban middle school and interviewed two teachers who teach these students. Using 300 hours of observations, analysis of interview data showed that minoritized students experience comfort and discomfort when learning online. Comforting teacher behaviors mitigate these learner discomforts. By documenting online learning experiences of Low-income minority students, findings have implications for educational equity and promoting socially just teaching.

Visualizing filtration: a hands-on model for understanding Starling forces in glomerular filtration rate.

Understanding complex physiological processes is a cornerstone of medical education, and one such fundamental concept is the regulation of the glomerular filtration rate (GFR) by Starling forces. Therefore, developing a physiologically sound educational model to demonstrate these forces can significantly enhance the learning experience for students, providing them with a clear and comprehensive understanding of renal filtration. Starling forces include the glomerular capillary hydrostatic pressure, which drives plasma filtration; the plasma colloid osmotic pressure (also referred to as the oncotic pressure within the capillary), which opposes filtration; and the Bowman's capsule hydrostatic pressure, which resists fluid influx. Bowman's capsule oncotic pressure is typically considered negligible in healthy kidneys and, therefore, does not usually influence the glomerular filtration process. It is crucial for future clinicians to understand these Starling forces in order to monitor and manage kidney function effectively. To aid in understanding these concepts, we present a simple yet effective physical model of GFR. This model uses pressurized air and a serological pipette setup to simulate the filtration process, with a ping-pong ball's height representing GFR. Various perturbations demonstrate changes in Starling forces, allowing students to visualize the impact of different physiological and pathological conditions on GFR. This hands-on approach aims to simplify the complex interplay of factors affecting GFR, making it an invaluable educational tool for medical students.NEW & NOTEWORTHY Physical models enhance the understanding of complex physiological concepts. This Illumination introduces a hands-on model using pressurized air and a serological pipette to simulate glomerular filtration rate (GFR), with a ping-pong ball indicating filtration rate. The model demonstrates how Starling forces, glomerular capillary hydrostatic pressure, plasma colloid osmotic pressure, Bowman's capsule oncotic pressure, and Bowman's capsule hydrostatic pressure, affect GFR, providing a clear and comprehensive learning experience for students.

<b>Re-Examining Fries-Britt’s Learning Race in a U.S. Context Emergent Framework Drawing on the Micro-Level Narratives of International Students in the United States</b>

Fries-Britt et al.’s (2014) Learning Race in a U.S. Context (LRUSC) emergent framework holds significant prominence in international student literature as the pioneering framework to theorize the perceptions of race and responses to racialized experiences among college students of color born and raised outside of the U.S. This scholarly paper analyzes nine peer-reviewed articles published after 2014, utilizing micro-level narratives that delve into the racial learning experiences of diverse international students within the U.S. context. The aim is to assess the framework’s relevance and suggest potential updates a decade after its initial publication. The findings show that the framework is still generally applicable but can benefit from incorporating the following revisions: 1) broadening the scope of racial encounters; 2) emphasizing the impacts of the home country context; and 3) leaving the outcomes of racial learning open.

Singular Therapeutic Plan: Strategies For The Well-Being Of The Elderly In Primary Care

Background: Elderly health faces challenges due to increased life expectancy and the prevalence of chronic diseases. In this scenario, the Singular Therapeutic Project (PTS) emerges as an innovative strategy, initially developed in mental health, but now applied in geriatrics. The PTS promotes a personalized care plan, created in collaboration with the elderly person, their family and an interdisciplinary team, focusing on the needs This approach not only improves adherence to treatment, but also promotes autonomy and protagonism, essential for quality of life in old age. Aim: This experience report aims to describe the practical learning experience of medical students in the implementation of a STP for an elderly patient in primary health care, highlighting the impact on medical care and education. Experience Report: During the second semester of 2024, medical students had the opportunity to experience the practice of the Singular Therapeutic Project (PTS) in a real context, through home visits in the territory of Primary Health Care at the Basic Health Unit (UBS) Riozinho in the municipality of Bragança-PA. During the home visit to the patient's home, several instruments were applied for a more complete evaluation of both the elderly woman and her caregiver, her husband, 83 years old. Among these tools, the Adult Stress Symptom Inventory (LIPP) and the Zarit Caregiver Burden Interview (ZBI) scale were used to assess caregiver stress and burden. Conclusion: The participation of medical students in the construction of the Singular Therapeutic Plan (PTS) in primary health care is an essential training experience that significantly enriches the training of future professionals.

How institutional resources affect university students’ learning outcomes: evidence from the 2023 university student learning experience survey in China

ABSTRACT Evidence shows that students’ learning outcomes are associated with institutional resources. Whether this phenomenon is universal needs to be tested, as there are cultural differences between countries. We analyse the relationship between resources in higher education institutions and students’ learning outcomes using data from a national survey of 1,142 Chinese undergraduate students. The results indicate that institutional resources can predict students’ learning outcomes, with facilities and support being the strongest predictors, followed by student engagement and teaching quality. Surprisingly, despite the prevailing belief that teachers and teaching have an important role in educational effectiveness, path analysis shows that when factors such as facilities and support are considered, teachers and teaching explains little of the variation in students’ learning outcomes. One possible explanation could be over-emphasis on research outputs in China in an effort by Chinese universities to establish world ranking status, which marginalises the role of teachers and teaching. This may come at the expense of students’ learning outcomes.

Comparison of the Effect of Motivation in Medical Students with the Use of Virtual Reality and Non-Immersive Digital Resources

Comparison of the Effect of Motivation in Medical Students with the Use of Virtual Reality and Non-Immersive Digital Resources

A Viewpoint on the Ethics of Pseudostuttering Assignments: Guidelines and Best Practices for Their Use.

Pseudostuttering, or the act of voluntarily stuttering or stuttering on purpose, has been both regularly used by clinicians alongside clients in stuttering therapy and taught to students in stuttering courses for decades. However, in recent years, teaching speech-language pathology students how to pseudostutter in stuttering courses has been increasingly questioned by students on grounds that pseudostuttering may be ableist, a disability simulation, and of questionable clinical value. The purpose of this article is to discuss the value and ethics of pseudostuttering assignments as part of graduate clinical education for speech-language pathologists (SLPs). The history of pseudostuttering and the pseudostuttering assignment within speech-language pathology pedagogy, disability studies literature, and community perspectives are reviewed. In so doing, we incorporate views from the broader disability rights community, the stuttering community, and stuttering research and clinical literature. Stuttering literature and community perspectives not only confirm the value of pseudostuttering assignments but also underscore the critical importance of assignment purpose, framing, structure, and scope. Pseudostuttering continues to be a critical clinical skill for SLPs who work with people who stutter, and pseudostuttering assignments are an invaluable learning experience for speech-language pathology graduate students. However, assignments must be designed and implemented according to a specific set of principles and best practices. Assignment design that does not follow these principles and best practices is likely to perpetuate ableist constructs and inadequately prepare students to work with individuals who stutter. Graduate course instructors should educate themselves on these principles and engage with students who express concerns with the assignment.

Optimising Instructional Design Strategies to Mitigate Cognitive Overload

A lack of unified instructional design strategies to mitigate cognitive overload in higher education necessitated this study to explore how instructional design could mitigate cognitive overload in first-year commerce students. Grounded in the Cognitive Load Theory (CLT), which posits that excessive information impedes conducive student learning experiences and metacognition. The research is situated within a South African private higher education institution (PHEI) and explores a qualitative analysis using a three-pronged approach. Firstly, a literature review on CLT and its application in instructional design impacting students' learning experiences was conducted. Secondly, the researchers evaluated the institution’s 2023 instructional design of modules and their presentation through the learning management system (LMS) using multimedia learning. The purposive sample consisted of eight first-year modules within the Bachelor of Commerce degree program to assess the learning design elements against the principles of CLT. The researchers, being three instructional designers used secondary data and peer-reviewed the module evaluations to validate the findings and verify the impact of CLT on students' learning based on the institution's existing instructional design strategy. By evaluating the PHEI’s current instructional design practices against CLT principles, this study aimed to identify effective strategies to manage cognitive load and enhance the student learning experience within the higher education context. The research findings of this study indicated that the integration of CLT into instructional design could mitigate cognitive overload, thereby improving the student learning experience, and metacognition and providing guidelines for the refinement of instructional design strategies. The value of the research outcomes was anticipated to contribute to the development of improved instructional design strategies using multi-media learning to address cognitive load. The value of the research outcomes was anticipated to contribute to the development of improved instructional design frameworks and strategies that addressed cognitive load, enabling effective and conducive learning environments in higher education. These insights aimed to guide future research in curriculum design and teaching and learning practices in higher education and to recommend instructional design strategies to manage cognitive load thus mitigating the challenges of cognitive overload experienced by students and enhancing the student learning experience.

The synergistic value of cross-course collaborations

Cross-course collaborations provide a learning experience for business students enrolled in different courses to meet course-level learning objectives and common program-level objectives of developing student career readiness skills and capabilities. This research examined a cross-course collaboration that spanned two courses at different points in an undergraduate business program and found students valued the learning experience. Students who had a future focus or intrinsic goal orientation and students in more interactive groups realized more value from the learning experience. Cross-course collaborations offer a novel opportunity for students to connect and learn from each other.

Neuroscience-Informed Design of Learning Materials: Examining the Impact of Emotion, Interest, and Attention on Learning

The impact of emotional design on learning, particularly related to emotional valence, is a topic of interest in the domain of online and distance learning. This study, situated in the South African private higher education context, sought to explore how students learn and why certain learning materials better promote learning than others. The study used psychophysiological assessments, including eye-tracking, galvanic skin responses, and facial expressions, to explore the relationship between emotional arousal, interest, and attention in online learning. Nineteen students aged 18 to 24 were shown 11 different variations of an online module's first page, each differing in design elements, for 9 seconds to gauge their initial reactions. Emotional responses were measured using the Self-Assessment Manikin (SAM), and qualitative discussions provided further insights into students' preferences. The findings produced valuable recommendations for instructional design that fosters interest and enhances the learning experience. By integrating neuroscience techniques and educational psychology principles, the study established a link between emotion, interest and attention as key factors influencing student engagement and memory retention. This finding is significant as it highlights the importance of designing learning materials that capture students' initial interest, providing valuable insights into the universal principles of effective learning design. It emphasises the importance of emotional design in learning materials and the need for a balance between emotional arousal that generates interest but avoiding cognitive overload. The study underscores the critical role of purposeful learning design in creating engaging and effective learning experiences for students.

Enhancing Engagement in Business Communication Course Content Development through Stakeholder Mapping and Analysis at South African HEIs: A Review of Literature

The role of stakeholder engagement in higher education institutions has received attention from academics and industry practitioners. This paper thus aims to gain insights into the assumption of stakeholder mapping and analysis by South African higher education institutions in the course content development activities of business communication modules. Although stakeholders are assumed to form an integral part of decision-making in HEIs, questions have been raised about the efficacy of engagement initiatives that are directed towards them, and whether or not the said initiatives are delivered to the relevant constituents. Within the context of course content development, effective stakeholder engagement is the cornerstone of curating educational experiences that enhance the learning experiences of students. A desk research methodology was undertaken to explore data from existing studies that are centred on stakeholder analysis and mapping, in order to examine findings from studies that have investigated utilising this approach to enhance engagement with stakeholders for module development purposes. The researcher analysed articles, e-books, reports and websites, extracted from electronic databases such as Google Scholar, EBSCOhost and ResearchGate. The findings conveyed the value of involving stakeholders in course content development, they also highlighted the importance of stakeholder mapping and analysis in getting Higher Education Institutions to classify their stakeholders accordingly. This promotes an inclusive approach, ensuring that no one is left behind in conversations, relating to business communication course content development, it also ensures that the requirements of all stakeholders are fulfilled. Collaboration with stakeholders leads to the creation of effective business communication modules that meet contemporary workplace demands.

AI‐powered vocabulary learning for lower primary school students

In this exploratory mixed‐methods study, we introduce and test our AI‐powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student‐generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre‐ and post‐tests, post‐surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom‐based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions. Practitioner notesWhat is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI.

Empowering future leaders: a cross-university study on integrating SDGS in university social responsibility programs in Taiwan

Purpose This study aims to examine the efforts of two universities in Taiwan, particularly their engagement in coastal rural communities, and provides insights into the substantial contributions of University Social Responsibility (USR) projects toward achieving the sustainable development goals (SDGs) in rural settings. The objective of this research is to analyze the outcomes of these case projects on the SDGs and, consequently, to propose a theoretical model aimed at enhancing student participation in achieving SDGs through USR programs. Design/methodology/approach This study adapted the methodology comprising SDGs contribution analysis and participant observation. The SDGs contribution analysis unfolds in three steps. First, the authors conducted evaluation of the 2030 Agenda for Sustainable Development. This step involved a thorough analysis of all 17 SDGs and their respective targets to establish a foundational understanding. Second, analyzed the outcomes of the case projects to examine the specific contributions of case projects toward achieving the SDGs. Third, the information from the preceding steps is analyzed to determine the extent of the case projects’ contributions to the SDGs. Findings The study proposes a theoretical model to enhance student engagement in achieving SDGs, emphasizing student empowerment, community partnership and robust evaluation methods aligned with SDGs and social impacts. This model could offer guidance for higher education institutions (HEIs) globally on utilizing USR programs to contribute to the SDGs, while simultaneously enriching student learning experiences through practical engagement and empowerment. Research limitations/implications This model can be enhanced and validated by applying more rigorous scientific methods. For instance, conducting surveys on students and community participants of events and activities, utilizing a statistically rigorous approach such as pre-post testing, can analyze the effectiveness of these programs on various SDG-related variables (e.g. awareness of SDGs). Additionally, exploring the relationships between the tested variables can be a potential research direction. For instance, examining whether community engagement can positively increase the social impacts of USR projects, or whether student empowerment can enhance community capacity building, are important issues worthy of discovery. Practical implications This model emphasizes the pivotal role of student empowerment, advocating for an educational approach that not only enhances students’ proficiency in community development but also potentially shapes their career trajectories, as evidenced by the case projects examined in this study. In essence, this model offers HEIs a structured pathway to enrich student engagement in realizing SDGs through USR initiatives. It posits student empowerment as the foundational element, fostering a learning environment where students gain valuable skills and insights into community development, potentially guiding their future professional endeavors. This research provides practical direction for those HEIs implementing USR projects, which will increase the positive impacts brought by HEIs, especially for the students and local community. Originality/value To the best of the authors’ knowledge, no previous studies have proposed a theoretical model specifically designed to engage students in achieving SDGs through USR programs in a rural context. The significance of this study lies in its potential to serve as a guide for higher education institutions globally, enabling them to effectively leverage USR programs to contribute toward SDGs. This makes the study an invaluable resource for researchers, policymakers and educators who are committed to fostering sustainability.

초⋅중등 생산기술 문제해결 학습경험의 계열화

Objectives The purpose of this study is to sequence Production Technology problem-solving learning experiences for elementary and secondary students. Methods To this end, first, through literature review, a plan to secure the sequence of learning experiences and a framework for a curriculum for solving problems in elementary and secondary production technologies were derived. Based on the framework of the systematic elementary and secondary production technology problem-solving curriculum, educational goals for solving production technology problems for elementary, middle, and high school students were set by school level, and after that, learning experiences for solving production technology problems suitable for achieving the set goals were selected by school level and organized by applying a sequencing method. The developed draft was revised and supplemented after expert review. Results The production technology problem-solving curriculum sequenced according to the learner's level consists of the upper grades of elementary school (cognitive process), middle school (exploration process), and high school (in-depth development process). The learning experience of solving problems in production technology is organized into a large unit, a middle unit, and a small unit. According to the principle of sequencing, the learning experience of solving problems in production technology in elementary and secondary production technology becomes wider, deeper, and more complex as the learning experience of solving problems in production technology increases. Specific production technology problem-solving experiences are presented as examples. Conclusions The production technology problem-solving learning experience was developed by sequencing it into a cognitive process, an exploration process, and an in-depth development process, and based on this, an example of an experiential task was presented as a learning experience for solving production technology problems at the level of a sequenced sub-unit. Additional research is also required on the sequencing of the transportation technology and communication technology curriculum.

“They already trusted us a lot”: Allied health students’ experiences of an innovative hospital, service-focussed placement model

Background A service-focussed placement model involves an innovative partnership between service and education providers to a) address service delivery needs and b) facilitate students’ competency development. Services are collaboratively redesigned such that students are positioned as collaborators in service delivery with their learning supported through evidence-informed educational design. This model was implemented in the hospital setting and was found to promote positive patient outcomes. Our study explored whether this model supports student learning. Methods Students’ perception of learning was explored using a multiple-case study design with data collected from 22 semi-structured focus groups and interviews with 64 senior year allied health students (physiotherapy n = 55; occupational therapy n = 9) across six placement settings. Inductive thematic analysis identified aspects of this placement model that facilitated and challenged students’ learning. Results A service-focussed placement model provides a quality student learning experience. Students identified the need to be prepared for independent learning. This placement model promoted their professional development and sense of autonomy through engaging them in early, active learning within a safe learning environment. Conclusions Students perceived that a service-focussed placement model equipped them for the ever-changing complexities and challenges of hospital services.

A Typology of US Public Health Work-Education Programs

Objective: A pipeline is required to build a qualified and diverse public health workforce. Work-education programs offer public health students experiential learning, training, and a pathway to public health professions. However, there is a gap in the literature to guide public health practice on the types of programs, their components, and their potential impact. By defining and differentiating work-education programs, we aim to provide public health practitioners a useful tool to advance public health careers. Design: We conducted a scoping review of US-based public health work-education programs and performed a content analysis to extract, analyze, and synthesize data to develop a typology of programs in the US. We searched CINAHL, ERIC, PsycInfo, PubMed and Web of Science databases for papers published between January 1, 2012, and December 31, 2022. Eligibility Criteria: Inclusion criteria included programs with a description, intervention design, student characteristics, setting characteristics, and program outcomes if available. Exclusion criteria included programs with no description, that focused on the expansion of a specific clinical profession (ie, dentistry), that were implemented outside of the US, and that targeted exclusively high school students. Study Selection: The search resulted in 650 references, which yielded 35 articles from 33 interventions. Main Outcome Measure(s): The main outcome measures were qualitative and included program design, features, and implementation. Results: We identified 3 types of programs: those that (1) expose students to public health (n = 6), (2) guide students to specific public health professions (n = 12), and (3) connect students with organizations for public health practice (n = 15). Program types were influenced by student participants, setting, and program components. Conclusions: This typology illustrates the spectrum of work-education programs and their variability in design and implementation. The typology has utility for practitioners to identify programmatic aspects that may be feasible and desirable in the context of their practice.

Scaling-up technology-enhanced authentic learning across a university-wide curriculum innovation program

Authentic learning, enhanced by technology, is a curricular, pedagogical and assessment design approach that has been widely adopted in higher education and has led to positive educational outcomes. Building authenticity into learning activities, approaches and assessments can engage students with real-world problems, issues and analysis and allow them to connect to their discipline. These potential benefits are pronounced within placements, internships and work experience activities; however, these are commonly, and necessarily, enacted at smaller scales. Scaling up authentic learning activities can connect students in larger cohorts to disciplinary practices and enabled through technological affordances; however, implementing these projects requires a considered and collaborative approach across educators, designers and developers. This panel will discuss several initiatives in technology enhanced authentic learning implemented at scale, including inherent challenges and opportunities, and will be of broad relevance to university educators and third-space professionals. Authentic learning can have significant benefits across a range of disciplinary contexts, but embedding authenticity into subjects and courses at larger scales can be challenging. Utilising the affordances of educational technologies can allow a scale-up of activities and assessments that are embedded in real-world contexts, using authentic datasets, documents and video media, or through virtual reality or simulations, but present their own challenges in implementation at scale that encompass not just technical aspects, but also factors relating to academic knowledge and capacity, institutional practices, and sustainability. Scaling-up innovative technologically enabled educational practice is not a simple, linear endeavour where, given sufficient resources, success is guaranteed (Bone 2022). Epistemic adjustments and shifts (Tsai et al., 2013) by teachers, as well as having a reasonable level of Technological, Pedagogical and Content Knowledge (TPACK) (Saubern et al., 2020) are involved. Furthermore, educational settings are dynamic and multi-faceted, and learning itself is a complex socio-cultural process (Sabelli & Harris, 2015). These mean that each “scaling-up” endeavour in the university setting is not only challenging, but also distinct in its features though the objectives may be similar – for example, aiming to create positive learning experiences and outcomes for a large cohort of students through a set of technologically enhanced learning innovations. The University of Melbourne’s Flexible Academic Programming (FlexAP) was a strategic initiative that aimed to (i) enhance the quality of teaching, learning and assessment; (ii) improve students’ learning experiences by offering flexible, additional study options (e.g. online/hybrid); and (iii) effectively utilise the University’s infrastructure and resources. To support the first aim, FlexAP provided funding and expert support to academics who wish to innovate within a single or set of subjects. As a part of the broader FlexAP project, the Foundational Curriculum Stream (FCS) supported subjects with over 200 enrolments, or clusters of subjects with a common focus of curriculum improvement that collectively enrolled >200 students). These projects received access to up to $40,000 of funding for academic time relief and support from the Melbourne Centre for the Study of Higher Education (CSHE) and Learning Environments (LE). The FCS supported projects in three priority areas, with the Authentic Learning priority area seeking to improve the authenticity of student learning experiences by creating opportunities for authentic, real-world activities and assessments, in collaboration with external partners and practitioners as required, using models that are scalable to large cohorts. This panel discussion brings together academic teaching and “third-space” staff who have worked on FCS projects in the past two years, to discuss key questions that reflect on our diverse experiences and learnings across different disciplines and learner groups, and highlight the new terrain in higher education that needs to be traversed. This panel discussion will be facilitated by an academic developer and held in a hybrid-enabled venue to serve online participants; a dedicated assistant for online participants will be appointed.

Assuring and Improving Learning Outcomes

Universities have a responsibility to measure and assure graduate learning outcomes ("Higher Education Standards Framework (Threshold Standards)," 2021; TEQSA, 2017). However, while assuring learning outcomes is a priority across the sector, many universities fail to collect meaningful data on student achievement of these outcomes (Martin & Mahat, 2017). Some institutions are investigating technologically enhanced processes to improve the efficiency and accuracy of learning-achievement data (Burrack & Musselwhite Thompson, 2021; El Marsafawy, 2022). Over the past four years, the University of Technology Sydney (UTS) Business School has made substantial enhancements to assurance of learning (AoL) practices, leveraging learning management system (LMS) functionality and data visualisation software to create a streamlined process, which better facilitates the continuous improvement of programs. This work is of particular interest to academic and professional staff involved in collecting and reporting on student achievement data, in program continuous improvement and evaluation, or in leveraging technology-enhanced learning analytics. The UTS Business School’s AACSB accreditation necessitates the collection, tracking, and reporting of student achievement of program-level learning outcomes (AACSB, 2020). Each program identifies subjects to "develop" and "assure" learning outcomes, with student achievement measured within specific assessment tasks and collated for program-level analysis. This process can be administratively complex, and historically involved multiple manually collated spreadsheets. This represented a substantial time cost for the faculty and often resulted in unreliable data. It was, for example, common practice to report overall subject marks rather than the specific learning outcome to determine achievement level, resulting in assessment practices that diverged from the recommended standards of constructive alignment (Biggs, 2014). In 2021, faculty T&L and central learning technologies teams commenced a pilot using LMS tools and the interactive data visualization tool PowerBI to streamline data collection, collation, and visualisation. Canvas Outcomes set up at the faculty level allows for centralised achievement-data collection, which, when linked to student and program information in PowerBI, can be used to obtain program-level insights. Beyond administrative efficiency, the project was also designed to improve and foreground the constructive alignment (Biggs, 2014) of measured learning outcomes. The revised process requires the embedding of learning-outcome-aligned assessment criteria within rubrics, resulting in improved constructive alignment and data transparency. The initial pilot was evaluated using Human Centred Design (IDEO.org, 2015) methods, which concluded the new system was an improvement on previous processes. Since the pilot, the faculty has completed a full rollout to over 60 subjects and 20 programs. Once this foundational AoL process was in place, program and subject-level continuous-improvement projects could be built upon it. Previous reporting methods had limited usefulness to Program Directors and were no longer fit for purpose due to changes in AACSB requirements. Reporting processes were therefore adjusted to focus on continuous improvement of key program metrics. In the new process, Program Directors and teaching teams review program data to identify curriculum or student-experience improvements that will enhance student achievement of learning outcomes. For example, a master's program identified that a high percentage of students were falling below expectations in two outcomes. Investigating the causes identified a need for substantial changes, with new subjects taking assurance responsibilities, and revisions to the program's overall assessment strategy. Recent data shows significant improvements in the target outcomes. This presentation will outline these updated technology-enhanced AoL processes demonstrating how the collected data can be used to improve university programs and the student learning experience.

Understanding factors that influence students' sense of belonging and engagement in a career exploration program: A mixed methods study

AbstractThe Talent Identification and Career Exploration (TICE) program, funded by a Jacob K. Javits grant, focuses on increasing underrepresented students’ participation in gifted and talented programs. Early identification for gifted and talented programs expands student learning experiences, and when students from marginalized groups are not identified, they are denied equal opportunity to maximize their potential and enter the appropriate career path. This study focused on sixth‐ and seventh‐grade students from a predominantly rural midwestern state who participated in TICE from 2020 to 2022. Students engaged in four modules focused on sensemaking of their strengths and potential future career matches. This mixed‐methods study used student feedback to understand the relationship between students’ feelings of belonging and learning format on student enjoyment of the modules. Results show that students’ sense of belonging was a significant predictor of student enjoyment for two of the four modules, and learning format was not a significant predictor of student enjoyment. Qualitative data revealed students valued working with each other and learned about themselves and careers for which they would be a potential match. Findings from the study can be applied to inform the development, implementation, and evaluation of school‐based career interventions for talented student populations.