Learning Goals Research Articles

Workplace relationships and flourishing: a moderated mediation model of work meaningfulness and learning goal orientation

AbstractIn this study, we examined a model that explores the connection between workplace relationships and flourishing, with mediation through work meaningfulness and living a calling. This mediation effect was discovered to be contingent on the level of learning goal orientation. The structural equation model was verified using data collected from 561 employed adults (357 females) representing various companies and jobs. The findings indicate that work meaningfulness and living a calling fully and sequentially mediate the relationship between workplace relationships and flourishing. Furthermore, this indirect effect was more pronounced under conditions of low learning goal orientation as opposed to high.

Expanding Models for Physics Teaching: A Framework for the Integration of Computational Modeling

Teaching computation in science courses can enhance science education, but doing so requires that teachers expand the vision of their discipline beyond the traditional view of science presented in most curricula. This article describes a design-based research (DBR) program that included collaboration among high school teachers and professional development leaders in physics and computer science education. Through three years of professional development and teacher-led development, field testing, and refinement of integrated curricular resources, we have combined instructional modeling practices, physical lab materials, and computer programming activities. One of the outcomes is a co-created framework for the integration of computational modeling into physics that is sensitive to teachers’ interests and expressed needs in addition to learning goals. This framework merges two evidence-based approaches to teaching: Bootstrap:Algebra, a web-based computing curriculum that emphasizes using multiple representations of functions and scaffolds that make the programming process explicit, and Modeling Instruction in physics, an approach that emphasizes the use of conceptual models, modeling practices and representational tools. In doing so, we uncover the need to balance teachers’ visions for integration opportunities with practical instructional needs and emphasize that frameworks for integration need to reflect teachers’ values and goals.

The Impact of Situational Achievement Goals on Online Learning Behavior: Results from Field Experiments

Given the widespread adoption of online learning, it is crucial to examine how these platforms can effectively maintain learners’ motivation and engagement. This study suggests that the prevalent hands-off, self-directed design approach, which relies heavily on learners’ intrinsic motivation, can potentially neglect crucial aspects like achievement emotions and lead to disengagement. Our findings show that online learning providers can address this issue through motivational interventions based on situational achievement goals. Specifically, our results indicate that among three achievement goals, learning, performance-prove and performance-avoidance, the performance-prove goal is the most effective one in enhancing learner engagement and performance. Additionally, we discuss that a one-size-fits-all course design may not be the most effective strategy for maintaining high engagement. Customizing interventions based on learners’ motivational behavior, prior performance, and social activity can significantly improve engagement. Learners with stronger prior performance benefit more from the performance-prove goal, whereas those with moderate performance levels gain from the performance-avoidance goal, and those with lower prior performance are positively influenced by the learning goal. Socially isolated learners respond best to performance goals.

Experiences of Language in Migration: Communicating Well-Being in Finland and Germany

This study investigated adult learners’ experiences with the language of their new living environment. Migrants and refugees’ personal goals for language learning in their specific life situations were captured in in-depth interviews conducted as part of ethnographically oriented field studies in Finland and Germany. Interpretative phenomenological analysis (IPA) was chosen as a structured approach to scrutinizing complex lived experiences. The process reveals common experiences among participants: language contributes to a sensation of getting closer or being pushed away and to balancing active participation in society, and it is a necessity for building personal futures. The findings indicate that language is essentially involved in subjective well-being but also, more fundamentally, in every aspect of existence itself. Therefore, the findings extend the potential implications beyond the two European research contexts.

Evaluating the Impact of the Language Mindset Toolkit among Thai Undergraduate Students

This study reports the impact of a language mindset toolkit in influencing the language mindsets of Thai undergraduate students. An explanatory sequential mixed method design was used to determine how language mindset changes and know the students’ language learning insights through a focused mindset intervention. Data from 67 students chosen from convenience sampling completed language mindset surveys, journal entries, and semi-structured interviews were analyzed. Descriptive statistics was used to analyze the survey data, while thematic and content analyses were utilized for journal entries and interview data. Key findings revealed a notable shift from a fixed to a growth mindset, particularly in language learning abilities. While mindsets related to intelligence and age sensitivity remained relatively stable, there was a marked change in participants’ belief in the malleability of their language learning abilities, underpinned by the principles of effort and persistence. Thematic analysis of journals supports these findings, with themes such as knowing about language mindset in learning, putting effort into language learning, setting goals in language learning, using strategies in language learning, and regulating emotions in language learning. Meanwhile, the content analysis of individual interviews revealed insights such as appreciating self, motivating self in language learning, and gaining self-efficacy. Growth mindset-oriented interventions could transform the students’ beliefs in language learning.

The Importance of Tutoring Activities in Reducing Student Learning Difficulties in an Elementary School Environment

The number of children who experience difficulties in learning causes children not to develop according to their capacity. This is usually due to interference, both from internal student factors which are limited to intelligence factors and external student factors. There are two types of learning difficulties, namely pre-academic learning difficulties including: motor and perceptual disorders, cognitive learning difficulties, language development disorders, and difficulties in completing social behavior. While academic learning difficulties include difficulties in reading, writing, and arithmetic. In overcoming these problems, it is important to conduct tutoring in reducing student learning difficulties in the elementary school environment. The purpose of this study was to determine the description of the implementation of tutoring services in reducing the learning difficulties of elementary school students in Amparita village. The research location is Independent Tutoring in Amparita Village. This selection is related to the characteristics of the research subjects, namely tutoring mentors who have a Bachelor of Education background who have implemented tutoring services. The research method used a qualitative descriptive research approach. Data collection techniques were carried out by observation, interviews, and documentation studies. The result of the research is that the implementation of tutoring services can help students reduce learning difficulties. The tutoring services provided are integrated with the subject matter (when learning takes place), so that no specific service material is prepared but the mentor provides students with material according to the lessons at school. In its implementation, sometimes the mentor provides it with a cooperative learning model so that students can learn from each other and share with other students to achieve the goals of a particular learning. The success of the implementation of tutoring services in reducing learning difficulties is that students show an increased interest in learning, do and collect assignments on time and can concentrate by paying attention to the subject matter provided by the teacher.

Keep quiet or act? Challenges in integrating ethical theory into gerontological nursing care during students’ first clinical rotation: A discussion paper

AimThe aim of the paper is twofold: 1. To present observations based on first-year nursing students’ narratives during clinical rotation in gerontological nursing care; and 2. Explore a nursing educator’s reflections on these observations in relation to the didactic and ethical challenges that occurred. BackgroundThe teaching of ethics is included in nurse education worldwide. Students are in their first clinical placement in residential care of older persons confronted with the moral complexities of gerontological care, where they get little possibility to share emotions and thoughts about ethically challenging nursing situations with a supervising registered nurse. DesignA critical discussion paper. MethodThe educator’s reflections in this discussion paper are based on a narrative assignment in ethics where first-year nursing students reflect on and describe a nursing situation during their clinical rotation in the residential care of older persons. ResultsMost students were acting as mere spectators in the described nursing situation where an older person, ethical standards, or evidence-based care was violated. Some students acted as advocates to the older person and intervened in the situation and a few as inspirers showing alternative ways of handling ethically challenging situations. ConclusionsEducators in nursing programs at the undergraduate level require time for student-centered formative guidance to foster moral courage and practice. During first-year students’ clinical rotation, the learning goals in long-term residential care of older persons are focused on evidence-based basic nursing care. In this, students are confronted with ethically challenging situations, where the possibility to learn from a critical reflective practice is rare. When observing situations where an older person is subjected to unethical or unsafe nursing care it is common that the students take the spectators’ role, not knowing how to deal with what is observed. Some students are taking an intervening role by trying to alleviate the vulnerability of the older person. A few are showing moral courage by directly intervening when experiencing unethical or unsafe nursing care or conduct. In this the student can inspire fellow students or staff during their clinical rotation in alternative ways of handling ethically challenging situations. As older persons are the largest demographic group that nurses will experience, educators need a sound knowledge of ethics as well as gerontological care to be able to meet and nurture students’ ethical reflections during clinical practice and to foster practical wisdom in nursing.

Studying the effectiveness of self-directed education in learning and teaching the otolaryngology module in an integrated-based curriculum

IntroductionSelf-learning is a learning process in which students harvest the enterprise, to express their learning goals, choose assets for learning, practice learning strategies, and assess the outcomes achieved. Many forms of self-learning were introduced in integrative medical curricula such as Team-based learning (TBL) and Problem-based learning (PBL). This study aims to evaluate self-learning in the otolaryngology module and determine the type of self-learning that students prefer and which of these types has a stronger impact on achieving the educational objectives of the module. Material and methodsA cross-sectional study was done on the 270 students of studied the otolaryngology module in three consecutive years representing the whole class of the fifth-year medical students along three consecutive years. A Likert scale questionnaire was distributed to measure the students’ satisfaction with the current teaching and learning. ResultsThe obtained results revealed higher students ‘satisfaction with TBL than other modalities supported by high achievement in TBL-related questions. In addition, there is a significant difference between TBL and PBL (p = .00044). No significant differences were obtained either between TBL and CBL (p = .16570) or between TBL and Seminar presentation (p = .16570). In addition, no significant correlations were obtained between PBL and CBL (p = .34677), between PBL and seminar presentation (p = .46496), and between CBL and seminar (p = .99967). ConclusionThe results showed that the highest students’ satisfaction was towards TBL compared to other educational methods. These results encourage clinical educators to insert and implement TBL in most of the integrative curriculum modules, especially that of the clinical years.

Leader Learning Goal Orientation on Follower Adaptive Performance Moderated by Follower Narcissism

Leader Learning Goal Orientation on Follower Adaptive Performance Moderated by Follower Narcissism

고등학교 교과 간 통합수업의 설계와 실행방안

This study proposes a way to add depth and interest in learning classical novels. It is an integrated class between subjects through combination with the contents of the 'ethics and thought' subject. In order to pursue an in-depth understanding of classical novels using the socio-cultural and ideological context of literary works, an integrated class of 'literature' and 'ethics and thought' subjects, which are optional courses for high school, was designed. To this end, the analysis, design, and development stages were discussed by referring to the ADDIE model widely used in teaching and learning design. In the analysis and design stage, the achievement criteria of the curriculum that can realize the goals of this study were selected, and the learning goals and learning contents were sequenced. In the development stage, based on the contents of the previous stage, a plan for producing teaching and learning materials that can be practically used and a course plan that will be the basis for class implementation was presented. In the future era, integration will be more important than the segmentation of knowledge. In order to improve learners' practical thinking skills, develop solutions to various complex problems in the real world, and promote critical creative thinking, integration between subjects should be discussed much more actively than now. The integrated class of the two subjects proposed in this study is expected to develop various core competencies and thinking skills of learners. The significance of this study is that it proposed specific implementation plans in high school education, where discussions on inter-subject integration are not active.

The impact of information technology for online learning with the implementation and involvement of students in the creation of conditions and environment

Adaptive e-learning is considered a stimulus to assist learning and increase student engagement. Hence, building suitable adaptive e-learning environments helps to individualize education to reinforce learning goals. This work aims to create an adaptable e-learning environment based on students' learning styles and examine the effect of the adaptive e-learning environment on student engagement. This study also contrasts the suggested adaptive e-learning environment with the standard e-learning strategy. The suggested adaptive e-learning strategy and findings may assist e-learning institutions in building and implementing more individualized and adaptable e-learning environments to increase student engagement. The work is based on mixed research methodologies used to examine the effect in the following manner: The adaptive e-learning environment is designed using the development technique, a quasi-experimental research methodology for performing the research experiment. The student engagement scale measures the following affective and behavioral factors: skills, participation/interaction, performance, and emotions. According to the data, the experimental group is statistically substantially higher than the control group. These experimental findings suggest that an adaptable e-learning environment can motivate pupils to learn. This study makes many practical recommendations: how to develop a foundation for adaptive e-learning based on learning styles and how to execute it; how to improve the impact of adaptive e-learning in education; and how to boost the cost-effectiveness of education.

Pengembangan Aplikasi Android Guizzer sebagai Media Pembelajaran Matematika untuk Siswa Kelas V Sekolah Dasar

Purpose – This research aims to determine the feasibility of the Android-based "guizzer" application in mathematics learning for fifth grade elementary school. The lack of teacher innovation in the use of learning media, especially mathematics, makes students less enthusiastic. Therefore, researchers developed an Android-based Guizzer application to improve the quality of fifth grade elementary school mathematics learning.Method – This research uses Research and Development (R&D) research with the ADDIE development model including the Analyze, Design, Development, Implement and Evaluate stages. This research was carried out at Waturoyo State Elementary School with the research subject being class V. Data collection techniques used included observation, interviews and questionnaires. The data analysis used is in the form of validity.Findings – The research results show that the results of media validation by validator 1 were 78.3% and validator 2 were 85%, resulting in an average of 81.65% (very feasible). The results of material validation by validator 1 obtained a percentage of 83.3% and validator 2 of 81.7%, so an average of 82.5% was obtained (very feasible). The results of the trial, namely student responses, obtained a percentage of 97.1% (very feasible). It can be concluded that the "guizzer" application is very suitable for use in the learning process. Research Implications – Based on the research results, the Android application "Guizzer" is suitable for use in the fifth grade elementary school mathematics learning process. The implication is that students are interested and enthusiastic in the learning process, thereby making a positive contribution to achieving learning goals.

Escape room design in training crew resource management in acute care: a scoping review

BackgroundEffective teamwork is crucial to providing safe and high-quality patient care, especially in acute care. Crew Resource Management (CRM) principles are often used for training teamwork in these situations, with escape rooms forming a promising new tool. However, little is known about escape room design characteristics and their effect on learning outcomes. We investigated the current status of design characteristics and their effect on learning outcomes for escape room-based CRM/teamwork training for acute care professionals. We also aimed to identify gaps in literature to guide further research.MethodsMultiple databases were searched for studies describing the design and effect of escape rooms aimed training CRM/teamwork in acute care professionals and in situations that share characteristics. A standardized process was used for screening and selection. An evidence table that included study characteristics, design characteristics and effect of the escape room on learning outcomes was used to extract data. Learning outcomes were graded according to IPE expanded typology of Kirkpatrick’s levels of learning outcome and Medical Education Research Study Quality Instrument (MERSQI) scores were calculated to assess methodology.ResultsFourteen studies were included. Common design characteristics were a team size of 4–6 participants, a 40-minute time limit, linear puzzle organization and use of briefing and structured debriefing. Information on alignment was only available in five studies and reporting on several other educational and escape room design characteristics was low. Twelve studies evaluated the effect of the escape room on teamwork: nine evaluated reaction (Kirkpatrick level 1; n = 9), two evaluated learning (Kirkpatrick level 2) and one evaluated both. Overall effect on teamwork was overtly positive, with little difference between studies. Together with a mean MERSQI score of 7.0, this precluded connecting specific design characteristics to the effect on learning outcomes.ConclusionsThere is insufficient evidence if and how design characteristics affect learning outcomes in escape rooms aimed at training CRM/teamwork in acute care professionals. Alignment of teamwork with learning goals is insufficiently reported. More complete reporting of escape rooms aimed at training CRM/teamwork in acute care professionals is needed, with a research focus on maximizing learning potential through design.

Tipping the canoe: What can be learned from a postdigital analysis of augmented and virtual reality in networked learning?

In this paper, the authors use a postdigital lens to examine augmented (AR) and virtual reality (VR) as potentially effective tools for networked learning. The postdigital perspective suggests that the ‘digital’ is so pervasive that it is no longer considered novel or noteworthy; rather, it is so embedded in our day-to-day lives that it now evades notice. This examination draws upon the concepts of analogue and digital to explore ontological and epistemological characteristics of AR and VR as well as how media and materials may shift on a continuum or manifest both characteristics concurrently. Two vignettes are used to create a shared context and atmosphere from which to consider the pedagogical use of these technologies. One vignette describes a VR app that invites the learners into a canoe where they are immersed into a lesson about Indigenous constellations; the second describes an AR app in which the learners direct their smartphones up at the sky also to learn about constellations. While the learning goals are similar, the experiences are differently nuanced. The paper offers a discussion of considerations that may be useful in designing learning experiences with these technologies. The authors discuss the analogue and digital characteristics as well as the freedoms and constraints relative to sites of learning, activities, learner configurations, and representations of learning. A postdigital analysis benefits from ‘shifting work’; that is, much can be learned from shifting between analogue and digital. Such shifting may surface failures, depletion of resources, and the emergence of new entities. The value of examining the digital, analogue, ontology, and epistemology of AR and VR is that it helps to make the human-technology relationship more perceptible. In becoming more aware of the taken-for-granted aspects of learning technologies, it is possible to more effectively design for learning.

Symposium 5: Networked Learning: Classroom Experiences at AUT

This short paper describes a proposed case study which aims at exploring to what extent Networked Learning enhances classroom experiences at the authors’ institution and how the authors’ institution could adopt networked learning in producing Great Graduates, the authors' institution mission. The case study is significant with the re-definition of Networked Learning within an institutional context. The study employs an interpretivist research approach (Erickson, 1998) with a combination of direct observation and interview-like methods to understand the experiences of students and teaching academics in on-campus Networked Learning situations among all 15 study options at the authors' institution. Participants will include volunteered students and academics from various disciplines. The literature review indicates that the adoption of Networked Learning in classroom boosts students’ self-efficacy for social networking and professional development, enhances student-centred experiences with a community focus (e.g., social presence) and provides opportunities for students to further develop their critical thinking. The changing landscape of higher education, especially in this post global pandemic era, warrants the development of a case study approach within a particular context in order to further investigate the adoption of Networked Learning in enhancing teaching and learning processes. The findings will gain insights into achieving the strategic goal of student-directed learning at the authors' institution and could be applicable to higher education in general in order to improve teaching and learning experiences further. In short, it is an iterative process of developing one’s own Networked Learning application through the affordance of the Networked Learning principles and the practical accomplishment of teaching and learning practices at the course as well as the programme level. Limitations and possible future study are being identified from this proposal.

Symposium 5: How can Networked Learning promote student-directed learning at AUT?

Auckland University of Technology (AUT) is a young university in Aotearoa New Zealand, focusing on the student experience. This paper looks at the learning environment in that context and questions where networked learning principles could contribute to the strategic goal of student-directed learning. The paper explores central notions in networked learning as strengths and weaknesses, and redefines student-directed learning for the context of AUT.

Developing Writers' Communicative Writing Skills Through Standard-based Rubrics: A Case Study of Qassim University Students

The use of rubrics to assess quality performance and progress across educational fields is gaining prominence, as it mainly assists in targeting essential complex components in writing. This study suggests that standard-based rubrics inspire writers to become proficient communicators. Rubrics identify the gaps that need to be addressed based on the alignment of learning goals and precise writing standards underpinned with clear guidance. A mixed qualitative-quantitative approach was used. The participants were 60 students from Qassim University's College of Science, divided into experimental and control groups. A pretest was administered to both groups. Next, intervention pertinent to standard-based rubrics was made to train the experimental group to perform several writing tasks. Then, a posttest was conducted by both groups to validate the study hypothesis, gauge students' progress, and verify performance. A questionnaire was distributed to detect the experimental group's perceptions and any changes that resulted from the process. Significant results have been obtained, and the findings will benefit education and research.

The New Mixed Teaching Exploration of Low-Voltage Electrician Training Course under the Background of New Engineering

In the context of New Engineering, the exploration of a novel blended teaching approach for low-voltage electrician training courses aims to address the challenges of modern engineering education by integrating New Engineering concepts and modern teaching technologies to achieve comprehensive innovation in course content and teaching methods. This strategy leverages the advantages of combining online and offline learning to provide a diverse and personalized learning experience, thereby enhancing students' knowledge and practical skills. Online course resources, including interactive courseware, virtual experiments, and simulations, enrich the learning content and increase students' interest and engagement. Offline classes focus on interactivity and practical application through discussions, case studies, and project collaborations, helping students deepen their understanding and apply their knowledge. Flexible scheduling allows students to learn at their own pace, improving learning efficiency and effectiveness. Personalized learning path design, through preliminary surveys and assessments, helps students set individualized learning goals. Utilizing big data analysis and intelligent recommendation algorithms, the system provides the most suitable learning resources. Students can autonomously adjust their learning paths, fostering self-directed learning, while teachers offer targeted guidance and support to ensure the successful completion of learning tasks. Interactive and collaborative learning environments are strengthened through online and offline interaction mechanisms, group collaborative learning, and the use of various interactive tools, enhancing classroom interaction and participation. The establishment of online learning communities promotes resource sharing and experience exchange, creating a positive learning atmosphere. Assessment and feedback employ formative and practical assessments through online tests, assignments, and project work, comprehensively reflecting students' learning progress and outcomes. Multi-dimensional feedback mechanisms and data-driven evaluation provide detailed learning analysis and improvement suggestions for both teachers and students, enhancing teaching effectiveness.

Concept Mapping as Problem-Based Learning: Assessing its Effectiveness in Teaching-Learning Processes

Whether they are students or working doctors, effective people in the medical field have knowledge structures that are made up of large, integrated frameworks of linked topics. Improving clinical problem- solving along with other higher-level cognitive functions is one of the many potential results of developing this knowledge foundation. Concept mapping is a technique that makes it possible to see how students conceptualise the ideas that constitute the basis of the knowledge they have been given. Concept maps are based on theories from the academic field of learning theory and may be used by students as a support aid when they solve problems (PBL). In problem-based learning (PBL) classrooms, students may draw concept maps that integrate fundamental scientific and social concepts in addition to PBL cases. In addition to promoting communication, detecting knowledge gaps, coming up with ideas for learning goals, stimulating application across disciplinary boundaries, and evaluating each student's progress, the usage of concept maps in PBL lessons may also be advantageous. Concept mapping may also be useful for students in other PBL contexts, such as large-scale seminar discussion and team-based learning settings. Students may get a deeper understanding of the relationships between different concepts and the Problem-Based Learning (PBL) case that is being examined by using these kinds of PBL settings. The creation of reliable, validity-evidenced tools is one of the challenges preventing idea mapping from being widely used in medical education.

Student nurses' utilisation of self-directed simulation learning at a University in Gauteng.

Self-directed simulation learning (SSL) is a globally accepted teaching and learning strategy wherein student nurses take the initiative in diagnosing their learning needs, formulate learning goals, identify resources for learning, and implement relevant strategies in response to their learning needs. This autonomous learning strategy will assist student nurses in taking ownership of their learning. Consequently, student nurses exit the training programme to become lifelong learners, safe and competent professional nurses. This study aimed to explore and describe the experiences of student nurses' utilisation of SSL at a University in Gauteng and to make recommendation(s) to enhance the use of SSL. A qualitative, exploratory, descriptive, and contextual research design was used to uncover the student nurses' experiences with the use of SSL at a University. Nineteen participants were purposively sampled. Data collection was conducted through focus group interviews. Tesch's method of data analysis was used to analyse, organise and interpret data. Theme: student nurses experience time constraints, which hinder their utilisation of SSL. Subthemes: (1) a compacted academic timetable, and (2) limited access to the clinical simulation laboratory for self-directed learning. Time constraints hinder the utilisation of SSL, and this challenge threatens the acquisition of clinical skills and knowledge during the training of student nurses.Contribution:Evidence-based recommendations to enhance the utilisation of SSL at a University.