Student Focus Group Discussions Research Articles

INTEGRATING HTML5-BASED SPEECH RECOGNITION WITH LEARNING MANAGEMENT SYSTEM TO ENHANCE EFL LEARNERS’ PRONUNCIATION SKILLS

HTML5 (HyperText Markup Language version 5) is currently integrated with almost all web-based applications due to its compatibility with numerous types of multimedia content including music, video, and animation. This exploratory study focused on the application and assessment of an HTML5-based plugin called H5P as a Computer Assisted Pronunciation Training (CAPT) tool in developing the pronunciation skills of intermediate-level learners of English as a foreign language (EFL). The target words were initially recorded with their correct pronunciations and then the audio files were imported into H5P to create interactive exercises. The H5P was then integrated with the institutional Learning Management System (LMS).  The practice was implemented on n=188 EFL learners enrolled in the General Foundation (GFP) of a university college in the Sultanate of Oman. The efficacy of the approach was assessed through the perspectives of students by using student questionnaires and a student focus group discussion (FGD). The study yielded encouraging findings since most of the students agreed that the use of HTML5 as a CAPT tool was helpful in enhancing their pronunciation skills as it provided automatically generated instant feedback, was easy to use, and could be used by students autonomously at their own pace. Although the impact of software on student achievement in terms of pronunciation skills could not be gauged and the sample was limited to one institution, the study has useful implications for EFL teachers and curriculum designers on using HTML5 for developing pronunciation skills. Further studies are necessary to investigate the pedagogic potential of CAPT resources to develop a high level of competence in EFL learners’ pronunciation.

Indonesian Curriculum 2013 Ten Years On: Impact on Mathematics Teaching

The Indonesian Government introduced the 2013 Curriculum as an attempt to improve education within Indonesia. International comparisons showed that mathematics was a subject in which there was much room for improvement. As it is now ten years since the introduction of the new curriculum, it is time to review its implementation. A key element of the 2013 curriculum is using the Scientific Approach (observing, asking, exploring, associating, and communicating) as the fundamental pedagogy with a general emphasis on active learning. This study explores the extent to which this has been implemented within the classroom by utilizing various data sources, including student focus group discussions, classroom observations, documentation reviews and teacher interviews. This produced a multi-dimensional data set which reveals that ten years on from its introduction, the implementation of the Scientific approach in mathematics is, at best, inconsistent. In practice, there is still a great reliance on teacher-centered pedagogies, although lesson plans indicate an intent to promote more active learning. Students tend to remain passive and individual learners, although they express a strong desire to work together. Teachers report difficulties in finding appropriate learning media to facilitate active learning pedagogies and school infrastructures are often a hindrance to the use of the Scientific Approach.

English is ‘the language everybody shares’ but it is ‘my native language’: language ideologies and interpersonal relationships among students in internationalizing higher education

ABSTRACT This paper examines the roles of different language ideologies—sets of common-sense beliefs about language and its speakers—in students’ identity construction and negotiation in the context of internationalizing higher education. Along with the increasing diversity of students as English speakers, language ideologies have been critically examined for potential contribution to inequalities among students. I analyze two focus group discussions of students from international English-medium instruction master’s programs at a Finnish university. I explore the students’ talk using critical discursive psychology to illuminate possible intersections between language ideologies and students’ situated identity construction, paying attention to ideological dilemmas alongside students’ identity negotiation. The findings indicate that both emerging and established language ideologies may become relevant to students’ identity construction and negotiation. Possibly, turning students’ attention towards the multilinguality of every student and the specific purposes and characteristics of academic language might contribute to the discursive sustainability of inclusive interpersonal relationships among students.

The interactional communication of feedback in clinical education: A focused ethnographic study in a hierarchical and collectivist culture

BackgroundThe definition of feedback in clinical education has shifted from information delivery to student-teacher dialogue. However, based on Hofstede's theory, countries with large power distance or a robust social hierarchy and collectivistic cultural dimensions can reduce the feedback dialogue to a minimum. Indonesia is classified in this group, with some Asian, African, Mediterranean, and Latin American countries. This study explores the interactional communication of feedback during clinical education in a hierarchical and collectivistic context. MethodsThe focused ethnographic approach was applied to the clinical rotation program in an Indonesian teaching hospital. Data sources included observations of feedback episodes during workplace-based assessments followed by interviews with clinical supervisors and students. The data were compiled within 16 weeks of observation in 7 groups of clinical departments, consisting of 28 field notes, audiotaped interviews including nine focus group discussions of students (N = 42), and seven in-depth interviews with clinical supervisors. Data were analyzed through transcription, coding, categorization, and thematic analysis using the symbolic interactionist perspective. ResultsWe identified four themes representing actual interactional communication and its ‘meaning’ or interpretation. The interactional communication in feedback is described in the first and second themes, such as 1) Students play the subordinate roles in a feedback dialogue; 2) The feedback content is focused on explanation and students' limitations. The third and fourth themes represent the clinical supervisors' and students' interpretation of their feedback experience, such as 3) Clinical supervisors' perspectives are mostly on dissatisfaction and teaching authority; 4) Students' acceptance of reality and negative affection. ConclusionsThis study shows that the social gap between students and clinical supervisors in Indonesia, and other countries in the same cultural classification, potentially causes communication barriers in the feedback dialogue. The adaptation of ‘feedback as a dialogue’ requires further effort and research to develop communication strategies in feedback that consider the national culture and context.

Medical Students’ Perception of a Newly Implemented Objective Structured Clinical Examination (OSCE) in Orthopedic Surgery and Trauma: A Mixed-Method Study

<strong>Introduction:</strong> Objective Structured Clinical Examination (OSCE) is a well-known, widespread method of assessment of clinical skills. It is being widely used in Egyptian medical schools. This study aimed to explore the perception of the fifth-year medical students on the attributes, quality, validity, reliability and organization of the end-of-rotation Orthopedics Surgery and Trauma OSCE held at FOM-SCU in two academic years (2017-2018 and 2018-2019). It also aimed to assess the students rating of OSCE in relation to the other available assessment methods in clinical rotations. <strong>Material and Methods:</strong> This is a cross-sectional mixed-method study that was conducted at Suez Canal University Hospital. A convenient sample of the fifth-year medical students, who underwent the OSCE at the end of their Orthopedic Surgery and Trauma rotation during both academic years 2017-2018 and 2018-2019 were involved (n = 254). Quantitative data were collected through a validated questionnaire consisting of 32 items. Focus group discussions of students were conducted and qualitative data were recorded, coded, and thematically analyzed. <strong>Results:</strong> More than half of the students (55.5%) believed that the exam was fair and covered a wide range of knowledge (63.8%) and clinical skills (72.4%). Considerable percentages of students were doubtful regarding the standardization of OSCE scores (62.6%) and whether those scores provided a true measurement of their clinical skills (65%) and more than half of them were not sure whether gender, personality, or ethnicity affected their exam scores (55.5%) and whether OSCE provides them practical and useful experience (53.5%). OSCE and portfolio were reported as the easiest method among 55.5% and 63.8% of students, respectively, and 31.1% rated MCQs as the most difficult form of assessment. Qualitative analysis identified two themes; namely: “Challenges of implementing OSCE” and “Ways to overcome identified challenges”. <strong>Conclusion:</strong> Medical students positively perceived and provided good perception on the organization and implementation of the Orthopedics OSCE, although some of them were doubtful regarding its validity and reliability in assessing their clinical skills in Orthopedics and Trauma. The challenges regarding the OSCE can be overcome by more well-structured, practical training and orientation sessions for the examiners, students, and simulated patients.

Manifestations of Cognitive Presence in Blended Learning Classes of the Philippine K-12 System

Through an exploratory case study, this research sought to determine the applicability of the Community of Inquiry in the K–12 setting. There are research gaps to leverage support for blended learning and flexible learning options to benefit Filipino youth and school-leavers under the Alternative Delivery Mode of the Philippine K–12 system. This study was driven by the following research questions: How is cognitive presence manifested in the blended learning interactions? In what ways do the interactions of cognitive presence with the other presences characterize learning community building? Three blended learning classes were examined based on data collected through surveys, student focus group discussions, teacher interviews, class observations and archived data. Through constant comparison analysis and descriptive statistics, evidence revealed cognitive presence across its categories in the form of connectedness, collaborative work, trust and reciprocation, and shared views on technology by K–12 teachers and learners. The analysis affirmed “regulating learning” as the intersection of cognitive presence and teaching presence. Implications for practice and recommendations for further research are discussed through the study's proposed modifications on the cognitive presence categories, indicators, and the survey instrument for the K–12 setting where teacher-directed pedagogies or collaborative inquiry processes have not been thoroughly co-opted.

Embedding online activities during lecture time: Roll call or enhancement of student participation?

Student attendance has long polarized the higher education sector with reports of no to little effect on student success to positive relationships between attendance frequency at face to face and synchronous online lectures and better student engagement and achievement. This study investigates the impact of embedded online activities during lecture time on student learning by utilizing students’ portable devices to divert undesirable study behaviors such as gaming and social media activity during class. The aim of the learning intervention is to improve attendance at undergraduate engineering lectures as well as providing better connection to the subject content. Study participants were third year Bachelor of Engineering students enrolled in a mandatory “Digital System Design” course as part of their degree at a major research university in New Zealand. To explore the student experience of embedded active learning tasks on engagement and academic achievement, both qualitative and quantitative data were collected from N = 75 students over a three-year period when the course underwent a re-design utilizing a participatory action research approach. Student focus group discussions and learning analytics data revealed that the completion of online activities during lectures can lead to cognitive overload negatively affecting engagement. However, real-time feedback on learning via synchronization of learning tasks with the lecture content improved student–student and student–teacher connections and thereby contributed to a more positive overall learning experience. The role of stimulating learner motivation and attendance is discussed against Keller’s ARCS model and recommendations for teaching practice are given.

A fully integrated undergraduate introductory biology and chemistry course with a community‐based focus II: Assessment of course effectiveness

In the Fall of 2016, we created an integrated introductory biology/chemistry course for first-semester students at Wellesley College. This course was designed to meaningfully integrate chemistry and molecular cell biology while also building community and fostering mentorship both inside and outside the classroom. Here, we describe the assessment of this integrated course through a combination of multivariate analyses of student transcript data and student focus group discussions. Our assessment found that the integrated course provided a strongly collaborative working environment for students that provided them with skills that promoted success in future courses. Along with a rigorous consideration of the interplay between biology and chemistry, these skills appeared to support positive longer-term student outcomes. In particular, we observed significant impacts on student persistence into and performance in intermediate and advanced courses. Students from the integrated course were also significantly more likely to declare a major in biochemistry than students who took one of the traditional introductory courses. In addition, our assessment also noted the importance of a cohesive instructional team and broad faculty participation in the success and sustainability of the course.

Psychosocial Well-Being, Mental Health, and Available Supports in an Arab Enclave: Exploring Outcomes for Foreign-Born and U.S.-Born Adolescents.

Introduction: Few studies have assessed the impact of displacement, resettlement, and discrimination on well-being outcomes for adolescent refugees resettled within the U.S. Conducted in three charter schools in the intergenerational Arab enclave of the Detroit Metropolitan Area, this mixed-methods study assessed the mental health and psychosocial support for both U.S.- and foreign-born adolescents from the Middle East and North Africa region.Methods: A quantitative survey was used to collect data on 176 students. Key outcomes included hope, prosocial behaviors, resilience, depressive, anxiety, externalizing symptoms, stressful life events, perceived social support, and sense of school belonging. Differences in outcomes between U.S.- and foreign-born students were compared using T-tests. Regression analysis explored whether outcomes were gendered and correlated with years in the U.S. for foreign-born students. Qualitative data collection included key informant interviews with school staff and community service providers, student focus group discussions, and caregiver interviews. Interview transcripts were analyzed using thematic analysis and the constant comparative method.Results: No statistically significant differences between the foreign-born and U.S.-born groups were observed. However, analysis revealed that resilience decreased for male students with time spent in the U.S. Qualitative themes illuminated these results; shared cultural heritage allowed newcomer students to access relevant language and psychosocial support, while inter- and intra-group peer relationships strengthened students' dual language skills and identity formation. However, shifting gender expectations and role hierarchies for newcomer students revealed boys' increased stressors in the family domain and girls' better accessed support in the school context.Conclusion: The existence of an immigrant paradox in this enclave setting was not supported. Instead, findings highlight the reciprocal value of peer-based mentorships and friendships between U.S.- and foreign-born students with similar cultural backgrounds, the importance of social and emotional curricula and cultural competency training within schools, and the gendered effects of acculturation.

Exploring the Factors that Influence How (And Why) Community College Instructors Teach Communication and Teamwork Skills in Computer Technology Courses

ABSTRACT In the field of network administration and programming, mastery of technical skills as well as non-technical or soft skills, such as teamwork, problem-solving, self-regulated learning, and communication, are increasingly emphasized both in practice and research. While little research exists concerning the instructional practices of such skills within community colleges, even less is known about community college instructors’ conceptions of these crucial 21st century skills. This paper reports a qualitative, exploratory study examining how community college instructors defined and taught communication and teamwork competencies in their computer technology classrooms. The data was collected from multiple data sources – instructor interviews, observations of classroom teaching, and student focus group discussions about their learning. Main findings include the influence of instructor backgrounds on their teaching practices, the situational nature of how instructors defined and conceptualized communication and teamwork skills, and the prominent use of teacher-centered practices in the teaching of communication and teamwork skills. We conclude that while faculty participants in this study considered teamwork and communication skills to be important, their classroom teaching was insufficiently student-centered to truly cultivate these skills. Thus, we argue that more training, resources, and support structures are needed for community college instructors in order to better cultivate the communication and teamwork skills of their students. This paper adds empirical evidence to the national conversations on the critical issues of skills, student employment, and pedagogy, and also utilizes a triangulating approach to better document faculty teaching practices.

A Multi-disciplinary Mixed-Methods Study of Group Dynamics in Active Learning Space

Active learning space emerged at the turn of the twenty-first century. The active learning space design represents not only an overhaul of traditional classrooms’ physical appearances but also reflects a paradigm shift from teacher-centered learning to student-centered learning. Current available research mainly focused on student academic performance as well as student and faculty perceptions.  No research has been conducted to investigate interactions at the student level to find out what interactions are taking place in the active learning space and how they affect student learning. This study employed a sequential exploratory mixed-methods design inquiring into student learning in an active learning space first through student focus group discussions and then with an online student survey. The major themes emerged from the focus group discussions were utilized to develop the online survey. The purpose of this survey was to cross-validate qualitative outcomes and further seek answers to unanswered questions triggered by qualitative findings. The qualitative data indicated that the spatial equity in the active learning space put students in positive mindsets and induced active classroom participation. The interconnected screens made it easy for students to view class content and collaborate with peers. The group work conducted in the space fostered mutual learning, promoted learning accountability and improved peer relations. The quantitative survey data on group dynamics validated and reinforced qualitative findings. This paper will help educators better understand student behaviors in the active learning space and better design space-appropriate pedagogical strategies.

“I felt more prepared and ready for clinic”: Connections in student and clinical educator views about simulation-based learning

Clinical placements supported by a clinical educator in real clinical environments are beneficial for student learning. Student preparedness for placements has been examined across health professions. Simulation-based learning (SBL) is recognised as a valuable means of preparing students for practice. Whilst students’ perceptions of SBL activities has been investigated, insights from clinical educators are less researched. This study aimed to explore speech pathology students’ perceptions of clinical learning immediately following a SBL experience and perceptions of both the student and clinical educators following a subsequent clinical placement. Thirteen third year undergraduate speech pathology students and five clinical educators participated in this research. Students completed an SBL program prior to a six-week clinical placement. A student focus group discussion was held following the SBL experience and semi-structured interviews were conducted with individual students and clinical educators at the completion of placement. Thematic analysis of the data was conducted and themes were summarised using a thematic network tool. Overall interpretation of data from the students’ and clinical educators’ perspectives revealed an overarching global theme suggesting that simulation offers unique learning benefits to prepare students for typical clinical placement. As students and clinical educators demonstrated shared perceptions that SBL offers unique learning benefits for speech pathology students, this finding further supports the inclusion of SBL within university program curricula.

Exploring global citizenship learning and ecological Behaviour change through extracurricular activities

ABSTRACT This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citizenship among middle school students. I focus on one extracurricular programme entitled ‘The Friends of Nature’ that was provided in a Moroccan private middle school. Adopting a qualitative research method approach, data consisted of interviews with thirty students from 7th, 8th and 9th grades and two teachers (social studies and life and earth science teacher), and were collected over the course of three months through multiple data collection tools, namely observation, student focus group discussions and teacher interviews. A series of environmental activities offered students opportunities to: identify environmental problems, promote education for sustainable development and improve their environmentally conscious behaviour, develop creative solutions, and take actions for preserving nature in their community. The data were analysed using a content analysis method. The results reveal that students demonstrated cognitive development in terms of human rights, citizenship rights and responsibilities, environmental sustainability. While the program developed attitudes of empathy, respect, solidarity, it failed to instil a sense of responsibility to act for the betterment of the world, thus being a global citizen.

Structured, functional histology practical modules: An answer to medical students' histology nightmare and the way forward for relevant histology instruction in the Indian undergraduate medical curriculum?

. It is often a challenge to make histology instruction relevant and interesting. We assessed whether structured, worksheet-based histology practical modules with emphasis on functional histology and clinical application, would improve the learning experience and help students focus on relevant functional and clinical correlates. . In eight practical sessions, 100 students worked as two groups, one group undergoing new intervention practical modules and another group undergoing the routine laboratory practical exercises as a control group. For every pair of laboratory practical exercises, the groups alternated. Spot tests administered in the following week assessed identification ability as well as application of knowledge. Feedback was collected in the form of written questionnaires from faculty and students, student focus group discussion and in-depth interviews. Analysis of test scores as well as feedback was done. . Test scores were better following the intervention method when comparing the overall score as well as its subcomponents of identification and analysis-type questions (p<0.001). The weaker performers in the class as well as high achievers showed better test scores with the intervention method (p<0.001). Feedback from faculty and students reflected better student experience with the intervention method. Suggestions were made to improve the approach further. . Studying histology through structured modules, which emphasize functional and clinical correlates, appears to improve the identification and application ability of the student as well as the student experience.

New Learning Spaces and Transformations in Teacher Pedagogy and Student Learning Behavior in the Language Learning Classroom

Many Malaysian classrooms have been redesigned to include technology and foster the development of twenty first century learning. The availability of this platform and the new learning space created by redesigning the language classroom has opened up new and exciting possibilities for teaching and learning the English language. This paper will investigate if the new learning space has impacted teacher’s pedagogical strategies and student’s learning behavior and engagement for English language teaching and learning. A qualitative approach employing a multiple case study research design was taken and data was collected using classroom observations, teacher interviews and teacher and student focus group discussions from eight English language teachers and 37 students.  Findings reveal significant transformations in teachers’ teaching approaches, use of class activities and on students’ learning behavior and outcomes. Technology did feature in the learner centric approach with students functioning as facilitators and allowing more student participation and interaction. The use of multimedia and online materials helped make learning more interesting and improved student attention in class. Students in turn were more focused and engaged in the collaborative tasks and also reported developing better peer relationships and learning from each other. Keywords: redesigned learning spaces; teacher pedagogy; learner behavior; technology; teaching and learning

Supporting Student Transition into Professional Practice

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.

Students as Change Agents in the Community: Developing Active Citizenship at Schools

Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing social, political, economic, and cultural context of Turkish society. The present study is part of a European Union project that aimed to help students develop knowledge, skills, attitudes and values to actively participate in democratic life, mainly by learning and exercising their rights and responsibilities as citizens both at school and also in their community. The study explored the knowledge, skills, attitudes and values developed by students through the project which are considered to be necessary for active citizenship. Employing qualitative multiple case research design, the sample consisted of 82 eight-grade students and 3 social studies teachers from three different middle schools in Ankara. The data were collected during and after the implementation of activities through observation, formative evaluation forms, student focus group discussions, teacher interviews, and the project evaluation form. The data were analyzed by content analysis method. The findings portrayed that the project activities were conducive to develop the characteristics of active citizenship in students in terms of the knowledge, skills, attitudes and values.

Using a Review Book to Improve Knowledge Retention

This study has two primary objectives. The first one is preparation of an efficient review book including a series of activities, which will help fourth grade students exercise what they learned in the elementary science course in a year. The second objective is examination of the prepared book in the framework of student and teacher opinions. In this study, 10 classroom teachers are interviewed at the initial stage. As a result of these interviews, a significant need is determined for a review book for elementary science course, particularly. In the study, qualitative research methods, such as observation, interviews, document analysis and focus group discussion, are used. Data collection tools compose of review book for elementary science course, teacher interview forms, student focus group discussion form and forms, in which students evaluate all activities in the book. The review book prepared by the researchers consists of 38 activities. This book was applied to 25 fifth grade students. These interviews are supported with data of observation and document analysis. The obtained data are analyzed with the content analysis. The review book is considered efficient by teacher and students. This is because it can be applied within a short time and contains whole elementary science topics of fourth grade. Furthermore, teacher can specify students' prior knowledge at the beginning of the academic year and adjust the level and teaching methods in the course accordingly. It can also be used effectively throughout the term.

Incorporating Social Networking Sites into Traditional Pedagogy: a Case of Facebook

The use of online social networking sites for educational purposes or expanding curricular opportunities has recently sparked debates in scholarly forums. This potential, however, has yet to attract sufficient attention in second language classes, and particularly in English as a Foreign Language (EFL) contexts. The current study explores the affordances of Facebook to help both improve EFL students’ vocabulary knowledge and develop their vocabulary strategy learning in a blended learning course. To this end, a Facebook page was created to engage an intact class of first-year undergraduates (N = 25) majoring in English in a package of vocabulary learning strategies. The analysis of the data from Facebook content (i.e., the posts and comments shared throughout a semester) and a student focus group discussion revealed that students benefited from participating in different activities to improve their knowledge of English vocabulary and develop their awareness of various vocabulary learning strategies. The results, however, raised several concerns about the integration of Facebook into traditional pedagogy as a formal platform for language teaching and learning.

Knowledge and perceptions on antibiotic use and resistance among high school students and teachers in New Delhi, India: A qualitative study.

Objective:To explore the perceptions and knowledge of school teachers and students about antibiotic use, resistance, and suggestions for practical interventions for the rational use of antibiotics.Methodology:Five focus group discussions (FGDs) with high school students (Class: 9–11) and five with teachers were conducted in two private and three public schools (one teacher and one student FGD per school) in five municipal wards of Delhi. Qualitative data on antibiotic knowledge, resistance, and behaviors with respect to antibiotics use were collected. There were 4–8 persons per teacher FGD and 15–20 persons per student FGD. FGDs were analyzed using “thematic analyses.”Results:Students had poor knowledge regarding antibiotics and antibiotic resistance, while only some teachers had a basic understanding. Four broad themes needing attention emerged: definition of antibiotic and antibiotic resistance, antibiotic use behavior, doctor–patient relationship, and interventional strategies suggested to curtail the misuse of antibiotics and to spread awareness. In order to tackle these problems, both groups suggested a multipronged approach including robust public awareness campaigns also involving schools, better doctor–patient relationships, and stronger regulations.Conclusions:Although students and teachers exhibited poor knowledge about antibiotic use and resistance, they were keen to learn about these issues. School education programs and public education could be used to shape correct perceptions about antibiotic use among all stakeholders including children. This may help in the containment of antibiotic resistance and thus preservation of antibiotics for future generations.