Facilitation Of Learning Research Articles

Safety first: the hidden curriculum of whiteness in race-conscious professional learning

ABSTRACT Applying the analytic lens of critical whiteness, we examine the relationship between facilitation structures and the quality of racial dialogue in educator professional development. We draw on data from a five-session virtual ‘antiracist reading group’ in a rapidly diversifying U.S. district, convened and facilitated by a White district leader. Observed discussions tended towards the superficial and did little to challenge participants’ existing worldviews. We argue that the leader’s facilitation decisions characterised a ‘hidden curriculum’ of safety and comfort that inhibited participants’ development. These moves were further shaped by and reified persistent manifestations of whiteness. We offer implications for the facilitation of antiracist professional learning, equity leadership, broader policies related to equity, and future research.

The Next Generation of Learning: AI Mentorship for a Transformative Educational Experience

Developers of this augmented reality-based artificial intelligence education program aim at augmenting student engagement in learning through the incorporation of virtual mentors and the overall experience being made engaging, efficient, and personalized. Therefore, the application provides contextual support, tailored learning pathways, and real-time feedback that significantly enhance users' understanding of complex AI concepts with customized AI avatars and augmented reality technologies. These artificial intelligence mentors and assistants act as learning facilitators for both engineering and non-engineering students while enhancing the educational experience. The software features natural language processing to enable smooth communication; it introduces gamification into the courseware, adds quizzes, and provides rewards for a better learning experience, among other features

Contributions of Computerized Dynamic Assessment and Digitalized Feedback to L2 Learners’ Grammar Acquisition: Technology-Enhanced Learning Facilitation Theory

As an integral part of dynamic assessment, computerized dynamic assessment (CDA) offers learners computer-assisted automated mediation. Accordingly, the possible efficacy of corrective feedback seems to be enhanced with new technologies, such as artificial intelligence tools, that offer automatic corrective feedback. Using technology-enhanced learning facilitation theory, this study examined, in this respect, the combined effect of CDA and digitalized feedback (DF) on L2 learners' grammar acquisition. Under a quantitative methodology and in an Iranian language institute, the study used a pretest-posttest quasi-experimental design with a control group to evaluate how CDA with DF affected language learners' grammar acquisition. The statistical analyses using t-tests and ANCOVAs revealed that compared to the control group, the experimental group that underwent CDA with DF showed notable increases in both comprehension and production of conditional type 1. The results underlined how well the theory of technology-enhanced learning facilitation helps recognize and produce the target grammatical feature. Emphasizing the significance of including individualized instruction, dynamic assessment, and DF in language teaching and learning methods, implications for language teachers, syllabus designers, materials producers, and policymakers are offered.

Learning to direct one's care: barriers and facilitators reported by people with tetraplegia.

Qualitative analysis of focus group data. Identifying barriers to and facilitators of learning to direct one's own care as a person with tetraplegia due to spinal cord injury (SCI). Community, in New Jersey and Georgia, USA. Three focus groups of veterans and civilians with SCI, involving 26 people with chronic (≥1 year) tetraplegia due to SCI who provided direction to caregivers on a daily basis. Content analysis was used to identify barriers and facilitators. Challenges to learning to direct one's care included: (1) lack of acceptance of lasting effects of SCI; (2) not yet understanding one's body post-SCI; (3) embarrassment; (4) being overwhelmed with information; (5) differences between the inpatient rehabilitation setting and the "real world"; (6) lack of capable and willing assistants; and (7) hesitance to criticize caregivers. Factors that helped participants become successful directors of care included: (1) experience living with SCI; (2) being observant; (3) communicating effectively; (4) developing confidence to advocate for one's own needs; (5) learning when to "let go" and when to speak up; and (6) learning from peers. Direction of care is a complex skill that is developed over time, and requires awareness of one's needs and preferences, self-confidence, and strong communication skills. Rehabilitation clinicians' efforts to prepare people with SCI to direct their own care effectively should cultivate awareness of one's body, identify strategies for communicating successfully with caregivers, and provide opportunities for practice of care direction skills and discussion with experienced peers.

The development of social learning: from pedagogical cues to selective learning.

Learning new information from others, called social learning, is one of the most fundamental types of learning from infancy. Developmental studies show that infants likely engage in social learning situations selectively and that social learning facilitates infant information processing. In this paper, we summarize how social learning functions support human learning from infancy focusing on two aspects of social learning; pedagogical learning and selective learning. We also provide an overview of the developmental process of social learning based on the findings of developmental research. This review suggests that the learning facilitation effects of pedagogical learning decrease with development, while the facilitation effects of selective learning are observed even in older ages. The differences in these learning facilitation effects are considered to be due to the differences in the utility of learning in uncertain environments. The findings of the studies imply the unique nature of human social learning and the critical role of social interactions in cognitive development. Understanding the development of social learning provides valuable insights into how infants learn and adapt in complex social environments.

Tour guides as facilitators of learning under field trips

ABSTRACT Students embark on museum field trips with the goal of having enjoyable and educational experiences outside of the traditional classroom setting. This study investigated how museum tour guides helped primary school children in Zimbabwe learn school curriculum content while on field excursions. The study employed qualitative research approaches where a sample of conveniently chosen 320 school children, 12 teachers, and 40 museum tour guides was used. It is revealed that there are three different categories of tour guides that are found in Zimbabwean museums and these are: evangelists, dictators, and benevolent demonstrators. It was discovered that students go on field trips in order to engage with and learn about the curriculum. According to the investigation, nine (9) tour guides were classified as benevolent demonstrators, ten (10) as dictators, and twenty-one (21) as evangelists. It was shown that evangelist and dictator tour guides hindered effective learning because they treated students like epistemic slaves. During field visits, benevolent demonstrators used active techniques of content delivery to encourage effective learning. According to the study’s findings, most tour guides fall short when it comes to promoting effective learning, and they should receive pedagogy and customer service training.

The impact of resilience on academic performance with a focus on mature learners

BackgroundResilience is an essential psychological trait that empowers individuals to adapt and thrive in the face of challenges. Although it is acknowledged that health professionals need to possess high levels of resilience, there has been limited research comparing how different groups of health students, particularly school leaver undergraduates and mature age graduate entry students, develop resilience in their coursework.MethodsThis study combines both objective (academic grades with validated survey results) and subjective data (interviews) to compare how resilience is related to academic coursework performance for two groups of pharmacy students: the mature age graduate entry (GE, N = 64) learners and school leaver undergraduate (UG, N = 208) learners. We employed a sequential explanatory mixed methods design using surveys, academic performance data and semi-structured interviews. The survey tapped constructs related to resilience (burnout, stressors and coping methods) while the interviews elicited a more nuanced understanding of individual and environmental factors.ResultsAlthough there was no statistical difference in burnout experience between the two groups, GE students exhibited more positive resilience attitudes than UG when selecting resilience statements on the survey. Both cohorts indicated in the survey that engaging in distraction activities (physical exercise, sleeping, listening to music, anything other than the stressor) was their most preferred method of relieving stress. Within UG student survey responses, those who indicated support from partners, friends and family had better academic performance, while those who did not report coping methods did worse academically. The three key environmental factors we identified that contributed to both undergraduate and graduate entry resilience were workload, feedback provision and psychosocial support.ConclusionsCurrently, there is still a need for resilience programs geared at academic success to be implemented in higher education. This study provides objective evidence of academic success coupled with exploration into the nuances of resilience amongst different student groups. It not only highlights the differing resilience development strategies and burnout coping mechanisms in emerging health professionals, but showcases the juxtaposition of two different learner groups (UG and GE students) within a discipline. The cross-cohort facilitation of learning as in the discipline-specific strategies identified can help both groups develop resilience and inform future innovations. By comparing mature-age graduate students and younger-in-age undergraduate students, we identified a wider range of strategies and more positive attitudes to burnout in mature-age students. Health and clinical educators in university health degrees, clinical placements and clinical workplaces can develop effective training materials based on findings from this study to 1) assist undergraduate younger-age health students with developing resilience and 2) further refine mature-age health students’ and practicing health professionals’ resilience in today’s fast-paced clinical workplaces.

Independent Curriculum: Implementation and Challenges at SMK Negeri 1 Karang Baru Aceh Tamiang

The independent curriculum policy frees students to explore their abilities in learning according to their talents and potential, therefore the teacher only acts as a learning facilitator. SMK Negeri 1 Karang Baru is one of the schools in Aceh Tamiang Regency that has implemented an independent curriculum. This paper aims to see how the implementation of the independent curriculum in the learning process at SMKN 1 Karang Baru and the obstacles felt in its implementation. The researcher used a qualitative research approach, data collection was carried out by observation, interviews, and documentation. The results showed that the implementation of the independent curriculum at SMKN 1 Karang Baru has brought quality improvements to the learning process through the implementation of the Pancasila student profile project (P5) to make students more motivated in developing their quality and potential. The learning process in the classroom can be adjusted according to student needs and provides opportunities for students to optimize their ability to understand the material in more depth. Diagnostic assessment is the right learning assessment used to further identify students' competencies, abilities, and weaknesses. However, there are still classic problems such as limited teacher resources in mastering technology and the lack of procurement of learning media and products that are by the talents and potential of students at SMK Negeri 1 Karang Baru.

Effective blended learning instructional design strategies in medical education

With the rapid development of technology and societal change, a shift from traditional classroom instruction to more diverse educational methods in medical education is necessary. As an effective approach to providing flexibility and accessibility while maintaining the benefits of face-to-face interactions, blended learning, which integrates online and offline learning, has gained attention. This study examines the current status and best practices of the aforementioned blended learning, analyzes its application in domestic and international contexts, and derives effective instructional design strategies. A comprehensive review of previous research and empirical cases reveals a conceptual framework and core principles for designing such blended learning. Key considerations include strategic integration of online and offline activities, facilitation of self-directed learning and interaction, effective use of technology, and continuous quality improvement. Furthermore, we suggest contextually relevant strategies, such as designing curricula focused on clinical reasoning, providing iterative practice opportunities, enhancing reflection, and fostering future competencies. The case analysis establishes that blended learning is implemented in various forms across different medical schools and curricula. Common features include the linkage of online and offline learning, incorporation of learner-centered methods, and emphasis on practical competencies. However, the limited number of cases suggests that generalizations may be premature. Successful implementation requires multifaceted efforts, including gradual introduction, faculty support, flexible curricula, safety measures, and institutional support. Accumulating empirical research and evidence of their effectiveness can facilitate their wider dissemination. This study provides implications and future directions for innovative medical education using hybrid learning.

Shaping the Future of Learning, Teaching, and School Leadership Management

This paper is about transformative trends in education, exploring learning, teaching methodologies, and management of school leadership, which will redefine education in the next ten years and beyond. The concept of personalized learning, the integration of technology in study activities, and the reform of leadership from the traditional, routine-oriented style into the more open, adaptive one are the critical issues of the research currently being conducted. These changes referring to personal learning differences, lifelong learning, and collaborative environment are meant to make them more evolved or advanced. Through the analysis, teachers being purely instructors changed to facilitators of learning, cultural responsiveness to teaching was emphasized, and the impossibility of attaining good outcomes without digitalization was brought into view. On the other hand, transformational leadership is especially relevant for change management with respect to community participation and data-based decision-making. This view of all angles on the future shows how the education systems that tend to be more flexible and diverse, as well as the ones that are better suited to meet all the diverse learning needs of all students, are the ones to thrive in this new global paradigm.

Faculty development for supervisors of medical student rural attachments in Zimbabwe

Reflective writing and keeping portfolios during rural hospital attachments has been shown to give medical students more confidence, better communication skills and clinical competence, thereby making them stronger adult learners. The role of supervisors as facilitators of learning during Community-based Education rural site visits is critical. The University of Zimbabwe Faculty of Medicine and Health Sciences established faculty development workshops to train supervisors to be better able to support students in becoming active learners and critical thinkers, giving them constructive feedback, and encouraging them to look for positive outcomes during their rural attachments. These educational skills were new to most supervisors, requiring a culture change from the usual didactic approaches. Educators had to learn about adult learning theories, the constructivist approach to knowledge creation, role-modelling and methods of assessment that were empowering for students. They were encouraged to form communities of practice through the faculty development process of training and assessment and to consider how to develop research and scholarship in documenting their experiences as facilitators and learning partners with their students and colleagues. These activities enhanced their professional identity formation as scholars, educators and facilitators. Their exposure to the functioning of rural hospitals, partly through narratives of the students’ reflective writing, enabled them to develop a greater appreciation of the potential of primary care and the district health services as the foundation of the Zimbabwe health system. Future benefits could include application of this training to other health professional programmes, as part of interprofessional education.

Practice learning facilitators as roaming assessors

Practice learning facilitators as roaming assessors

Empowering Online Teaching: A System Review of Online Instructors’ Professional Development in Higher Education

This paper begins with the introduction of online education development in U.S. higher education. It examines the challenges of online learning, highlighting that online education often yields poorer outcomes, with lower completion rates and fewer educational learning outcomes. It identifies key determinants impacting online learning outcomes: student agency, the level of interaction within online courses, and digital literacy. The study emphasizes the importance of professional development (PD) for online instructors, especially in community colleges. Critical pedagogy serves as the conceptual framework for the PD, advocating for educational systems that empower students and teachers to challenge oppressive structures and to contribute to educational equity. It stresses the need for instructors to be facilitators of learning, promoting active dialogue and collaborative knowledge construction. The paper discusses scaffolding strategies, promoting student agency, enhancing interaction, and integrating technology-enhanced learning (TEL) as essential components of PD for online instructors. The paper concludes by arguing for the necessity of humanizing online education, aligning it with the principles of critical pedagogy to create more inclusive and empathetic online classrooms. It suggests that as online education evolves, there is a responsibility to ensure that PD programs reflect these humanizing principles, contributing to a more equitable and reflective education system.

Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective

AbstractThe burgeoning English‐medium instruction (EMI) programs have aroused worldwide scholarly interest in giving language support for EMI subject teachers and their identity‐informed professional development. This study explored how an EMI subject teacher's identities and emotions were intricately interlinked before and after his co‐teaching practice with an English as a foreign language (EFL) teacher at a university in Midwestern China. Ethnographic tools including interviews, observations, and small talks were used over a 10‐month collaborative program. The findings show that the participant teacher's identities and emotions were interdependent with each other and mediated by collaborative teaching practice. Futhermore, emotional attachment to English enhancement and deep engagement in co‐teaching contributed to (re)construction of teacher identities as a content teacher, a competent English user, and an English learning facilitator. The participant's emotional attachment was explicated by his perezhivanie, or the emotional experience of his previous English learning and the emergent EMI teaching contexts. The study highlights the primacy of reconstructing teacher identities and supporting teacher emotional experiences in EMI teacher training and education programs.

Impact of Project-Based Learning (PBL) in Teaching and Learning Facilitation in Primary Schools

Impact of Project-Based Learning (PBL) in Teaching and Learning Facilitation in Primary Schools

Applying the new DIN 33459 quality management standard for educational entrepreneurs

ABSTRACT When a new standard is adopted in a field, new opportunities arise for entrepreneurs, who might identify competitive advantages. With the introduction of Deutsches Institut für Normung (DIN) 33459 in Germany, a new standard for assessing and maintaining competencies of learning facilitators leads to an exciting phase for educational entrepreneurs. They have to decide whether adoption of this standard can lead to new efficiencies, or whether resistance to change could be too strong. We discuss quality management in the context of educational entrepreneurs as well as potential problems, but also opportunities. We make considerations as to how lawmakers might utilize the new standard and integrate it as policy, forcing entrepreneurs and organizations to take action. Finally, we review what an actual implementation of DIN 33459 could mean for entrepreneurs and potential customers and deliberate whether this new standard could be a catalyst or act as an inhibitor for potential entrepreneurs.

Biological, Psychological, Social, and Spiritual Domains of Teachers in a Philippine University

Countries worldwide have experienced an unprecedented event that changed the educational systems and suddenly forced our teachers to adopt online classes. This greatly affected our teacher's mental health. This study aimed to determine the harmony of the biological, psychological, social, and spiritual domains and also looked into the challenges encountered among university teachers during the COVID-19 pandemic. The findings served as bases for the intervention plan. The data were treated using frequency, rank, simple percentage, mean, standard deviation, rank, Chi-square test of independence, and ANOVA. Results showed teachers have poor health habits in the physical domain. In the area of the psychological domain, it showed that teachers experienced severe depression. Results of the spiritual domain suggest that teachers lack spiritual enrichment. In addition, the teachers in the social domain have warm relationships. The biological domain of teachers reveals a meaningful relationship with gender. Also, teachers' civil status is related to the social domain. Results also show that teachers can cope with resourcefulness, adjusting one's mindset and patience. Results show that teachers have biological conditions, severe psychological depression, warm social relationships with people around them, and less spiritual life after the COVID-19 pandemic. Therefore, it is recommended that an intervention plan be implemented, monitored, and evaluated to improve their living conditions while doing their job as facilitators of learning.

Action learning in higher education: reflections on facilitating AL in leadership development programmes

ABSTRACT This account of practice offers reflections and insights on facilitating Action Learning (AL) in Leadership Programmes within the Higher Education context. The account shares our reflections and key observations as practitioner academics, facilitating AL Sets within three higher education leadership programmes. We draw on our knowledge and expertise as facilitators of learning and development in the AL and leadership space. Our reflections have highlighted two key themes in our facilitation experience. First, the autonomy of learning and the significance of AL participants’ voice. Second, creating a shift from task-focus to people-focus through the use of metaphor and visualisation as a means of enquiry. This account will be of relevance to practitioner and academics engaged in leadership development and those involved in the facilitation of AL who may consider adopting AL as a part of a managerial leadership programme.

Analyzing Strategies for Enhancing Classroom Interaction and Knowledge Application Through Application-Oriented Pre-Class Preparation Materials

This study explores the impact of application-oriented pre-class preparation materials on enhancing classroom interaction and fostering the practical application of knowledge. Using a qualitative approach, data were collected through semi-structured interviews, focus groups, and classroom observations in two undergraduate courses: sociology and mechanical engineering. The findings reveal that materials such as case studies, problem-based learning (PBL) scenarios, and simulations significantly increase student engagement, participation, and critical thinking. Additionally, the use of these materials shifts the role of instructors from content deliverers to facilitators of learning, promoting a more collaborative and inclusive classroom environment. However, the study also identifies challenges, including task complexity and the need for adequate support and scaffolding to ensure accessibility for all students. These insights provide actionable recommendations for educators and suggest directions for future research to further optimize the use of application-oriented materials in diverse educational contexts.

Becoming an action learning facilitator – two stories

ABSTRACT This article traces the development of two action learning practitioners from differing backgrounds and starting points.