Global Learning Environment Research Articles

Creating a global learning environment to promote integrated care.

Introduction: While the concept of integrated care has evolved considerably, there is general agreement that the competences necessary to co-create, implement, work in, and evaluate integrated care are only taught and practiced piecemeal. There is a hunger for more information, training and exchange of knowledge and experiences. In general, performance and outcome measurement is lacking, resulting in gaps between implementation in theory and practice. This workshop will discuss how we can bring community members, professionals and policymakers together in a meaningful way to learn and grow together.
 Why are you conducting a workshop? The existing offers of degree and certificate programmes, targeted training by organisations or learning by doing, do not foster sustainable change in competences of the workforce, system leaders or the wider communities. Often that is because the focus is still on a specific context, competence, or profession. But evidence and experience underline how important it is for everyone to understand the principles of integrated care, including e.g. social determinants of health, co-creation or cross-sectoral, inter-organisational team work. In this workshop, we want to build on our collective intelligence to discuss, define and design a global learning platform, which complements and builds on existing offers to connect people on different levels and in different languages. The key questions to answer are:
 •What the key barriers for learning and practicing integrated care?
 •How we can foster the next generation to become true integrated care proponents?
 •What are current performance and outcome measures that can be implemented immediately?
 •What are gaps in outcome assessment that must be prioritized to ensure equity and health justice for all?
 •Who is missing from training discussion/ forums that would help advance integrated care?
 Who is it for? The workshop is for people with lived experience of health and social care (including family carers) and professionals, policy makers, evaluation and performance experts, managers and academics who are committed to joint learning as the basis of integrated care implementation.
 10 minutes introduction & collaborative definition of aims and outcomes of the workshop
 5 minutes explanation of the fish bowl discussion and introduction to the starting discussants
 20 minutes fish bowl discussion round 1
 20 minutes small-group discussions
 20 minutes fish bowl discussion round 2
 10 minutes summary and wrap-up
 Participants will have the opportunity to participate in the fish bowl discussions and in the following small-group discussions they can move around from topic to topic. A facilitator will remain at each flip chart to encourage discussion and foster actionability of ideas. The discussion will be visually recorded to enable participants to build on what has come before to enable a rich and diverse conversation.
 How are you going to summarize the take home messages?There will be a short feedback from each flip chart facilitator on main points discussed – the facilitation team will then write up the discussions into a short and accessible summary which will be shared through social media, integrated care networks and relevant organisational routes.

A Study on Design, Development and Implementation of MOOCs by Faculty Members in Central Universities of India: Problems and Prospects

Technology is a promising development in education, allowing learning materials to be accessed anytime and anywhere, providing a global learning environment. MOOCs, Massive Open Online Courses, are designed to support unlimited participation of teacher/instructor and learner. Thousands of people can access knowledge disseminated across the globe through MOOCs, which can offer a solution to those who might have a problem limiting or compromising access to the traditional way of formal learning. Purpose: With the new education policy of having a virtual university, the creation of e-content and making them available on digital platforms, the Government of India has taken a step to modernize the education system of India. The creation of MOOCs platform Swayam is a very new initiative taken by the Government of India to promote online learning and offer quality education to people’s doorstep. UGC has urged all the universities to adopt online courses available on the Swayam platform and to motivate faculties to design and deliver MOOCs. The present study investigated the growth of MOOCs at the Swayam platform, and the involvement of Central University (CU) faculty in the design, development and implementation of MOOCs. Methodology: A census survey is conducted among the faculty of Central University, particularly those offering a MOOCs on the Swayam platform. The researchers used the Google Form platform to disseminate the questionnaires and collect responses. Findings: The findings of the study showed the existence of a total of 26 Central University faculty members offering MOOCs on the Swayam platform. Institutional Reputation, Creating National Identity and personal Interest are the factors motivating the design and delivery of MOOCs. The study also revealed the key factors required for designing MOOCs including support from the Institution, Hardware/Software Resources, Time for Designing MOOCs, Availability of Contents (OERs), Learning Contents for the Course, Instructor’s Role, Duration of the Course, Objectives of the Course and Pedagogical Approaches. Lack of Infrastructure is the most common problem faced by the faculty while designing MOOCs. Originality: The study is an original research work conducted using an online questionnaire, and the results drawn are based on the data received from the respondents.

P10.29.A FUNCTIONALLY INSTRUCTED COMBINATION-TREATMENTS INVOLVING REGORAFENIB IN EXPERIMENTAL GLIOMA

Abstract BACKGROUND Glioblastoma are incurable primary tumors of the central nervous system. The standard of care for newly diagnosed glioblastoma outside clinical trials includes a combination of radiation therapy, alkylating chemotherapy and tumor-treating fields. Yet, for progressive glioblastoma, only lomustine is registered in Europe. The REGOMA trial (Lombardi et al., Lancet Oncol 2019) had investigated regorafenib versus lomustine in a phase 2-trial. Furthermore, the use of regorafenib in a compassionate-use-program was recently reported (Tzaridis et al., Neuro Oncol 2019) Yet, the regorafenib arm in the Glioblastoma Adaptive Global Innovative Learning Environment (GBM Agile) master protocol was stopped after an interim analysis that showed a low probability of improvement of overall survival compared with control (press release 21 September 2022). We investigated here a functional genomics-based approach to discover and validate potential modulators of response to regorafenib treatment in experimental glioma in vitro, in vivo and ex vivo. MATERIAL AND METHODS We performed CRISPR/Cas9 activation (Calabrese P65-HSF activation library) and knockout (genome-wide knockout library Brunello) screens during treatment with regorafenib, sequenced and analyzed the genomic DNA of the remaining cells. RESULTS We discovered functionally-instructed molecular hits, designed a drug library for further validation by functional assays in vitro and combination treatments in murine glioma models in vivo. CONCLUSION Taken together, we discovered and validated functionally-instructed combination treatment options involving regorafenib. Our finalized results will be presented.

Project-based learning approach to the formation of digital competencies of students of universities in Russia and India

Modern challenges in society require universities to move from a traditional to a competency-based technology integrated learning environment. Students must master a variety of newer complex competencies such as: learn to independently search for information, analyze it, and apply it to solve various real time problems through their content knowledge. One of the possible tools for developing these newer competencies is ICT integrated project-based learning (PBL). The present study conducts an ICT integrated practicum to the internationally paired undergraduate students of Indian and Russian universities. The practicum included a collaborative work towards a common theme. Findings of the study reveals that the outputs generated by ICT integrated PBL provided confidence to the participants to use technology tools in a global learning environment to solve real time problems. Study suggested requirements for project organization, technology tools, and a design to implement such projects. Further, it reveals how virtual teams work on a project in an online environment. Study recommends future researchers to focus on more such empirical studies and its efficacy.

Acculturative Stress Among International Students: A Case of Malaysian Universities

Globalization of education is not uncommon in many countries where international education is of major importance to many, including Malaysia. Malaysia has increasingly become a popular destination for study pursues recently due to various attributes such as the wide verbal implementation of English by the locals, affordable accommodation cost, unique traveling experiences, and great opportunities offered at Malaysian higher learning institutions. Globalization of education develops a proactive global learning environment for local students. When international students come to Malaysia, they must adjust rapidly and learn fast, coping academically and socially. This study aims to assess the acculturative stress experienced by international students in Malaysian public universities. The findings indicate that most international students are under moderate cultural pressure, especially cultural changes or shocks, language barriers, and anxiety. These findings have implications for research on stress

Acculturative Stress Among International Students: A Case of Malaysian Universities

Globalization of education is not uncommon in many countries where international education is of major importance to many, including Malaysia. Malaysia has increasingly become a popular destination for study pursues recently due to various attributes such as the wide verbal implementation of English by the locals, affordable accommodation cost, unique traveling experiences, and great opportunities offered at Malaysian higher learning institutions. Globalization of education develops a proactive global learning environment for local students. When international students come to Malaysia, they must adjust rapidly and learn fast, coping academically and socially. This study aims to assess the acculturative stress experienced by international students in Malaysian public universities. The findings indicate that most international students are under moderate cultural pressure, especially cultural changes or shocks, language barriers, and anxiety. These findings have implications for research on stress and cultural change for international students.

Impact of the Coronavirus Pandemic on Global Education

Human existence, since time immemorial, has been plagued with epidemics and pandemics. These significant medical terminologies are often used interchangeably. However, they have distinct meanings. Many leaders of global countries welcomed the news of the exponential impact of COVID-19 on their respective economies, and on the entire world with disbelief. However, the stir caused and socio-economic impact of the pandemic on global education cannot be underestimated. The purpose of this research was to examine the disruptive effect of COVID-19 on educational programmes and activities in countries and territories across the globe. The quantitative approach to scientific inquiry was adapted and used in the study. Specifically, the research relied on cross-sectional design. This facilitated the collection of relevant research data over a specific period. Data required for the conduct of the research were obtained predominantly from secondary sources. These included text books, peer-reviewed articles published in journals, research papers, newspaper publications; Google Search Engine including worldometers.info, africanews.com, ghanahealthservice.org, who.int, and weforum.org; and electronic databases of international bodies such as UNESCO, among other significant sources. Respective data on pre-primary through secondary levels, and tertiary level of education for 108 countries across the globe; population data for each of these 108 countries; and available data on COVID-19 during the period were used in the study. Regression models and descriptive statistics were used to describe the research variables; and to evaluate their behaviour over the stated time frame on global education. Findings from the research revealed positive and significant relationship between total learners’ population(independent variable) and total national population(dependent variable) (p = 0.006, p < 0.05). The results suggested total learners’ population accounted for about 98.97% of the variation in total national population values, implying less than 2% of the outcome could be explained by external random factors. The research revealed strategies adapted to re-open schools in five major regions across the globe. The extent of influence of the independent variable on the dependent variable suggested continuous school openings during the COVID-19 outbreak; and re-openings after school closures occasioned by COVID-19 without recourse to efficient and effective implementation of pharmaceutical and non-pharmaceutical interventions and protocols could trigger further spread of the virus within and across borders. The magnitude and propensity of the COVID-19 outbreak on effective planning and co-ordination of academic programmes and activities in countries and territories across the globe were underestimated at the initial stages by many leaders, nationals, and non-nationals. The estimated total learners’ population (1.63 billion) affected by COVID-19 called for adaption and implementation of immediate, medium- and long-term measures at the national, sub-regional, regional, and global levels to prevent similar occurrence in future. Further, sustained educational programmes and activities throughout a given academic year are contingent on various leaders’ ability to control internal and external factors such as pandemic outbreaks that have the potential to wreak havoc and cause disruptions. During epidemic and pandemic outbreaks, decisions on school closures must be taken early to avert uncontrollable spread. COVID-19 affirmed inevitable role of the hybrid system in effective educational service delivery in current and future periods. Africa’s share of total consumption of international Internet bandwidth; and electricity generation and supply must increase significantly to reflect the continent’s commitment to improving on existing structures to assure efficiency and effectiveness in educational service delivery. There is an urgent need for classical instructors to evolve quickly to adapt modern teaching methods and practices, so they are not left behind in the dynamic and ever-changing global teaching and learning environment.

SISTEM INFORMASI PADA AIESEC LAMPUNG BERBASIS WEB

AIESEC is an international organization for youth to develop their leadership potential. AIESEC is the largest student-driven organization in the world . An organization that focuses on developing youth leadership and serving as ambassadors abroad to carry out social projects. AIESEC also focuses on leadership development, leadership experience, and participation in the Global Learning Environment. This research produces an interface to facilitate AIESEC Lampung projects. This system was a facility for organizations to replace systems that use d manual recording and resulting in a lack of time efficiency. This system integrates data ranging from report data and transactions that had been stored in the database. The new system was designed using the RAD (Rapid Application Development) method . It was a linear sequential software development process that emphasize d the development cycle in a short time iteratively (repetitively) in developing a system. A working model of the system was constructed in the early stages of development in defin ing the user requirements. With an integrated web-based computerized system, problems in transaction services at AIESEC Lampung can be solved easily. Reports and all transactions was displayed in the system. This research produced an Information System at AIESEC Lampung to carry out projects, namely the registration process and the host family program. Keyword : Information Systems , AIESEC, RUP, Web.

Emergency Remote Teaching and Programme Intervention: Towards a Human-Machine Pedagogy Based on Interactive Learning Documents

Teaching restrictions, due to the COVID-19 pandemic, have rapidly shifted the global learning environment demanding educators to implement technology-based solutions in their instruction. In this case study, we discuss how Interactive Learning Documents (ILDs), based on R-Markdown and R-Shiny technologies can contribute to building student confidence in their transition from secondary to tertiary education under the conditions of Emergency Remote Teaching. We propose a human-machine based active learning pedagogy to be implemented in a stage one Introductory Statistics course delivered to social science students. Our results show that Interactive Learning Documents contribute to alleviating student’s transition to university education. Three factors contribute to this result: 1) ILDs help students reduce statistics anxiety, 2) ILDs help learning by efficiently organising large quantities of complex learning material, and 3) ILDs effectively engage students by providing them with a variety of dynamic interactions with the subject.

Considerations With Virtual Secondary Music Students

The global COVID-19 pandemic disrupted learning environments, adding significantly to an already-challenging time for adolescents. In many cases, students and teachers have abruptly shifted to online learning platforms that may occur entirely in a home environment. Music often plays a significant role in adolescents’ processes of identity-building and social connection. Music classes might play an important role in coping during these times, even when learning is virtual. Music teachers may question students’ well-being and their own mentorship roles. This article includes concerns about teaching music with adolescents, specifically when adapted to virtual technologies. Considerations are detailed for pedagogical care and possible benefits of at-home learning that might enhance students’ music learning experiences.

INDEPENDENT LEARNING AND INDEPENDENT WORK IN THE MODERN EDUCATIONAL SPACE

Defining the interrelationships between self-learning and self-employment are particularly important in a global pandemic and online learning environment. The developed skills for independent learning strongly influence the independent activity of the students. Positive attitude towards learning, motivation, self-confidence, curiosity and perseverance are just some of the most important competencies of independent learning. The acquired skills, qualities and abilities allow each student to find his place in educational and research aspects.

Role of government and efficiency in Vietnam in the Covid-19 outbreak

Defining the interrelationships between self-learning and self-employment are particularly important in a global pandemic and online learning environment. The developed skills for independent learning strongly influence the independent activity of the students. Positive attitude towards learning, motivation, self-confidence, curiosity and perseverance are just some of the most important competencies of independent learning. The acquired skills, qualities and abilities allow each student to find his place in educational and research aspects.

International Understanding among Nursing and Pharmacy Students in Japan

The purpose of this research is to establish a model for assessing interest in international understanding among nursing and pharmacy students in Japan. The study design was a cross-sectional survey of nursing and pharmacy students in their first to fourth years at Josai International University. The International Understanding Scale (IUS2000), consisting of four domains (respect for human rights, understanding international culture, awareness of world solidarity, and understanding foreign languages) with 27 items, was used. A path analysis and confirmatory factor analysis were used to model international understanding. The model of international understanding of nursing and pharmacy students was established as the second-order four-factor mode. The international understanding of nursing and pharmacy students was mainly composed of respect for human rights and awareness of world solidarity and was less affected by understanding foreign languages. Nursing students in our study had a higher international understanding than pharmacy students. International understanding was considered relevant to students’ learning about the importance of interprofessional collaboration as well as their interests in global learning environments for healthcare professionals. The relationship between international understanding and future progress in healthcare performance needs to be studied to show the importance of international understanding education.

Transforming the ICT Learning Environment for English Language Learners

English Language Learners (ELLs) enter online or hybrid classrooms endeavoring to unlock the mysteries of learning English. These students are in search of a quality learning experience leading to English language acquisition defined by new opportunities to transform their lives and open doors for future accomplishments. A variety of educational strategies are required that extend beyond traditional expectations. Reading, writing, speaking and comprehension expanded to connect the classroom and global learning environment are essential. Key components of these endeavors are developing and utilizing innovative technology and coursework, while incorporating outstanding resources and methods to positively impact educators and students.

Investigating Effects of Metacognitive Strategies on Reading Engagement: Managing Globalized Education

Purpose: Previous studies rarely investigated the effects of the metacognitive reading strategies on reading engagement, particularly in globalized higher education, while those studies examined reading problems and engagement with lower reading level. The purpose of this study is to investigate the effects of the metacognitive reading strategies including global reading, problem solving, and supporting reading on reading engagement that include argentic, behavior, emotional, and cognitive engagement in global learning environment. This study investigated research questions: how do global reading, problem solving, and supporting reading strategies affect argentic, behavior, emotional, and cognitive reading engagement? Research design, Data, and methodology: This study collected data via online survey in globalized learning environment. This study applied statistical analyses, such as factor and regression analyses and ANOVA. Results: The results of this study showed that metacognitive reading strategies had significant effects on student reading engagement while they were reading class materials in English for academic purposes. Conclusions: This study provides managerial implications in higher education by providing better strategies to enhance learning skills in global context. In particular, this study provides implications that the effects of problem solving and supporting strategies could be improved by adopting better management systems in globalized education.

HIGH IMPACT VENTURES ON TEACHING AND LEARNING PRACTICES IN GLOBAL PERSPECTIVE TO MEET EMPLOYER’S EXPECTATION

Purpose of the study: The study aims to focus on all students to engage in progressive ways to attain global competition, to facilitate teachers to concentrate different cohort of students in term of ethnicity, disability, age, socio-economic status, prior educational experience, migrant and nationality, and to support teachers to identify proper academic support system, learning and teaching strategies, assessment, teaching pedagogies, tools, and techniques.
 Methodology: This study provides various reviews of literature from the various perspective of teaching approach, learning activities, modern supportive learning system, assessment, feedback system and professional development in a specialized discipline.
 Main Findings: This paper finds how teachers to develop their teaching pedagogy and learning environment to facilitate student’s freedom to think and imagine their way in which will help students to fit themselves in the societal requirements and make students be a more responsible, accountable and confident person and citizens for the country. Teachers can apply a different range of approaches such as mentoring individuals and groups, supervising, coordinating, leadership roles, etc.
 Applications of this study: This research is significant to resolve the issues faced by teachers in the global teaching and learning environment. It will support teachers to experience a more effective learning environment among different cohorts of the student to meet the required skill sets in a global context. The study can be applying in core areas like designing or planning programs, teaching and learning support systems, assessment, module feedback, learning environment and continuous professional development to teachers. This study will influence and improve students learning from the perspective of teachers, learners, government, industry and professional staff.
 Novelty/Originality of this study: This research used different approaches suitable to the global teaching context and diverse learning community in the higher education system. According to the emerging changes and high demand skills in the various industrial sector, the appropriate level of the subject area needs to inculcate in the academic program.

Is Emotional Intelligence an essential element in global learning environment to become socially responsible innovators?

Emotional intelligence in its basic sense is defined as the term representing the ability of an individual to understand his/her own emotions as well as others. 21st century is considered globally as knowledge-based society by eminent scholars, policy makers, stake holders etc, the question still remains unanswered is 1. Have we achieved 100% literacy rate globally? 2. Is there a sustainable development in global Economy? 3. Is there an Economic and Social narrow down between developed and developing nations of the world in terms of Education, Health, Industrialization? The inventions in 20th century contributed to a large extent providing material comfort to both developed and developing nations without addressing the emotional well-being of its citizens the core constituents of human capital. Therefore, the present-day global learning environment is expected to refine the emotional intelligence trait of teachers, the key players in shaping the society to a well-equipped emotionally successful global innovator.

Exploring the diversity of creative prototyping in a global online learning environment

ABSTRACTIn this paper, we examine the diversity of creative prototyping responses and perceptions in a global online learning environment through our investigation of a simple building task (i.e., ‘the Shoe Tower’) in the context of a Massive Open Online Course (MOOC) focused on creativity, innovation, and change. This simple creative task, which used common household objects (shoes), was designed and presented to a global community of online learners using the Coursera MOOC platform. Performance data gathered from the task outcomes (Shoe Tower metrics and number of build attempts) and student reflections (self-assessed beauty and creativity ratings) were analyzed with respect to gender, country of origin, and occupation. Our results show that gender and country of origin were associated with creative prototyping performance in statistically significant ways, while occupation was not. In addition, the self-assessment of individual creativity was independent of gender, country of origin, and occupation, while self-assessed beauty ratings were related to country of origin and occupation, but not gender.

DREEM in primary care: students’ perspectives on educational environment of family medicine internship in primary care centres: experiences at Akdeniz University Faculty of Medicine in Turkey

ABSTRACTObjective: In many countries, medical education programmes are expanding, and educational environments are starting to change from hospitals to primary health care centres. International organizations for medical education highlight that medical students should also be educated at primary and secondary care centres in addition to third-step health care. In this study, the evaluation of sixth-year (final year) medical students’ perspectives on the educational environment of family medicine internship in primary care is presented, using the Dundee Ready Educational Environment Measurement (DREEM)Material and methods: This descriptive cross-sectional study was conducted with sixth-year medical students. Starting in the 2017–2018 academic year, sixth-year medical students started to enrol in educational courses in primary care. A total of 223 students completed internships in primary care for a two-week period, during which we applied the Dundee Ready Educational Environment Measure (DREEM) to evaluate the educational environment at the end of the internship. The collected questionnaires were analysed by using IBM-SPSS version 23 for Mac OS. Student’s t-test and Mann-Whitney U Test were used for comparisons.Results: Of the 223 students, 192 (86%) completed the questionnaire. The total DREEM score was 138.62/200 (%63.5). The students rated the learning environment as positive. The mean score for students’ perceptions of teaching, students’ perceptions of teachers, students’ academic self-perceptions, students’ perceptions of the atmosphere and students’ social self-perceptions were 31.65/48, 30.45/44, 23.46/32, 34.20/48 and were 18.56/28, respectively. The total mean score and subscale scores were not significantly different between males and females.Conclusion: This study suggests that students’ perception of the global learning environment in primary care was more positive than negative. The lowest scores were recorded for Students’ Perceptions of Learning and Students’ Social Self-Perceptions, and the highest score was recorded for Students’ Academic Self-Perceptions.

A New Global Space: Rethinking General Education in the New Global Learning Environment

Abstract General education curricula and learning outcomes have gained increased attention in undergraduate education. Often missing in the discussion, however, is discussion of today's globally diverse learning environment. This reflective article begins with some of the original ideas of general education in the early nineteenth century. It connects these ideas with today's global discourses, concluding with the idea we must redefine global citizenship in current general education curricula, specifically in the area of English Language Learning (ELL). The article further describes how diverse knowledge perspectives and the multiplicity of meanings, derived from students' bicultural backgrounds, can form the foundation of a content-based curriculum around the theme “The City in World History.” The purpose of this curriculum is to help students orient in historical time and place and allow a sharing of perspectives, which helps form connections between their own reference framework and the ones of their peers. Preliminary results show enhanced learner motivation and a stronger sense of belonging in the academic learning environment, which may lead to greater students' academic success. Ultimately, through such a learning experience, students may position themselves as citizens of the world regardless of their cultural backgrounds.