Foster Learning Research Articles

학생 현장탐방형 META-HyFlex 혁신 수업모형이 대학생의 자기주도학습역량, 창의적 문제해결역량 향상에 미치는 영향

Objectives The purpose of this study is to analyze the effect of META-HyFlex(Meta-HyFlex) innovation class model on the improvement of students' self-directed learning competency and creative problem solving competency.
 Methods The subjects of this study were college students who enrolled in the required courses at the basic level of major at S University. The experiment was conducted in the first semester of 2018 before the onset of COVID-19 and the second semester of 2022 when the META-HyFlex innovation class model was introduced in the post-corona period.A pre-test was conducted with a total of 23 questions, including 13 self-directed learning competencies and 10 creative problem-solving abilities, which were self-reported check items before the class started, and the homogeneity between the groups was confirmed.
 Results As a result of analyzing the change trajectory of the experimental group and the comparative group, it was found that the self-directed learning ability and the creative problem solving ability improvement effect were significant in the 2022 class (face-to-face class) in which the META-HyFlex innovation class model was introduced to strengthen the successful student experience.
 Conclusions The META-HyFlex Innovative Teaching-Learning Model is a class design focused on enhancing class effectiveness. It integrates knowledge of various disciplines and learners can perform multidisciplinary, practical, and cooperative tasks to foster self-directed learning and creative problem solving skills.This study for the improvement of future core competencies of university students can be provided as basic data for educational outcomes to improve the quality of education and will contribute to the advancement of customized experience- based education for the improvement of future core competencies of university students in the era of future transition.

A comprehensive review of talent management strategies for seafarers: Challenges and opportunities

This study embarked on a systematic literature review and content analysis to explore the intricacies of talent management within the maritime sector, focusing on the challenges and strategic imperatives faced by the industry in managing its workforce. The primary objectives were to identify current practices in talent management, assess the challenges in recruiting, retaining, and developing seafarers, and to propose strategic recommendations for maritime industry leaders and policymakers. Employing a comprehensive search strategy, the study scrutinized academic databases and industry reports to collate relevant literature on talent management practices within the maritime ecosystem. Inclusion criteria were meticulously defined to focus on contemporary research and publications that provided insights into the dynamics of talent management specific to the maritime context. Through content analysis, the research distilled key themes related to talent management strategies, their implications for various stakeholders, and the alignment with regulatory standards and best practices. Key findings revealed the critical importance of aligning talent management with organizational goals and global standards to ensure operational efficiency and compliance. The study also highlighted the essential role of specialized training and development tailored to the maritime sector's unique demands, alongside the significance of seafarers' well-being and career progression. Conclusively, the study underscores the necessity for maritime industry leaders to embrace digital transformation, foster continuous learning, prioritize seafarer welfare, and proactively adapt to regulatory changes. Future research directions were suggested, including the impact of digitalization on seafaring roles, cross-cultural competency development, and longitudinal studies to evaluate talent management outcomes over time.

Using Formative Assessment and Feedback from Student Response Systems (SRS) to Revise Statistics Instruction and Promote Student Growth for All

Instructors are increasingly using interactive student response systems (SRS) to foster active learning and deepen student understanding in statistics education. Yet most studies focus on either the benefits of SRS or on how students can receive and use feedback, rather than on how instructors can use formative assessment data to inform instructional revisions for the purpose of enacting inclusive pedagogy to reach more learners. This article draws from a case study of an introductory statistics course at a community college to detail a framework for how an instructor can engage in what I call a reciprocal formative assessment and feedback cycle using SRS. This cycle is designed to address the goal of increasing equity—as defined by learning growth for all students—through a structured approach of reflecting on student misconceptions to determine who to reteach, what to reteach, when to reteach, and how to reteach course content.

The Role of the Civic University in Facilitating Inclusive and Transformative Pedagogical Approaches to the Sustainable Development Goals: A Systematic Literature Review

Facing rising financial pressure due to economic stagnation and lacklustre engagement from policy-makers, higher education institutions (HEIs) and local communities are placing increasing emphasis on cooperative efforts between universities and communities to co-create positive societal change in the face of the triple planetary crisis. Based on the PRISMA method, this systematic literature review seeks to contribute to the academic knowledge on Sustainable Development Goals (SDG) governance at the local level by unpacking the contribution of HEI-community cooperative approaches to transformative learning and action for sustainability. In order to successfully incorporate communities’ priorities in the local-level integration of the SDGs, it is crucial that these new collaborative initiatives foster transformative learning approaches to Education for Sustainable Development (ESD) in an equitable, intersubjective, and inductive manner. The findings present the various strategies used to build long-term, impactful, and resilient learning skills for sustainable development for all ESD stakeholders at the local level, including communities, HEIs, and city authorities. This review proposes these interventions as tools for better local governance towards the integration of the SDGs into HEIs and communities, specifically through SDG4 Quality Education.

Patient engagement in research: lessons learned from CAPTURE ALS, a longitudinal observational ALS study

Objective There are compelling ethical and practical reasons for patient engagement in research (PEIR), however, evidence for best practices remains limited. We investigated PEIR as implemented in CAPTURE ALS, a longitudinal observational study, from study inception through the first 2.5 years of operations. Methods Data were drawn from three engagement initiatives: a community-led letter-writing campaign; consultation with patient and caregiver focus groups; and a study-embedded ‘participant partner advisory council’ (PPAC). Data were derived retrospectively from study documentation. We used the International Association of Public Participation (IAP2) participation spectrum as a framework for investigation. Results 2401 letters from community members to the Canadian government affirmed study objectives and advocated for funding. Feedback from focus group consultation influenced study design and supported the study’s data-sharing plan. PPAC collaboration shaped all aspects of the study. Contributions included: co-creation of governance documents, input on study protocols and public-facing communication, and development of engagement webinars for study participants and feedback surveys. Effective communication practices fostered collaboration and helped avoid tokenistic engagement. CAPTURE ALS encompassed all IAP2 participation levels. Conclusions CAPTURE ALS was shaped by meaningful engagement initiatives over the course of the study. Lessons learned included: begin early and embed PEIR within research; build relationships and foster mutual learning; be flexible, open to adaptation, and seek diversity. Primary challenges included funding for early implementation, time needed to maintain relationships, and attrition due to disease progression. All IAP2 participation levels contributed to meaningful PEIR. ‘Empowerment’ was demonstrated through advocacy.

‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres

This paper explores children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges. Guided by the relational lenses of respect, responsibility and reciprocity, we conducted focus groups with children across five Australian early education centres. We found that Acknowledgement practices were evident through recitation of their Acknowledgement to Country, engaging with artefacts, and/or discussion of artworks. Secondly, children demonstrated emerging understandings about place names, the symbolic use of flags for places and people, and Australian plants and animals. Thirdly, Aboriginal cultures as living cultures were evident in temporal discussions about people and culture. Finally, imaginative play implied efforts to make sense of Aboriginal concepts and language. Across the study, children were active in experimenting with ideas in their own meaning making. Acknowledgement to Country was not a moment in the day; rather, it was embedded throughout the day through routines, storytelling, play and creative activities, all designed to foster learning.

Fostering self-regulated learning in preschool through dynamic assessment methodologies.

Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers' self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children's pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children's use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study's contributions and constraints are discussed considering implications for practice, research, theory, and policy.

When interprofessionalism also involves the patient: how to provide good healthcare beyond care

The prevalence of aging-related chronic diseases makes it necessary to change organizational structures. In order to facilitate the transformation of health systems, interprofessional care teams, patient engagement, and collaborative practice will be necessary. Patient-centered interprofessional care is a process based on the collaborative relationship between healthcare professionals, patients and caregivers, as a useful strategy to “develop a shared understanding of the problem and generate a mutually acceptable assessment and management of the care plan”. Everything must take place on a collaborative level, always respecting the different skills. Although the literature provides preliminary information to support the benefits of the patient-centered approach, transformational leadership and an organizational culture are needed to foster learning, research, and the implementation of innovative models to patient care. Furthermore, in the Italian healthcare reality, the aspects of practicability and “sustainability” of this model of care should be considered and the key elements, mechanisms and stages of development necessary for its possible implementation should be better defined.

Learning Newtonian mechanics with an intrinsically integrated educational game

AbstractBackgroundResearch on cognitive effects of educational games in general shows promising results. However, there are large variations in learning outcomes between individual educational games. Research on the design process and different design elements of educational games has led to some interesting directions, but some design aspects remain unclear.ObjectivesWe examined how an educational game designed on the basis of intrinsic integration theory, based on a strong alignment between game and learning goals, supports the learning of Newtonian mechanics.MethodsThis study applied a mixed‐methods approach (N = 223). A pre‐ and post‐test design was used to examine possible learning and transfer effects fostered by playing the educational game, Newton's Race. To examine how players played the game, log data for each player were digitally recorded during gameplay.Results and ConclusionsOur findings demonstrated a significant positive learning effect of Newton's Race (p = 0.003, d = 0.201). This can be explained through the acquired log data. Log data show that players' gameplay mostly matched expected learning during the game, with physically correct game settings occurring more and more as gameplay progressed. The ability to transfer learned knowledge to other situations was shown to be limited to situations closely resembling the game environment.ImplicationsSimilarly, designed intrinsically integrated games on different (physics) subjects could also foster learning in a relative short time. To foster transfer to other situations we propose embedding the game within other instructional activities.

Insights into Classroom Dynamics: Indonesian EFL Teachers' Self-Efficacy in Instructional Strategies

Teachers' self-efficacy in instructional strategy has been indicated for its crucial role and function and its profound implications on teaching practices and student outcomes. This study aims to illuminate the intricate relationship between teachers' self-efficacy and their utilization of instructional strategies. Drawing upon Bandura's theory of self-efficacy, mixed-method research with convergent parallel design was employed to explore the perceptions and experiences of Indonesian EFL (English as a Foreign Language) teachers regarding their confidence in employing diverse instructional techniques within the classroom context. The data were collected through a questionnaire completed by 36 EFL teachers and semi-structured interviews involving six teachers. The results show that self-efficacy is pivotal in shaping instructional practices and highlight the need for targeted support and professional development initiatives to enhance teachers' confidence and competence in effectively employing varied instructional strategies. The results also show that learning facilities, time constraints, and curriculum change posed significant barriers to adopting certain strategies. This research contributes valuable insights to the field of EFL education, offering practical implications for teacher training programs and curriculum development efforts to optimize classroom dynamics and foster positive learning outcomes for students

An Investigation of the Impact of Teachers’ Corrective Feedback on Students’ Spoken Errors: The Case of Moroccan High School Teachers

The pursuit of best practices and the promotion of excellence and effective performance in the teaching process are the ultimate goals of the educational endeavour. Throughout this process, teachers’ feedback is crucial and helps to improve students’ performance. The current study attempted to look at the topic of feedback in the learning of second languages. The main goals of this study were to find out how well-informed teachers were about the value of feedback in second language acquisition, to investigate the types of feedback teachers use to correct their students’ spoken errors, and finally to assess teachers’ knowledge of the various types of feedback that can be used in EFL classrooms to foster learning. A survey was administered to 20 English instructors from Moroccan high schools as a sample because of the quantitative nature of the study. ‘SPSS’ was used to analyse the data obtained from the survey. The results showed that English teachers in Moroccan high schools have a sufficient level of knowledge about feedback because they employ various feedback strategies, using them in accordance with the requirements of the learning context and, most importantly, considering the psychology of learners before responding to their incorrect statements. Numerous pertinent pedagogical implications were raised by these findings.

Navigating Digital Frontiers in Music Education: The MUSENSE Project's Contribution to E-Learning

The integration of digital technologies into music education, particularly through the MUSENSE project, marks a pivotal evolution in teaching and learning practices within this creative domain. This research paper explores the project's innovative approach to leveraging state-of-the-art technologies that include AI (Artificial Intelligence), IOT (Internet of Things), robotic and eXtended (XR)/virtual (VR)/augmented (AR) reality and other emerging technologies to enhance music education and performance. With the advent of the COVID-19 pandemic, traditional music education faced significant challenges, catalyzing the need for alternative, technologically driven pedagogical strategies. MUSENSE addresses this gap by facilitating the digital transformation of music education, aiming to enrich learning experiences and broaden access to music performance education. This is implemented through a mixed-methods research approach that utilises an open repository designed to collect, decompose, present the functions of the basic functional components and elements of appropriate case studies. In addition, through the collection of stakeholder interviews and expert contact information, the project reports on the current state of emerging technology adoption in music education, assesses the educational implications of these technologies, and explores their potential to foster innovative teaching and learning practices. Initial findings suggest a positive impact on music education through immersive learning experiences provided by state-of-the-art technologies, alongside an increasing receptivity among educators and students towards integrating digital tools. However, challenges such as the digital divide and the need for curriculum adaptation emerge as critical considerations. This paper contributes to the discourse on digital innovation in music education by highlighting the opportunities and obstacles presented by integrating digital technologies, offering insights for educators, policymakers, and technology developers in navigating the future of music education in the digital age.

Analysis of the Impact of Personalized Learning Paths in Mobile Learning Platforms on the Development of Self-Directed Learning Strategies Among Brazilian College Students

This paper investigates the impact of personalized mobile learning (m-learning) platforms on the development of self-directed learning (SDL) strategies among Brazilian college students. Employing a mixed-methods research design, the study combines quantitative surveys with qualitative interviews to explore how personalized learning paths influence SDL skills such as goal-setting, time management, and reflective practice. The quantitative analysis reveals a significant positive correlation between the degree of personalization in m-learning experiences and enhancements in SDL competencies. Qualitative insights further elucidate students’ perceptions of personalized m-learning, highlighting increased motivation, engagement, and a sense of ownership over their learning processes. The research also delves into the challenges and opportunities presented by the Brazilian educational context, including infrastructural limitations and the digital divide. The findings underscore the potential of personalized m-learning platforms to foster learner autonomy and suggest implications for educators, policymakers, and educational technology developers. The study calls for further research on the longitudinal effects of personalized learning and the socio-economic factors affecting m-learning adoption and effectiveness.

Carsten Roever: Teaching and Testing Second Language Pragmatics and Interaction — A Practical Guide

This book provides comprehensive guidance on teaching and assessing second language pragmatics and interaction. From theoretical foundations to practical methodologies, it offers valuable insights for educators and researchers. Covering topics such as context theory and pragmatic strategies, the book introduces various teaching methods, including role-play activities and dialogue interactions, to foster learners’ pragmatic skills. Additionally, it addresses effective pragmatic assessment design, ensuring objective evaluations. Overall, the book is a valuable resource for enhancing learners’ development in pragmatics and interaction.

Penggunaan Website Wordwall Sebagai Media Pembelajaran Untuk Meningkatkan Motivasi Belajar Siswa di SMK Bima Utomo

A teaching program is a plan for implementing the teaching and learning process which is based on consideration of the objectives to be achieved, materials, methods, tools, time allocation and evaluation so that students master the learning process and have optimal learning outcomes. Wordwall is an interactive media that provides features to foster student learning motivation according to the learning material presented by the teacher in class. Word wall media provides features such as quizzes, matching, pairing, anagrams, random words, word searches, grouping. The PkM (Community Service) Lecture Program with the title "Using the Wordwall Website as a Learning Media to Increase Student Learning Motivation at Bima Utomo BS Vocational School" is carried out by prioritizing how to use the wordwall website, especially for teachers or teaching staff at Bima Utomo BS Vocational School with the main aim increase student learning motivation and make it easier for teachers to deliver learning material. The results of the implementation of Community Service at BIMA UTOMO BS Vocational School, Sidodadi Village, Batang Kuis District, Deli Serdang Regency, North Sumatra which was carried out from February 5 - February 27 2024, the team was able to adapt well so that a cooperative relationship was established between the school, students and students, teachers are able to use wordwall media as an interactive learning media for the continuity of teaching and learning activities, socialize the use of wordwall media as an interactive learning media, provide contributions in the form of assistance to the school regarding administration and students feel motivated by the existence of interactive learning media.

중국 여성의 평생학습 참여동기와 학습성과 관계에서 사회적 지지와 학습몰입 매개 효과 연구

The purpose of this study is to investigate the relationships among lifelong learning motivation, social support, learning engagement, and learning outcomes in Chinese adult women to enhance their lifelong learning performance. The research examines differences in lifelong learning motivation, social support, learning engagement, and learning outcomes among Chinese adult women based on background variables. Additionally, the study analyzes the structural relationships between these variables and explores the mediating effects of social support and learning engagement. According to the results, adult women's motivation for lifelong learning has a positive impact on learning outcomes, and both learning orientation and goal orientation also positively influence learning outcomes. Positive relationships were observed between lifelong learning motivation and social support, learning orientation and social support, as well as goal orientation and social support. In terms of the relationship with learning engagement, both lifelong learning motivation and learning orientation had a positive impact, while the relationship with goal orientation was not significant. Furthermore, indirect effects of social support and learning engagement on learning outcomes were confirmed. Social support mediated the relationship between lifelong learning motivation and learning outcomes, as well as between learning orientation and learning outcomes, and goal orientation and learning outcomes. The study's findings highlight that Chinese women's lifelong learning motivation positively influences learning outcomes through social support and learning engagement. Consequently, the study suggests strategies to enhance lifelong learning motivation, improve social support, and foster learning engagement in Chinese women to elevate their learning outcomes. Efforts are emphasized to strengthen social support and promote diverse learning activities for the positive influence of women's lifelong learning motivation on learning engagement and outcomes.

A Culturally Specific Community Supported Agriculture (CSA) Program to Improve Diet in Immigrant Communities in Brooklyn, New York.

Anti-Asian and anti-immigrant sentiment has surged in the country in the last 3 years. Food insecurity is also on the rise; in our local needs assessment of n = 1,270 Asian American adults in New York City, accessing food was cited as the number 1 priority among those who needed help. Finally, racial discrimination and food access are related to fear of being attacked-driving feelings of safety and therefore willingness to travel for food. To combat these narratives and leveraging pivots by our community partners, we implemented a community-supported agriculture pilot program (n = 38) to assess whether culturally appropriate food access can improve diet and foster cross-cultural learning among immigrant families in Brooklyn, NY. Over a 20-week period from June to October 2022, participants received Chinese-specific produce and nutrition education. Participants reported eating more and a greater variety of vegetables and had higher vegetable intake measured via skin carotenoid scores. This pilot may inform the adaptation of nutrition interventions to reduce inequities in chronic diseases in immigrant communities.

Instagram as a Pedagogical Tool in Pediatric Dentistry and Ortodontic Courses

Social networks have become an ideal space for the exchange of information and knowledge. The objetive of this study was to determine the usefulness of the implementation of Instagram as a didactic tool to promote and facilitate student learning in the theoretical and laboratory courses of Pediatric Dentistry and Orthodontics during 2022. Private Instagram accounts were created for each of the four courses. During 4 months relevant information was posted to review concepts and strengthen the teaching-learning process of the students. At the end of the courses, a survey was conducted containing the following variables: usefulness of the social network, amount of information provided, preferred place to view content (wall or stories) and whether students recommend the use of Instagram in other courses of the Department of Dentistry and Orthodontics. For the association of variables, the chi-square test was used, value of p<0.05, 95%Cl. The participation in the accounts was 222 individuals; the interaction of the students with the accounts was 87.5% with respect to the stories, 95% observed the stories completely. There was a statistically significant difference with respect to where the information was posted: stories was the preferred place for students. There were 167 students participating in the survey. All the students found very useful or useful the content of the application on the social network.100% of the respondents recommended keeping the implementation of social networks in the theoretical courses of the Department. Instagram is not only a social application but also a channel to make the teaching process more dynamic and attractive. Teachers can integrate this social platform to foster motivation and learning in students.

Do organizational justice and leadership trust improve village-owned enterprises performance? organizational learning as mediating

Research aims: This research aims to investigate the effects of organizational justice, trust in leadership, and organizational learning on the performance of Indonesian village-owned enterprises (VOEs).Design/Methodology/Approach: The data for this study were collected using a questionnaire survey to 855 respondents affiliated with VOEs in the regencies of Kuantan Singingi, Rokan Hulu, Meranti, and Indragiri Hilir. The data analysis was performed utilizing SmartPLS, a software tool often employed in academic research for structural equation modeling and path analysis.Research findings: The study's findings uncovered notable positive correlations between organizational justice and trust in leadership with the performance of VOEs. Furthermore, organizational learning served as a mediator in the correlation between organizational justice or trust in leadership and the performance of VOEs.Theoretical contribution/Originality: According to the principles of social exchange theory, individuals are more likely to exhibit increased levels of contribution and commitment towards their organization when they see fair treatment and possess a sense of trust in their leaders.Practitioner/Policy implication: This study highlights the significance of establishing a trustworthy atmosphere inside virtual organizational environments of VOEs to foster organizational learning and performance.Research limitation/Implication: By promoting fair practices, building trust in leadership, and encouraging continuous learning, VOEs can improve their organizational performance.

Professionalism-training in undergraduate medical education in a multi-cultural, multi-ethnic setting in the Gulf Region: an exploration of reflective essays

BackgroundDespite the established need to prioritize professionalism-training in developing future physicians, very few medical programs in the Gulf Region embed in their curricula discrete contextualized courses aimed at developing the corresponding competencies, while fostering self-directed learning. This study aims at exploring the perception of undergraduate medical students in a multi-cultural, multi-ethnic setting regarding their understanding of, and personal experience with professionalism through their engagement with the content of an innovative curriculum-based professionalism course, offered at a Medical School in Dubai, United Arab Emirates.MethodsThe study used a qualitative phenomenological research design. Out of 33 students, 29 students had submitted reflective essays. The content of these essays was inductively analyzed following a six-step framework for conducting thematic analysis. The framework’s steps include familiarizing oneself with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report.FindingsThe inductive qualitative analysis generated the Professionalism Learning Journey model. This conceptual model includes four interconnected themes: Awareness, Acknowledgement, Realization, and Application. The generated model depicts the trajectory that the learners appear to experience while they are engaging with the content of the course.ConclusionIntegrating a professionalism-training course into an undergraduate medical curriculum is likely to be positively appraised by the learners. It raises their awareness, enables them to value the subject matter and the sophistication of its application, and empowers them to put into practice the taught principles, on an individual basis and collectively. This is especially true when the course is entrenched in constructivism experiential learning theory and designed to foster self-directed learning. The introduced conceptual model, in conjunction with the innovative professionalism-training course curriculum, can serve as a template for other competencies and other schools.