Learning Mode Research Articles

Reckoning with epistemological and ontological dissonance: a narrative inquiry into settler Canadian professors’ experiences decolonizing and Indigenizing the academy

ABSTRACT The Truth and Reconciliation Commission's (TRC) Calls to Action urge Canadian higher education (among other sectors of society) to learn the shameful truth about Indian Residential Schools and work towards reconciliation with Indigenous peoples. Through narrative inquiry, non-Indigenous academics shared their experiences of a faculty learning community on Indigenization of their teaching and curricular practices. They each, subsequently, co-composed with the researcher a narrative account based on those experiences. This paper presents one of the resonant threads that arose from the analysis of those narrative accounts, namely: Epistemological and Ontological Dissonance.

Redefining Student Learning Identities

This paper presents a focused examination of a practitioner research case study, honing in on twelve college students in a class of thirty-seven, enrolled in a chemistry course within a blended learning framework. Over the course of two years, the research aimed to delve deeply into the impact of networked learning experiences on the learning identities of these students. Through meticulous exploration using in-depth interviews, significant positive transformations in the learning identities of these twelve students were unearthed. The research question guiding this work was to understand how the blended learning approach, which included an online networked learning component supplementing face-to-face learning, brought about a change in student learning. The study investigated the impact of online participation on the learning identities of the students and how, in turn, the class was generally affected by the transformation of student identities. By examining the interplay between online and face-to-face learning modalities, this research sheds light on the complex dynamics shaping the learning experiences and identities of college students in blended learning environments. Distinctly, the investigation identified two main components of the student learning identity. These are the academic and positional sub-identities. The academic identity transformation was particularly noteworthy, revealing an emergent sense of control, agency, empowerment, and competence as a result of the students embracing online collaborative learning. Simultaneously, the research brought to light changes in the positional identity, encompassing persona-related, acted, and relational identities. The interplay of these identities within the class fostered a profound sense of belonging, of being valued, and connectedness among the students, extending its influence into the face-to-face learning contexts.The findings emphasize that networked learning collaborative skills not only enhance traditional educational practices but also play a key role in effecting positive changes in students' learning identities. The integration of online collaborative learning within traditional educational settings emerged as a catalyst for fundamental transformations in how students perceive and engage with their learning processes. The research contributes to knowledge on the impact of digital pedagogies on learning identities and suggests that educators can use online collaborative learning experiences to cultivate a more profound impact on students' learning identities and engagement, thereby enriching both theory and practice in education. It offers valuable insights on fostering dynamic and empowered learning environments to educators.

Influence of Self-Efficacy, Perceived Enjoyment and Ease of Use on Mathematics Learning Satisfaction in Virtual Environments

Within the educational context, mathematics is one of the areas that contributes to the development of logical skills and analytical abilities in students. Mastering these skills allows for greater accessibility to understand various fields of study such as engineering, science, technology, among others. Therefore, it is important for educational institutions to intervene proactively, promoting a practical approach in the teaching of mathematics. Although educational institutions have promoted good interaction between teachers and students for better learning, this situation was subject to change due to the arrival of the pandemic; the rapid transition to virtual environments affected the quality of mathematics education due to the lack of good resources. In this context, the research question arises: are students satisfied with the learning modality through virtual environments? To answer this question, a quantitative, cross-sectional research method was applied, and applying a non-probabilistic sampling, 402 university students were surveyed. Through the analysis with structural equations (SEM), it was found that self-efficacy, perceived enjoyment, and ease of use have a positive and significant influence on student satisfaction when learning mathematics in virtual environments; therefore, the importance of giving students the appropriate support to develop a positive attitude, confidence, and development of skills that promote self-efficacy, enjoyment, and motivation towards mathematics is framed, also ensuring the availability of technological resources that optimize the conditions and learning experience in virtual environments. Received: 20 January 2024 / Accepted: 29 April 2024 / Published: 5 May 2024

Conceptualizing District COVID-19 Response as a Portal for Increasing Equitable Access

ABSTRACT During the pandemic, principals played crucial roles in responding to the exacerbated inequities that accompanied new modes of learning. Much less understood and explored is the role played by school districts in supporting these responses. This study seeks to understand how districts responded to the pandemic, and the potential of these responses to promote equitable access for marginalized students. We analyzed data from three different American School District Panel COVID-19 surveys administered to school districts in 2021 to provide answers to these questions. We report our findings across three themes: ensuring equitable access through direct services, making changes to curriculum and instructional practices, and expanding schools’ capacity to address equity. We conclude with the implications for the role of school districts in supporting principals’ capacity to advance equity-oriented leadership practices, leadership preparation, and future research.

Intelligent Internet of Things and Privacy Protection Technology for IPE Data Analysis

In the process of shaping the personality and forming the ideal and belief of innovative talents, education plays a unique role that cannot be replaced by other forms of education. The application of an intelligent Internet of Things has been well developed in college teaching. AI is the reality of technological development in the training of higher talents in the new era, and it is the realistic demand for IPE in the training of higher talents, which requires political and ideological empowerment. Positioning the role of "educational assistant" in AI and then defining it as a "quasi-subjective object", is the basic positioning of the introduction of higher-talent IPE at this stage. 1) Build a model of teacher-student interaction supported by "human-computer cooperation"; 2) Construct intelligent learning and intelligent teaching modes supported by "algorithm databases"; 3) Establish the mechanism principle of "people-oriented" assessment and goal orientation, and further improve the quality of IPE in China's higher education personnel training. This paper aims to explore the use of artificial intelligence technology to build an ideal ideological and political education paradigm in the process of training higher-level talents in Chinese universities.

THE LIVED EXPERIENCES OF GRADE HEAD TEACHERS AS EMPOWERED EDUCATIONAL LEADERS: AN INQUIRY

This qualitative-phenomenological study aimed to explore and understand the lived experiences of grade head teachers as educational leaders. This also elaborates on how these experiences empower them, as well as how do they cope with the challenges they encounter in the delivery of their duties as educational leaders. There were fourteen (14) participants who took part in this study selected through purposive sampling technique. Of these 14 participants, seven (7) grade head teachers underwent in-depth interview and the remaining seven (7) were grade head teachers underwent focused group discussion. The data gathered were analyzed through thematic analysis. The study was conducted in three (3) selected public secondary schools in Sto. Tomas East district, Division of Davao del Norte. Results revealed six (6) major themes on their experiences: creating best practices as an educational leader, difficulty with the additional workload, managing different roles, maintaining a supportive and conducive environment, providing technical support, and collaborating with stakeholders. To respond to the challenges encountered, participants revealed five (5) coping mechanisms: delegating tasks to colleagues, maintaining collaboration within the team, strategizing on achieving the goals, keeping an open and honest communication and engaging on professional development. Lastly, they have cited five (5) insights that can contribute to better implementation of distance learning modality. These includes: opportunity for personal growth, necessity to adjust to situations and people, provide relevant support to the school, help implement quality and effective education and prioritize self-care. These insights, extracted from participants reflections on their experiences and challenges, provide a holistic perspective on the multifaceted roles of grade head teachers and their key takeaways. KEYWORDS: Educational leaders, grade head teachers, quality of education, qualitative-phenomenological study, thematic analysis, Sto.Tomas East District, Division of Davao del Norte

Navigating Emergency Online Learning: A Comparative Study of University Students in Bangladesh and Indonesia During the COVID-19 Pandemic

The present study compares the university student’s experiences of learning in virtual mode during unprecedented impacts of the COVID-19 in Bangladesh and Indonesia with a focus on the enjoyment, performance, satisfaction, and cost of online learning.This was quantitative cross-sectional research conducted by using an online survey with the participation of 438 and 529 university students in Bangladesh and Indonesia. The findings reveal that university students in Bangladesh have little more comfortable with online learning compared to those in Indonesia. The students in both countries have no problem with adaptation to avant-garde online learning platforms. University students in Bangladesh appear little more satisfied with online teaching while those in Indonesia tend to be less satisfied. University students either in Bangladesh or in Indonesia consider online learning as an expensive learning mode. The present study depicts an early online remote learning experience of university students during the COVID-19 pandemic. Due to the nature of the descriptive comparative study focusing on Bangladesh and Indonesia, the results of this study may not be generalised. Specific factors underlying their experiences are in need of further investigation. In future endeavours, lectures are urged to actively harness proper technologies, mix between conventional and virtual learning or blend synchronous and asynchronous learning to provide more enjoyable and interesting online learning thus the students can be more satisfied.

Supporting best practice in the management of chronic diseases in primary health care settings: a scoping review of training programs for Indigenous Health Workers and Practitioners.

Background To improve diabetes management in primary health care for the Aboriginal and Torres Strait Islander peoples population, training programs that are culturally and contextually relevant to the local context are required. Using a scoping review methodology, the aim of this review was to describe the characteristics of chronic disease management training programs for Aboriginal Health Workers and Practitioners, their effectiveness on knowledge and skills, and client-related outcomes, and the enablers, barriers to delivery and participation. Methods Following protocol parameters, a systematic search was conducted in relevant databases and grey literature. Two independent reviewers screened the title and abstract of each paper to determine if the study met the inclusion criteria. Results Of the 23 included studies, most were developed with stakeholders, profession facilitated and delivered by cultural facilitators. All training programs included content knowledge, two included a professional support network, four provided on-the-job support and six had follow-up support post-training. Modes of delivery ranged from didactic, storytelling and hands-on learning. Two studies reported significant improvement in participants' knowledge and confidence; one reported improvement in knowledge (12.7% increase pre-post training), and an increase in confidence in both clinical and non-clinical skills. Enablers (relevance, modes of learning, power of networking, improved knowledge, confidence and clinical practice) and barriers (adult learning capabilities, competing work-family commitments) were reported. Few studies reported on knowledge transfer into clinical practice and client-related outcomes. Conclusions Multifaceted training programs for Aboriginal health workers are well received and may improve workforce capability.

Uncovering how in-service teachers are learning about technology in language teaching and learning

As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them in their language classrooms. A crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, much still remains unknown about what language teachers are doing to enhance their knowledge and skills in technology. The current study therefore examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19). The findings suggest that the language teachers were relying on a wide variety of online materials and tools—searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.

SARS-CoV-2 wastewater surveillance at two university campuses: lessons learned and insights on intervention strategies for public health guidance.

Wastewater surveillance has been a tool for public health officials throughout the COVID-19 pandemic. Universities established pandemic response committees to facilitate safe learning for students, faculty, and staff. These committees met to analyze both wastewater and clinical data to propose mitigation strategies to limit the spread of COVID-19. This paper reviews the initial efforts of utilizing campus data inclusive of wastewater surveillance for SARS-CoV-2 RNA concentrations, clinical case data from university response teams, and mitigation strategies from Grand Valley State University in West Michigan (population 21,648 students) and Oakland University in East Michigan (population 18,552 students) from November 2020 to April 2022. Wastewater positivity rates for both universities ranged from 32.8 to 46.8%. Peak viral signals for both universities directly corresponded to variant points of entry within the campus populations from 2021 to 2022. It was found that the organization of clinical case data and variability of wastewater testing data were large barriers for both universities to effectively understand disease dynamics within the university population. We review the initial efforts of onboarding wastewater surveillance and provide direction for structuring ongoing surveillance workflows and future epidemic response strategies based on those that led to reduced viral signals in campus wastewater.

Application of Problem Solving Learning Model on Row and Series Material at SMK Panca Budi

Effective teaching-learning activities are also supported by several aspects such as teaching methods, teaching strategies, learning models , and so on. In this study, we know the extent of the effectiveness of problem-solving learning compared to ordinary learning. Based on the research conducted, the results obtained that concluded the Problem-Solving learning mode proved effective in improving students' mathematical problem-solving abilities. Data analysis for this study used a t-test in this case obtained an average difference from the experimental class group given treatment using Problem-Solving learning and non-problem Solving class groups. The calculation results obtained a t count value (th) of 2.824 for the experimental class and 2.819 for the control class, with the table t value for db 68 sig 5% If consulted in the t table obtained 1.990 then based on the t-test criteria it can be concluded that the t value Count more than t table with GIS greater than SIG alpha by 5%, it can be concluded that count t > t table can be decided to test the hypothesis I that null hypothesis is rejected and alternative hypothethetics are accepted, in this case, there is a significant difference between students' mathematical problem-solving ability between the group of students taught using the Problem-Solving method and the group of students taught without using the Problem-Solving model.

Learning disruptions during the COVID-19 pandemic: Evidence from household surveys in Southeast Asia

We study children’s access to remote learning when schools were closed during the COVID-19 pandemic and their parents’ perceptions about learning progress in seven Southeast Asian countries. This is the first regional analysis to systematically document students’ access to remote learning based on survey data and to investigate how school closures and remote learning access affected children’s learning progress. The results are based on survey responses from 2200 households. We find that 79% of the respondents felt that their children’s learning progress was slower during school closures than it would have been with in-person schooling. Slightly less than half of all children experienced very little or no learning progress. Three characteristics were strongly correlated with learning progress. First, boys were more likely than girls to experience very little or no progress. Second, children from households in the top 30% of the income distribution were more likely to progress at the same rate as in-person classes, compared to children from lower income households. Third, comparing the different remote learning modes, internet-based learning or multiple learning modes provided children with a better chance of maintaining learning progress than other single modes.

Characteristics of Post-pandemic International Chinese Language Learning: Insights from X-Data

This study uses sentiment analysis and topic modeling to analyze X-data on Chinese language learning both before and after the pandemic. Our analysis reveals shifts in sentiment and topics, as well as their underlying causes. We observe a notable increase in online learning as the primary mode of international Chinese language learning, accompanied by an escalated demand for high quality online learning resources. There is also a discernible polarization of learning sentiments in the post-pandemic era. In addition, the former emphasis on cultural exchange in language learning has shifted to economic and trade interactions, highlighting the commercial facets of international Chinese education.

Development of an Artificial Intelligence Teaching Assistant System for Undergraduate Nursing Students: A Field Testing Study.

Keeping students engaged and motivated during online or class discussion may be challenging. Artificial intelligence has potential to facilitate active learning by enhancing student engagement, motivation, and learning outcomes. The purpose of this study was to develop, test usability of, and explore undergraduate nursing students' perceptions toward the Artificial Intelligence-Teaching Assistant System. The system was developed based on three main components: machine tutor intelligence, a graphical user interface, and a communication connector. They were included in the system to support contextual machine tutoring. A field-testing study design, a mixed-method approach, was utilized with questionnaires and focus group interview. Twenty-one undergraduate nursing students participated in this study, and they interacted with the system for 2 hours following the required activity checklist. The students completed the validated usability questionnaires and then participated in the focus group interview. Descriptive statistics were used to analyze quantitative data, and thematic analysis was used to analyze qualitative data from the focus group interviews. The results showed that the Artificial Intelligence-Teaching Assistant System was user-friendly. Four main themes emerged, namely, functionality, feasibility, artificial unintelligence, and suggested learning modality. However, Artificial Intelligence-Teaching Assistant System functions, user interface, and content can be improved before full implementation.

Adoption of Blended Learning Using Rotation Model as an Enhanced Learning Modality in Tertiary Education: An Innovation Diffusion Theory Perspective

This study aims to determine the likelihood of adopting blended learning using the rotation model as an enhanced learning modality among college students in light of the innovation theory. The researcher utilized a quantitative design using a descriptive-correlational approach to examine factors like compatibility, simplicity, trialability, observability, relative advantage, cost, and behavioral intention in relation to blended learning adoption. A simple random sampling technique was utilized to gather 180 respondents. The study reveals a high level of adoption of innovation, the blended learning rotation model with the three main factors: compatibility, observability, and relative advantage. Users who are to adopt this innovation align well with the existing values and needs if they can see the benefits of using it and perceive it as superior to alternatives. On the other hand, factors such as simplicity and trialability do not seem to have a significant relationship with the adoption of blended learning using the rotation model. Addressing concerns related to cost is paramount to ensure widespread adoption. The findings highlight the relevance of considering these key factors when presenting innovations in educational settings. It proposed that efforts should be focused on ensuring that the innovation adopted is compatible with users’ needs, its benefits are visible, and it is perceived as advantageous compared to other options. This could involve training and support to help students and teachers understand the benefits and how to use the innovation effectively.

Management of innovation and technology to guide financial education for guayaquil families

The work presented addresses the field of financial education and its necessity, starting from the identification of gaps within the surveyed population among families in the city of Guayaquil. There is a significant demand among young adults and those with lower incomes, indicating the urgency to provide tools and resources to improve personal financial management. Additionally, the widespread preference for interactive learning methods, such as applications and games, underscores the need to integrate technology and innovative approaches into financial education programs to increase participation and engagement. The diversity in educational and socioeconomic levels within the sample emphasizes the importance of designing programs that are accessible and adaptable to different demographic profiles, which implies offering a variety of resources and learning modalities to meet the individual needs of the population. Lastly, the low prior participation in financial education programs highlights the need to increase awareness and promotion of these programs among the population, involving implementing effective dissemination strategies to inform people about the availability and benefits of financial education. Taken together, these findings support the importance of developing financial education programs that are accessible, innovative, and tailored to the needs of the target population, in order to promote greater financial literacy and contribute to overall economic well-being.

Shared voices from the classroom: Reflections on hybrid project-based learning in an academic writing course

Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA) miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.

Development of a Case/Problem-Based and Teamwork-Focused Applied Physiology Course to Graduate Students Planning to Apply to Dental School

The Master of Science in Oral Health Sciences (OHS) at Boston University Chobanian & Avedisian School of Medicine is explicitly designed for students who wish to improve their academic preparedness for dental school admission. Oral Health Sciences students take some courses, including the first-year Dental Physiology course, alongside dental students at Boston University Henry M. Goldman School of Dental Medicine (GSDM). Since students in the OHS program often struggle in the largely lecture-based Dental Physiology course, we developed a case/problem-based and teamwork-focused Applied Physiology course that ran parallel to the Dental Physiology course in the fall of 2023. The primary goal of the Applied Physiology course is to provide additional instruction and academic support and to present course material in a team-based learning mode for the OHS students. We hypothesized this approach to learning physiology would help to improve student mastery of physiology content critical to their future success. The objective of the current study was to assess the effectiveness of the new Applied Physiology course in enhancing OHS students' motivation and academic performance in the Dental Human Physiology course. We are evaluating the benefits of this course by comparing Dental Physiology final grades and individual exam grades between dental students and OHS students. In addition, we are comparing course performance for OHS students from previous class years who did not take the Applied Physiology course against students from the current academic year who took the course. Our preliminary results indicate students who took the Applied Physiology course in the fall of 2023 performed better in the Dental Physiology course than last year’s OHS students. The mean grade for Dental and OHS students in Dental Physiology in the fall of 2023 was 82.3% ± 12.3% and 80.3% ± 13.9% respectively. In contrast, the mean grades for Dental students in the fall of 2022 was 82.7% ± 8%, while OHS students’ mean was much lower at 74.7% ± 11%. Analysis and comparisons for individual course exams for the dental and OHS students are ongoing. In addition, analysis of a validated survey containing Likert-style questions to quantify how the new course enhances motivation, engagement, and perceived benefits of student learning is underway. Our results indicate that additional team and case/problem-based support can improve academic performance for students hoping to gain admission to Dental School. No funding for this project. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Teaching in a time of pandemic: The case of the EMET Program at Pennsylvania State University - Fayette

The author shares his experiences of university teaching during the time of restrictions imposed on teaching and learning modes due to a pandemic. The relative scarcity of literature analyzing the response in the fields of science and engineering to the pandemic served as motivation. After providing general background information about the pandemic’s impact on educational systems worldwide, the article provides qualitative research with a narrative model for a case study of an engineering program at an American university. The analyzed case concerns the teaching and learning methodologies implemented in an electro-mechanical engineering technology bachelor’s degree program at Pennsylvania State University – the Fayette campus in the academic years 2020-22. Pennsylvania State University’s chosen teaching modes in the time of the pandemic to be used by instructors provide an example of adaptability of a higher education institution to the changing teaching and learning circumstances. The pedagogical approach to preparing, delivering, and assessment of learning effectiveness in engineering courses with a laboratory component is described. The article also shows how to use the learning management system, Canvas, with its analytical utility tool, to improve effectiveness and responsiveness of the teaching and learning process. The shortcomings and unexpected benefits of learning online pedagogy are shared and discussed. To assess the students’ perception and the study mode and their preferences in this regard, an anonymous, closed-ended, nominal-polytomous questionnaire was conducted, and its findings are analyzed. Further, to compare the students’ preferences as regards study modes depending on the academic discipline, engineering students were contrasted with students studying business as their major. The surveys also provide answers to trends in the longer term in students’ expectations for delivery of programs by higher education institutions.

Perception of online interprofessional education among pharmacy and medical students in tertiary university

Background: The COVID-19 crisis impacted the educational system worldwide, which shifted from face-to-face sessions to online learning modes. However, online delivery should not jeopardise the outcome of students learning from interprofessional education (IPE) and should integrate students from different professional backgrounds closer. Objective: To identify the perception of medical and pharmacy students towards online IPE activity at Taylor’s University, Malaysia. Method: An online cross-sectional questionnaire was distributed to second and fourth-year students from the medical and pharmacy programmes. Students were considered to have a positive perception if their total score was above the median score. Result: More than half of the students (53.6%) showed positive perceptions towards the online IPE programme. Medical students had the highest percentage of students (54.9%) showing greater positive perceptions compared to pharmacy students (52.7%). Both health sciences students possessed the highest score on all the SPICE instrument’s domains. Conclusion: This discovery offers valuable insights into the interprofessional competency of students engaged in online IPE activities at their current academic level. It underscores the imperative of integrating online IPE activities into the curriculum design to equip students with the competence necessary for effective collaboration within an interprofessional team.