Teaching-learning Experience Research Articles

Analysis of Learning Projects in the Implementation of the Kurikulum Merdeka in Elementary Schools

The Kurikulum Merdeka allows teachers to design educational and enjoyable learning experiences, with project-based learning being one of its most engaging and meaningful methods. This study aims to explore the types of projects commonly implemented by elementary school teachers under the Kurikulum Merdeka. Data were collected through questionnaires distributed to 20 elementary school teachers. The data were analyzed using a quantitative descriptive approach in the form of percentages. The findings reveal that the most frequently used project types are posters (45%), followed by interviews (20%), practicums (10%), concept maps (10%), and other activities such as making maps, performances, and comics (each at 5%).

ANALISIS STUDI PENELUSURAN (TRACER STUDY) ALUMNI PROGRAM STUDI MAGISTER PENDIDIKAN EKONOMI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS TANJUNGPURA

This study aims to examine and analyze Educational History, Employment history, competence and competitiveness, relevance of education and work, learning experiences of alumni of the master of economic education study program FKIP Untan. This form of research is quantitative descriptive research with a type of Survey research. The samples in this study were graduates of TS-2 to TS master's study program in Economic Education FKIP Untan with a total of 13 alumni. The sampling method is Total Sampling. Data were collected with questionnaires that had been tested for validity by experts. The results of this study show that the Educational History based on the GPA of alumni is entirely >3.00, the waiting period for alumni work is on average 2-2.5 years, in filling the waiting period for the work of trade alumni, entrepreneurs, honoraries and others. Alumni work history is Most alumni work as teachers / educators in private and public schools with a salary of >Rp1,000,000 to Rp5,000,000, this job is obtained through the internet or connection (friends and family) actively searching for themselves. The competence and competitiveness of alumni measured by various competencies have been considered good, the relevance of education and work is considered to be relevant between education and work, the contribution of learning experience in the master's study program economic education is largely very important in the world of work.

Incorporation of social determinants of health: Refining Associate Degree Nursing Programs

BackgroundThere is a lack of evidence to support how social determinants of health (SDOH) are incorporated into associate degree nursing (ADN) programs. AimThe purpose of this study was to explore the integration of SDOH content into courses and the curricula of ADN programs, strategies for teaching SDOH, and factors that have influenced educators’ decisions about this education. MethodsAn interpretive description approach was employed to elicit an understanding of the influencing factors of ADN educators incorporating SDOH into their teaching-learning experiences and how this is being accomplished. Participant interviews were conducted through video-conferencing technology. ResultsThe analysis of the interviews revealed an overarching theme of Forging Ahead with Refining ADN education. Two sub-themes related to influences of SDOH incorporation: (1) living the experience of SDOH and (2) navigating the program's culture. Two sub-themes related to strategies used to incorporate SDOH: (1) creating awareness of SDOH (2) fusing SDOH with content. ConclusionThis study highlighted how ADN educators are intentionally incorporating SDOH through various strategies as experiences have emphasized the importance. There are obstacles within their program that are barriers to full program integration.

Research on the Impact of Peer Social Networks on Students Physical and Mental Development and Campus Happiness

This study addresses the influence of social networks on university students academic performance and psychological well-being. With over forty million students engaged in higher education in China, enhancing their educational experience and mental health amidst limited resources has become crucial. Existing research often focuses on educational structures and learning experiences, neglecting campus environment-related factors. Therefore, this study emphasizes the role of social networks in shaping outcomes. Drawing from historical literature, social network analysiss efficacy in addressing societal concerns is established. Studies reveal that students with more reciprocal connections often exhibit better academic performance. This research amalgamates empirical inquiries, examining network data, academic achievements, and well-being indicators. Findings underscore social networks potential to influence academic and psychological dimensions, offering implications for universities and students.

Exploring Methodological Approaches in Secondary Education in Castellón, Spain: A Comparative Analysis of Traditional, Blended, and Innovative Teaching

The traditional model of teaching-learning process, concerned with the knowledge acquisition within the confines of a classroom, has long prioritised exam preparation and measurable academic success through standardised tests. In contrast, hybrid education integrates in-person teaching with online learning, leveraging Information and Communication Technologies (ICTs) in order to create adaptable and comprehensive learning environments. This paradigm shift acknowledges students individuality, tailoring instruction to their unique learning needs. This research investigated the methodologies employed by secondary education instructors in the province of Castellón (Valencia, Spain), drawing insights from the experiences of 45 master's students specialising in Language and Literature and Language Teaching. Participants were prompted to share their experiences, focusing on identifying whether their supervisors utilised traditional, hybrid, or innovative teaching methodologies. The Padlet platform was employed in the research to collect qualitative data through open-ended responses, providing a rich source of information on the teaching and learning processes observed during 200-hours of internship. Data analysis revealed intriguing insights into the methodologies employed by supervisors. The results indicated a spectrum of teaching methodologies in Castellón's secondary schools, emphasising the importance of considering both traditional and hybrid approaches, while also promoting innovation in educational practices. In conclusion, the findings not only offered a picture of current teaching methods but also provided valuable insights for future discussions on curriculum development, teacher training, and the overall enhancement of the teaching-learning experience.

Penerapan Artificial Intelligence Menggunakan Fuzzy Logic dalam Dunia Pendidikan

This research aims to apply artificial intelligence or what is commonly known as Artificial Intelligence (AI) using fuzzy logic in the world of education. The topic of artificial intelligence has become a hot and important topic of conversation today. Fuzzy logic allows processing unclear information and is used to overcome uncertainty that exists in the world of education. This article discusses the use of fuzzy logic techniques to improve the quality of education. One application of fuzzy logic is in the development of an automatic assessment system used by lecturers in providing assessments to students in the learning process. Fuzzy logic can carry out assessments objectively and enable more appropriate curriculum adjustments based on students' interpersonal skills which can ultimately increase the efficiency of the learning process. The use of fuzzy logic can provide recommendations for the learning process that can help students find material that suits their interests and needs. Fuzzy logic can be used to measure student development in social and emotional cognitive aspects. The application of AI with fuzzy logic aims to improve the quality of education and student learning experiences in the world of education.

Embodied eco-embroidery

The UN Sustainable Development Goal 4 (SDG4) addresses equal access to quality education, focusing on literacy, numeracy and the science-field STEM subjects (Science, Technology, Engineering, Mathematics), - seemingly forgetting the importance of developing practical skills like craftsmanship. STEAM includes Arts into STEM, where the arts represent several independent artistic forms including music, theater, dance, visual arts, crafts and so on. In this article we focus on education for sustainable development through craftsmanship in embroidery. In a transdisciplinary collaboration that includes art, craftsmanship has its own innate value. Our research question is: In which ways can creative collaboration in embroidery enhance a sustainable STEAM education learning experience? We attempt to find answers to this by looking into how STEAM collaboration may affect the ways we teach craftsmanship, and the challenges and opportunities of doing so in a holistic transdisciplinary project, with a focus on ecological sustainability. Three groups of teacher-students help examine how crafts may contribute in building ecological awareness in themselves and an audience through conveying meaningful artistic narratives. Their embroideries were inspired by the UN’s Decade of Ecosystem Restoration. The results were shared through the Global Science Opera, an international STEAM-education initiative. Our analysis of the research data is influenced by posthumanizing creativity, which emphasizes ethically contributing world citizenship through embodied, collaborative creativity between creator and creation. This journey of making and being made shows a reciprocal relationship between humans and non-humans. The slow-art of embroidery invites the students into an embodied dialogue with the materials, tools, techniques and the scientific topics in the transdisciplinary context. As researchers we wonder how this dialogue and in-depth experience affected the students’ attitudes and actions towards sustainability. We found that the data supports the embodied, co-creative embroidery process, that it improved the students' craft experience, as well as increased the understanding and respect for the challenges in the new eco-reality. Cover image: Sewing in nature, on nature, with nature, about nature. Student work. Photos: Randi Veiteberg Kvellestad and Raquel Sans

Harnessing student feedback to transform teachers: Role of emotions and relationships.

Feedback is crucial to promote learning and improve performance. However, we lack a nuanced understanding of how medical teachers reflect on and internalise (or not) student feedback (SF). This study aims to fill this gap by exploring how teachers make sense of SF to improve their performance and nurture their personal and professional development. In this cross-sectional qualitative study based on a constructivist paradigm, 14 medical teachers individually drew a Rich Picture (RP) of a feedback experience in which they received informal or formal feedback from students, resulting in a personal or professional change. After the drawing, we interviewed the participants to deepen our understanding of teachers' experiences. We analysed the drawings and interview transcripts using an iterative process of thematic analysis. SF that culminated in personal or professional change is a highly emotional experience for teachers, often with long-lasting consequences. It may threaten or reassure their self-concept and professional identity, generating feedback avoidance or feedback-seeking behaviour. SF is particularly powerful in transforming teaching practices when teachers feel connected to students through an honest and constructive relationship. Remarkably, some teachers intentionally build relationships with certain (selected) students to get 'qualified' feedback. SF acceptance also increases when teachers are open to receiving feedback and there is an institutional culture that values feedback. Finally, medical teachers believe that formal (planned) feedback is relevant to improve the curriculum, while informal (spontaneous) feedback is important for promoting teachers' personal and professional development. SF has the potential to become a transformative learning experience for teachers. The student-teacher relationship and teachers' emotional reactions affect the way teachers make sense of and internalise SF and enact behavioural change. Understanding the complexity surrounding SF is vital for supporting teachers in seizing opportunities for growth and in nurturing a meaningful relationship with the act of teaching.

Bridging the Gap: Exploring the Role of Computer Science in Enhancing Interactive and Inclusive Learning Environments

This article explores the transformative role of computer science in shaping interactive and inclusive learning environments in the educational sector. With the rapid advancement of technology, computer science has become a pivotal element in redefining educational methodologies, facilitating personalized and accessible learning experiences for a diverse student population. This study employs a mixed-methods approach, integrating quantitative data from educational technology usage surveys with qualitative insights from interviews with educators and students. We examine the implementation of computer science tools such as adaptive learning platforms, virtual and augmented reality, and AI-driven educational software, assessing their impact on student engagement, learning outcomes, and inclusivity. Our findings reveal that these technologies not only enhance interactive learning experiences but also significantly contribute to the inclusivity of education by providing tailored learning paths and overcoming traditional barriers. The study highlights the potential of computer science to democratize education, making it more equitable and accessible to learners with varying needs and backgrounds. Furthermore, we discuss the challenges and opportunities in integrating these technologies into existing educational frameworks, offering recommendations for educators, policymakers, and technology developers. This article contributes to the growing body of research on the intersection of computer science and education, providing insights into the future of learning in an increasingly digital world.

The Human Teacher, the AI Teacher and the AIed-Teacher Relationship

ChatGPT, an Artificial Intelligence (AI) powered chatbot, has caused a stir in the Higher Education landscape, with fears of plagiarism and a disruption of the student-teacher relationship that has formed the bedrock of teaching. ChatGPT-3 and now four have been reported to pass many exams, including medical, law, and engineering. Overwhelming concerns from academics about students using these generative AI tools to work on their assessments is alarming. These AI tools are here to stay. Teachers should not treat AI as ‘the enemy’, and instead find ways to work with it for the betterment of learning outcomes for students. Working with AI can mean transforming teaching and the AIed-teacher relationship, resulting in positive outcomes and learning experiences for teachers and students.

SHIFTING MOTIVATIONS AMONG STUDENTS WHILE INDUSTRIAL TRAINING: MAINTAINING STUDENTS' LEARNING OF MANDARIN

This study, which was covered in the paper, looked at how Diploma in Mandarin students' motivation for learning Mandarin changed before and after they were relocated to China. In the investigation, we urged the 15 participants to keep reflective journals and interviewed them twice, once before and once after their industrial training experience at PT Formosa Bag Indonesia. The research showed that the majority of participants projected to maintain their trip-induced increases in desire for learning Mandarin in the future. The results show that the participants' motivations changed during their industrial training at PT Formosa Bag Indonesia, and that this change was prompted by their new educational environment and individual learning experiences. Because the learning and sociocultural environments are always interacting with the participants' L2 self-concepts in industry, the motivational boost evolved. These results provide novel insights into the dynamic motivation for learning the Mandarin language as well as the function of formal and informal learning environments. They imply that in order to increase international students' motivation for long-term Mandarin study, educational stakeholders must offer genuine communication chances and resources.

The Relationship between Oral Corrective Feedback Beliefs, Practices, and Influence of Prior Language Learning Experience of EFL Teachers: Multiple Case Studies

Teacher cognition research has been the subject of scholarly investigation since the 1970s, but there has been a significant increase in research interest in this field in recent years. The beliefs of the language teacher are important factors in any specific classroom instructional decision, including the role and provision of oral corrective feedback (OCF). It is critical to comprehend the teacher’s mind and the influencing factors that shape the development of teacher beliefs, including teachers’ prior language learning experience. Through in-depth multiple case analysis, using multiple evidence, including in-depth interviews, scenario ratings, stimulated recalls, and classroom observation, the present study explored the facets of two English as a foreign language (EFL) teachers’ OCF beliefs and practices to provide more relevant and rich insights into how prior language learning experience and context interact in the development of teacher beliefs and impact their instructional practice. The findings of the case studies revealed, first, the beliefs of language teachers, which are complex in nature, and several beliefs regarding OCF have been expressed by the teachers. Second, although there is a relationship between teachers’ stated beliefs and classroom practices, different trajectories of the beliefs and practices in relation to OCF were also unfolded, and several mismatches between teachers’ beliefs and practices were found. Third, language teachers’ beliefs and their classroom practices were influenced by the language learning experience of the teachers as language learners. The study concluded with conceptual and pedagogical implications.

Effect of a high-fidelity simulation-based teaching-learning experience (SBTLE) on maternal health nursing students' knowledge of postpartum hemorrhage, confidence, and satisfaction

BackgroundPostpartum hemorrhage is the leading cause of maternal mortality worldwide. Preparing nurses to manage postpartum hemorrhage through simulation training has emerged as a successful educational strategy to overcome the challenges related to medical management failures. Simulation holds promising potential to improve patient care, especially for high-risk scenarios, where immediate and rapid interventions are required. ObjectiveThe study assessed the knowledge, confidence, and satisfaction of nursing students before and after participating in a high-fidelity simulation of a patient with postpartum hemorrhage. MethodA pretest–post-test design was used to assess students’ knowledge and a cross-sectional survey was used to assess students’ level of confidence and satisfaction. Data were collected from 88 undergraduate nursing students enrolled in maternity nursing clinical courses in a major public university in Oman during the Spring and Fall semesters, of 2022. ResultThe study findings showed that the simulation significantly increased the students’ knowledge (p value 0.038) and produced respectable levels of satisfaction and confidence 4.05 ± 0.65 among the students. ConclusionOur study findings showed that simulation could be a successful teaching approach to improve student knowledge, satisfaction, and confidence. The results call for educators to integrate the simulation into the nursing curriculum and continue developing scenarios for advanced use in future cohorts.

The construction of gamer identity in narratives about video game playing and formal education learning experiences

This study investigates how video game play influences gamers’ formal education through perceptions of their ‘gamer’ and ‘learner’ identities. Based on identity foundation in symbolic interactionism, we take gamer and learner identities as meaning structures with both dynamic and stable dimensions. The basis of this gamer identity perspective is identity has a crucial role in investigating learning. Applying a life history approach, we interviewed 10 participants in one-to-one interviews, with three interviews for each participant. Applying the narrative portrait, we analysed participant data. We found that gamer identity construction from video game playing, as a vital meaning structure, has four main aspects, namely in-game identification, social community expansion, restorative effect and meaning recognition, providing gamers with expansive ways to build learner and personal identity as that can benefit their formal education.

ARTech Review: E-Learning of Visual Arts Education

The development of modern technologies, applying pedagogical principles, has enabled a new educational paradigm of teaching and learning in visual art. The basic task is to cultivate creative ability, human aesthetics, and appreciation. Using e-learning can encourage students to become more aware of themselves. Communicating and feeling connected to others are critical for students in online settings. The purpose of this article is to provide an overview literature in e-learning, art education, educational technology, and other education-related fields, to articulate: 1) what is currently known about online teaching and learning, (2) how the field has been conceptualized in the various research in education, and (3) what might be useful areas for future research. The database from Scopus, Mendeley and ERIC from the year 2020 – 2022 were used. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to recognized standard for executing advanced systematic literature review to select articles and undertook thematic analysis to analyse the data. The review indicates that, the e-learning strategy depending on the teacher’s credibility and level of learner’s technology literacy. While the online learning experience in art education represent utilization of IT and multimedia in generating creative thinking skills and product innovation.

An Interdisciplinary and Immersive Real-Time Learning Experience in Adolescent Nutrition Education Through Augmented Reality Integrated With Science, Technology, Engineering, and Mathematics

An Interdisciplinary and Immersive Real-Time Learning Experience in Adolescent Nutrition Education Through Augmented Reality Integrated With Science, Technology, Engineering, and Mathematics

Teachers' Perception, Attitude, and Work Environment Readiness towards Digital Technologies in Post-Pandemic HyFlex Teaching

Integrating digital technologies into education has revolutionized the teaching and learning landscape, with HyFlex teaching emerging as an innovative model combining in-person and online instruction to offer students flexibility in learning. It allows students to choose between attending physical classes, participating in online sessions, or accessing recorded materials at their own pace. This study assessed teachers' perceptions, attitudes, and work environment readiness toward digital technologies in HyFlex teaching. The study employed a descriptive correlational research design, surveying 539 teachers actively engaged in HyFlex teaching within the Higher Education Institutions. Findings indicate a predominantly female cohort of teachers, representing 75% of the respondents. Laptops are the most widely used devices, with Google Classroom emerging as the preferred e-learning web-based application, streamlining communication and interactive engagement. There is a significant positive correlation between years of experience and teachers' perceived ease of working with computers and technical equipment in a HyFlex teaching environment; years of experience do not have a significant influence on other aspects of teachers' self-perceived attitudes, such as their competence with the Internet, openness to new technology, or involvement in social networks. The study underscored ongoing professional development's importance in enhancing teachers' digital competence. Mentorship programs facilitate knowledge-sharing and collaboration among teachers. Sustained long-term support is crucial for building teachers' competence in using digital technologies effectively in HyFlex teaching. Implementing these recommendations can create a technology-enabled teaching and learning environment that promotes engagement, collaboration, and effective learning experiences for teachers and students in the HyFlex setting.

A Systematic Review of Chinese Students’ Online Learning Experience in Higher Education

The Covid-19 pandemic prompts an increasing number of university students to engage in online learning (OL). China is one of the countries that have experienced a radical shift in this sense. Before the pandemic, the online mode of university study was not recognised as a legitimate educational experience in China; thus, a small number of Chinese students engaged in online study. Subsequently, there is a relatively incomplete understanding of their OL experiences. Given the exponential expansion of OL in China during the pandemic, it would be a timely effort to synthesise knowledge on Chinese students’ OL experiences. For that purpose, the present paper presents the results of a systematic literature review of 34 published journal articles concerning Chinese students’ online study. The results give a deep insight into Chinese distance higher education from students’ perspectives and call for more studies on the implications of relevant policy and cultural dimensions on Chinese students’ online study journey.

Building Digital Capabilities with DigitalEd.ie: Learnings from the Digital Transformation Journey at ATU

In 2019, the Atlantic Technological University (ATU) Ireland (previously known as GMIT, IT Sligo and LYIT) were awarded a HEA Innovation and Transformation award to build digital capabilities across 8 campuses. The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). The Teaching and Learning Centre (Galway-Mayo) is leading the development of DigitalEd.ie Knowledge Platform and digital teaching and learning development initiatives (i.e., Work Package 2 of the iNOTE project).
 
 DigitalEd.ie, is a digital teaching and learning knowledge platform, which provides access to professional development pathways and a suite of digital resources, to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
 
 This paper will discuss: the development journey of DigitalEd.ie; building a digital education community; designing digital learning pathways; creating a digital resources directory; insights and impact of building digital teaching and learning capabilities during the pandemic; and the creation of a suite of digital education services and resources, that is transforming the higher education learning experience.
 
 The development journey of DigitalEd.ie knowledge platform uncovered several resources and learnings, including a discovery tool, digital tools to support online student engagement, meaningful and robust assessment strategies, digital badges and learning pathways, and teaching and learning techniques moving from online to hybrid delivery. In addition, 20 digital teaching and learning impact case studies were developed across eight themes (https://DigitalEd.ie/book), outlining how and why educators transformed their teaching and learning practice and the impact on student engagement. 
 
 This paper will conclude with feedback from participants who undertook digital learning opportunities through the DigitalEd.ie monthly training programme, the Discovery Tool, Digital Badge pathways, and an accredited postgraduate Certificate in Digital Teaching and Learning. The feedback gathered through the action research study provides insights on the value of Continuous Professional Development (CPD) and considerations for the digital learning environment in higher education, post Covid-19.

A phenomenological approach to virtual reality in psychiatry education

Virtual Reality has emerged as a valuable tool in medical education, primarily for teaching basic sciences and procedural skills. However, its potential in clinical psychiatry, particularly in comprehending the subjective experiences of individuals with mental illness, remains largely untapped. This paper aims to address this gap by proposing a phenomenological-driven approach to the design of virtual reality in psychiatry education. Insights into psychopathology, which involves the systematic study of abnormal experiences as well as self-awareness on behalf of the clinician, demands training. The clinician must develop sensitivity, observational skills, and an understanding of patients’ subjective experiences. While integrating the subjective perspective and promoting emotional self-awareness in psychiatry education have been recommended, further research is necessary to effectively harness virtual reality for this purpose. Drawing from the convergence of virtual reality, phenomenological approaches to grasping subjectivity and psychopathology, this paper aims to advance teachings in psychopathology. It underscores the importance of integrating biomedical knowledge with the lived experiences of psychiatric patients to offer learners a comprehensive understanding of clinical psychiatry. This approach is deeply rooted in the theories of three influential figures: Karl Jaspers, a German psychiatrist and philosopher, who emphasized the role of phenomenology in clinical psychiatry; Ludwig Binswanger, a Swiss psychiatrist and psychotherapist, known for his work on existential analysis; and Medard Boss, a Swiss psychiatrist and psychoanalyst, who introduced Daseinsanalysis, focusing on the individual’s existence in the world. To facilitate learning in acute psychiatry, a virtual reality scenario was developed. This scenario offers two perspectives: one from the patient’s viewpoint, simulating a severe psychotic incident, and the other from the perspective of junior doctors, exposing them to the challenges of communication, decision-making, and stress in a clinical setting. This paper argues that these phenomenological approaches are valuable in helping inform the didactical considerations in the design of the virtual reality scenario, enhancing the learning experience in psychiatry education. It highlights the potential of virtual reality to deepen understanding in the teaching of clinical psychiatry and provides practical insights into its application in an educational context.