Group Learning Research Articles

Efektivitas Metode Discovery dan Problem Basic Learning dalam Meningkatkan Kualitas dan Output pembelajaran IPAS Kelas V

This study examines the effectiveness of Discovery Learning and Problem-Based Learning (PBL) methods in improving the quality and learning outcomes of grade V students in IPAS (Natural and Social Sciences) subjects. Using a quasi-experimental approach as well as a nonequivalent control group design, this study was conducted at MIN 4 Jombang with 64 students divided into experimental (n=34) and control (n=30) groups. Data collection can be done with pretest-posttest assessments, learning quality questionnaires, and observation sheets. The results of this study showed a very significant difference between the two methods, where the Discovery Learning class achieved a higher average posttest score (89.12) than the PBL group (85.33). In addition, the learning quality questionnaire showed that the Discovery Learning group had higher scores in the aspects of motivation, activeness, and participation than the PBL group. Statistical analysis using t-test proved a significant difference between the two groups (t=3.214, p=0.002). This study found that the greater effectiveness of Discovery Learning in encouraging independent exploration and creating a deeper understanding, which has a positive impact on the quality and learning outcomes of students in IPAS subjects.

Effectiveness of the application of small private online course combined with PBL model based on massive open online course in the teaching of neurology.

Due to the complex and abstract anatomy of the nervous system, neurology has become a difficult subject for students of clinical disciplines. It is imperative to develop new teaching methods to improve students' enthusiasm for learning this course. Small private online courses (SPOC) combined with problem based learning (PBL) blended teaching models based on massive open online course (MOOC) provides a new direction for future neurology teaching reform. This study aimed to investigate the effectiveness of applying SPOC combined with PBL in neurology teaching. This study was conducted during the 2020 intake of undergraduate students at the Second Hospital and Clinical Medical School, Lanzhou University. A total of 48 students were enrolled in the study and randomly assigned to either a Lecture-Based Learning (LBL) group or a SPOC + PBL group, with 24 participants in each group. After the classes, comparisons were made between the two groups in terms of teaching methods, increases in learning interest, level of participation in learning, satisfaction, and closed-book unit test scores. The average unit test score of the SPOC + PBL group was 84.29 ± 1.65, the average score of LBL group was 77.0 ± 1.92. The difference in average scores between the two groups was statistically significant (P < 0.01). The proportion of students with 91-100 points in SPOC + PBL group was higher than that of LBL group, and the difference was statistically significant, P < 0.01. Student satisfaction survey in the SPOC + PBL group was significantly higher than that in the LBL group, P < 0.01. The application of SPOC combined with PBL teaching based on MOOC in neurology teaching may be more effective than traditional LBL model. It is expected to help medical students overcome the "fear" of learning neurological diseases, improve the teaching effect of neurology courses, and meet the needs of modern medical education by employing a hybrid course structure and adopting a problem-oriented approach.

Impact of Digital Drawing Tools on the Experimental Learning Process: A Mixed-Methods Study at Jadara University

This study examines how digital drawing tools change experimental learning at Jadara University, focusing on design and visual communication. This research examines how novel digital sketching tools might improve students' learning experiences and results in an age of distant education. This mixed-methods research uses controlled experiments on 45 randomly chosen students in two groups: Group A, the control, and Group B, the experimental The experimental group learns visual communication using modern digital sketching tools, whereas the control group uses conventional techniques. Pre- and post-assessments gather quantitative data to analyze how digital drawing tools affect students' academic achievement. Surveys and interviews provide qualitative data on students' perspectives, involvement, and satisfaction with digital tool integration. This research demonstrates the substantial influence of digital drawings tools on experimental learning. It uses a mixed-methods approach to combine quantitative rigor with qualitative depth to examine how these tools affect design and visual communication pedagogy. The study findings are likely to help educators and institutions use digital sketching tools to improve applied subject training and redefine education.

Mapping the dynamics of learning communities about Dutch healthy weight approaches: a causal loop diagram

BackgroundLearning communities (LCs) are increasingly used among multidisciplinary public health challenges, such as local healthy weight approaches. LCs aim to stimulate learning, collaboration and actions. Previous research has provided insights into the underlying elements of multidisciplinary LCs, but little is known about the perceived causalities of these elements. Therefore, limited is known about what can be done to leverage LCs. This study aims to gain insights into the perceived dynamics of multidisciplinary LCs during the starting phase, including variables, and interconnectedness between variables.MethodsTo elucidate LC dynamics, all members of two separate LCs participated in a qualitative interview about experiences, perceived learning, and actions during the first six months. Interviews were analyzed thematically. Subsequently, a qualitative causal loop diagram was designed.ResultsThe qualitative causal loop diagram showed three intertwined themes. The first theme explains why group dynamics are essential, and how jointly arranging the LC may optimize group dynamics. The second theme explains how insights are obtained through multidisciplinary knowledge exchange. The third theme explains how actions are executed when conditions are met. These LC group dynamics, learning and action influenced one another.ConclusionsTo optimize LCs, it is highly recommended that stakeholders arrange them jointly, involve the appropriate partners, match with LC members’ needs, and motivate members to execute action. LC facilitators are recommended to use the causal loop diagram to identify their bottlenecks and how to intervene in those to optimize the LC.

Personalizing Learning Strategies for Students Failing in School

This article explores personalization of learning as a strategy to help students who are failing, based on their individual preferences. By identifying learning styles (visual, auditory, kinesthetic), it highlights the importance of an adapted approach to meet the specific needs of each student. A personalized learning model is presented, emphasizing flexibility, engagement, and the use of technology to support learning. The article suggests concrete strategies, personalized tutoring and the formation of adapted learning groups. It also presents a case study that illustrates the effectiveness of these approaches. Finally, it emphasizes the importance of continuous assessment and feedback to adjust pedagogical approaches, the importance of regularly assessing student progress and collecting feedback to adjust methods, thus encouraging educators to adopt more personalized practices in order to promote the academic success of students in difficulty.

Exploring cross-language transfer among children in multilingual education: a longitudinal study in Luxembourg

ABSTRACT This longitudinal study explores cross-language transfer among children attending multilingual public schools in Luxembourg, where Luxembourgish is the instruction language in preschool and German the language of instruction in elementary school. Following 132 children from preschool (age 5) to grade 2 (age 7), annual assessments were conducted to evaluate their vocabulary proficiency in both Luxembourgish and German. Bilingual learners were systematically classified based on theoretically motivated criteria, encompassing home language background and Luxembourgish language proficiency. Longitudinal analyses were carried out employing linear mixed models and multigroup path modeling, targeting both monolinguals and various groups of bilingual learners. The results provide robust support for the presence of cross-language transfer between Luxembourgish and German. Notably, Luxembourgish vocabulary proficiency in preschool emerged as a significant predictor of subsequent German proficiency for both monolingual and bilingual learners. Furthermore, bilingual learners with lower Luxembourgish vocabulary in preschool exhibited compromised German vocabulary in elementary school. These findings underscore the importance of cross-language transfer theories and their implications for multilingual education practices in Luxembourg.

Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study

BackgroundThe Flipped Classroom with Team-Based Learning (FC-TBL) approach has gained traction in medical education in recent years, yet a comprehensive assessment of its instructional efficacy remains limited. This study sought to elucidate the effectiveness of FC-TBL in molecular biology laboratory instruction and assess its influence on subsequent related courses’ learning outcomes.MethodsA total of 109 students were randomly assigned to either the traditional Lecture-Based Learning (LBL) group or the FC-TBL group. Students’ academic performance and satisfaction were gauged through final examinations and surveys, while the enduring impact of FC-TBL was evaluated using online assessments and tracking students’ scores in follow-up courses.ResultsThe findings indicate that FC-TBL significantly enhanced students’ academic achievements in molecular biology labs and garnered higher satisfaction rates among participants compared to traditional methods. Furthermore, in terms of sustained benefits, FC-TBL demonstrated a marked improvement in the learning outcomes of subsequent related courses.ConclusionIn conclusion, this study underscores the efficacy of FC-TBL in fostering both immediate and lasting learning effects, positioning it as a promising pedagogical model for adoption in laboratory instruction across various medical education disciplines.

Extending the Calgary Audit and Feedback Framework into the virtual environment: a process evaluation and empiric evidence

BackgroundThe Calgary Audit and Feedback Framework (CAFF) is a pragmatic, evidence-based approach for the design and implementation of in-person social learning interventions using Audit and Group Feedback (AGF). This report describes extension of CAFF into the virtual environment as part of a multifaceted intervention bundle to reduce redundant daily laboratory testing in hospitals. We evaluate the process of extending CAFF in the virtual environment and share resulting evidence of participant engagement with planning for practice change.MethodsWe describe an innovative virtually facilitated AGF intervention based on the CAFF. The AGF intervention was part of an intervention bundle which included individual physician laboratory test utilization reports and educational tools to reduce redundant daily laboratory testing in hospitals. We used data from recorded and transcribed virtual AGF sessions, post AGF session surveys and detailed field notes maintained by project team members. We used simple descriptive statistics for quantitative data and analyzed qualitative data according to the elements of CAFF.ResultsEighty-three physicians participated over twelve virtual AGF sessions conducted across four tertiary care hospitals during the study period. We demonstrate that all prerequisite activities for CAFF (relationship building, question choice and data representation) were present in every virtual AGF session. Virtual facilitation was effective in supporting the transition of participants through different steps of CAFF in each session to lead to change talk and planning. All participants contributed to discussion during the AGF sessions. The post AGF session surveys were filled by 66% of participants (55/83), with over 90% of respondents reporting that the session helped them improve practice. 46% of participants (38/83) completed personal commitment to change forms at the end of the sessions.ConclusionsVirtual AGF sessions, developed and implemented with fidelity to the CAFF approach, successfully engaged physicians in a group learning environment that led to change planning. Further studies are needed to determine the generalizability of our findings and to add to the literature on evidence-based virtual facilitation techniques.

Battling time restrictions with collective discourse: collaborative quizzes in a condensed human anatomy course

BackgroundUndergraduate medical education is currently undergoing a remarkable period of transformation. The exponential growth of medical knowledge, accompanied by societal changes and expectations for the upcoming generation of physicians, is placing immense pressure on academic institutions to reform their curricula, particularly foundational courses such as human anatomy. Consequently, instructors are grappling with the challenge of striking a balance between a new curriculum and maintaining the time-honored benchmarks of medical education.MethodsThis study proposes a 9,5-week medical gross anatomy course containing collaborative quizzes to improve the efficacy in a condensed pre-clerkship curriculum. It was hypothesized that the implementation of collaborative quizzes facilitates group learning while ultimately helping students to be better prepared for the NBME (National Board of Medical Examiners) unit examinations used as summative assessment within the course. During the four collaborative quizzes, medical and medical masters student groups rotated through twenty dissected donor stations, each containing a short clinical or anatomy-related multiple-choice question formatted in NBME style. Students individually answered the question first and then collaboratively discussed the question in their group. Success was measured by individual student outcomes of four collaborative quizzes, two NBME anatomy-focused unit examinations, and overall course evaluations.ResultsOverall, all students (n = 203) passed the course and performed well on collaborative quizzes and NBME anatomy-focused unit examinations. Analysis of the quizzes revealed that questions involving tagged structures, blood supply, and nerves resulted in the most answer changes after group discussion. Course evaluations proved the collaborative quizzes to be enjoyable and beneficial to identify lack of knowledge areas.ConclusionsTo address time constraints within the pre-clerkship curricula effectively, it is crucial for educators to explore smaller adjustments to core learning principles. Collaborative quizzes in the gross anatomy laboratory provided students with opportunities to assess their knowledge in a low-stakes setting while simultaneously benefiting from peer learning. The collection and analysis of quiz grades offered a method of identifying struggling students before their first summative examination, enabling timely academic support. In the future, the research team hopes to continue using this assessment and integrate content from various other pre-clerkship courses.

Teacher education in a virtual exchange between Brazil and the U.S.: Balancing preservice teachers’ guidance and affording autonomy

This paper shares a virtual exchange (VE) Scholarship of Teaching and Learning (SoTL) project between second language acquisition (SLA) teacher education courses at a university in the U.S. and in Brazil, developed with different groups of learners in 2022 and 2023. The main aims were to support and investigate preservice teachers’ (PSTs): 1) intercultural communicative competence (ICC), 2) language practices, 3) local and global perspectives, and 4) collaboration through information and communication technologies (ICT). This paper examines how professors balanced guidance and autonomy for PSTs as teams (each team with PSTs from Brazil and U.S.) asynchronously and synchronously engaged in informal communication and projects to study international and regional cultural norms for SLA. Qualitative analyses of surveys, interactions, and projects informed patterns of PST autonomy and situations that required more professor support and guidance. Most PSTs engaged consistently, thoroughly, and needed almost no support with tasks, such as their introductions and responses to questions about readings. Some PSTs needed more guidance from professors, such as one-one scaffolding (in-person or Zoom) or text message reminders, than others for arranging open-ended tasks among teams of PSTs and setting up relevant ICT, such as WhatsApp groups to facilitate desired communications. Results were utilized to determine modifications for future VE.

Delphi-Based Global Consensus on Adopting Endothelial Keratoplasty: An Endothelial Keratoplasty Learners Group Initiative.

To identify areas of consensus among experts on the performance of endothelial keratoplasty by using a modified Delphi approach, to help create a framework for novice surgeons to adopt these procedures. Thirty-one international experts in endothelial keratoplasty participated. Two rounds of electronic survey were followed by a hybrid, virtual meeting. Consensus was set at 75%, and results with agreement between 70% and 75% were deemed as achieving near consensus. A consensus was reached for 98 statements covering the preoperative, intraoperative, and postoperative aspects of Descemet membrane endothelial keratoplasty (DMEK) and Descemet stripping endothelial keratoplasty/Descemet stripping automated endothelial keratoplasty. Four statements achieved near consensus, and consensus could not be achieved for 11 statements. For DMEK, the panel supported a peel technique to prepare tissue for endothelium out DMEK, implanted via an injector and supported by a near full air/gas fill as a baseline procedure onto which more advanced techniques can be built. DMEK tissue should be marked to ensure correct orientation. An inferior peripheral iridotomy should be used to prevent pupil block when a near full air/gas fill in used in endothelial keratoplasty (EK). Descemet stripping automated endothelial keratoplasty was considered preferable to Descemet stripping endothelial keratoplasty where access to microkeratome preparation was available. The Delphi process allowed areas of consensus on the performance of EK to be established by a group of international experts. The statements generated are a helpful framework for novice surgeons learning EK. Further research is needed to help determine what specific tomographic features indicate EK, when guttae are considered visually significant and how to approach combined aphakia and endothelial dysfunction.

Open educational practices and virtual learning readiness among B.Ed. trainees

In recent time, Bachelor of Education (B.Ed.) trainees have increasingly adopted technology-oriented learning to enhance their classroom teaching and learning experiences. These trainees are also creating various learning environment, such as self-directed learning, group learning, and other activities with the digital tools. This study examined the integration of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR) among B.Ed. trainees across different districts in Uttar Pradesh, India. With the growing dependence on technology, these trainees are utilizing digital resources like mobile learning applications, Zoom, Google Meet, Google Classroom freckle and digital whiteboards to improve their classroom engagement. The research, which included 960 B.Ed. trainees, employed standardized tools to evaluate their levels of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR). The findings indicated that the trainees exhibited a moderate level of both variables, with notable variations based on certain background factors. A statistical analysis has done, which included percentage, descriptive, differential, and relational methods to analyze the collected data critically. However, the main challenges include limited time to locate suitable resources, insufficient awareness regarding quality assurance, technological constraints. The study suggests that targeted booster programs should be organized to enrich trainees’ technological skills, enabling them to excel in future classroom teaching and learning. The study’s outcomes are expected to significantly contribute to the improvement of the emerging learning society.

Assessing Receptive Skills in an Adult L2 Learner Population with Diverse Educational Backgrounds

ABSTRACT Recently, research in second language acquisition has seen an increased attention on low-educated low-literate (LESLLA) learners. However, few of the existing instruments to measure L2 proficiency have been validated for use with this population. In this paper, we examine how adult L2 learners with diverging educational backgrounds perform on and engage with a L2 receptive skills test that was specifically developed with LESLLA learners in mind. To gauge test perception and strategies, 48 less- and highly-educated L2 learners participated in cognitive interviews. Additionally, a live test was administered to 616 adult L2 learners to assess the impact of educational background on L2 performance. Combining psychometric and interview data, this study not only provides initial validation of the test for a diverse group of adult L2 learners, but also offers insights into the test-taking experiences of LESLLA learners, addressing a long-neglected group in applied linguistics research.

Development Of Project-Based Module On Green Chemistry Concepts

Sustainable Development Goals (SDGs) provide new challenges in facing global competition. This is also responded to by the Merdeka Curriculum which includes green chemistry materials and project-based learning models. However, the lack of learning resources is an obstacle in the implementation of learning in schools. This research aims to develop a project-based learning module on green chemistry material. The results of the development was a document containing articles about environmental issues, green chemistry materials, examples of projects that can be carried out to prevent waste, and questions to guide independent and group learning. Expert validation showed that the module is suitable to be used and beneficial in PjBL learning to improve conceptual understanding and practical skills relating to green chemistry. The average scores for each component and quality category were: (a) Content/material scored 34.33 (Very Good); (b) Presentation scored 47.17 (Very Good); (c) Language and images scored 52.50 (Very Good); (d) Graphic design scored 24.33 (Good). The average overall score for the green chemistry module was 4.79, which is within the range of 4.21 &lt; X̅, thus having a Very Good quality category (VB) with an ideal percentage of 95.95%.

Model Pembelajaran Kolaboratif Pada Program Tahfizh Al-Qur’an Untuk Meningkatkan Motivasi Menghafal Al-Qur’an Santri Al-Wafi Islamic Boarding School Depok

This research aims to describe and discover the 'Collaborative Learning Model in the Tahfidz Al-Qur’an program to enhance the motivation of students in memorizing the Al-Qur’an at Ma’had Al-Wafi Islamic Boarding School.' The method used in this research is a survey method with techniques including interviews, observations, and document studies. The sources of data or informants in this research are the head of tahfidz, Al-Qur’an teachers, and students at Ma’had Al-Wafi IBS. The results of this research are as follows: First, the implementation strategy of collaborative learning in the tahfizh program at Alwafi IBS is carried out through several stages: 1) Learning needs analysis, 2) Learning group mapping, 3) Setting learning objectives, 4) Establishing learning targets, 5) Setting learning schedules, 6) Selecting learning methods and techniques, 7) Learning evaluation. Second, the steps to enhance the motivation of students in memorizing the Qur'an at Ma’had Al-Wafi IBS through the following stages: 1) Preparing students before memorizing the Qur'an, 2) Making the learning process enjoyable, 3) Creating a supportive environment, 4) Implementing rewards and punishments, 5) Collaboration among teachers in motivating students, 6) Collaborating with parents in motivating students. Third, the conclusion is that the collaborative learning model in the tahfizh program of the Qur'an at Ma’had Al-Wafi IBS has made a significant contribution to increasing students' motivation to memorize, as evidenced by the following indicators: 1) Reducing students' boredom and laziness in memorizing the Qur'an, 2) Non-monotonous learning, so students can memorize happily, which impacts the quality of their memorization, 3) Students' progress in memorization became more intensive and effective, as seen in their daily memorization activities.

Pendidikan Toleransi Antar Siswa Beragama Hindu Dan Islam di SD Negeri 3 Keramas Kecamatan Blahbatuh Kabupaten Gianyar

Tolerance education is an important aspect in building a harmonious social life in Indonesia, especially in areas with religious diversity such as Gianyar. Tolerance education is becoming increasingly important in the midst of increasing intolerance and religious polarization in Indonesia. This phenomenon can be seen from the rise of cases of discrimination, hate speech, and violence on the basis of religion. This research uses a qualitative approach with a case study method. Data were collected through participant observation, interviews, and document analysis. The data were analyzed using qualitative analysis techniques. The results of this study outline that: First, the form of tolerance between Hinduism and Islam at SD Negeri 3 Keramas is in the form of: social activities, religious activities, in school relationships, cultural arts activities, sports activities at school, and group learning activities. Second, the obstacles faced in the application of tolerance in SD Negeri 3 Keramas, Blahbatuh District, Gianyar Regency are fanaticism, limited coaching, and exclusivism. Third, the efforts made to strengthen tolerance between Hinduism and Islam at SD Negeri 3 Keramas, Blahbatuh District, Gianyar Regency are to impose sanctions on religious harassment, get guidance from all teachers, understand other religions more comprehensively, prioritize dialogue as a discourse to be tolerant to teachers and students at SD Negeri 3 Keramas. The dialogue aims so that teachers and students can build understanding and mutual understanding, not to win, the dialogue given is always about mutual respect, understanding other religions, being polite, not demonizing other religions and certainly increasing the attitude of tolerance that has existed since long ago at school.

Breath of Knowledge: An Interactive Computer-Based Program and Group Exercise to Teach Gas Exchange.

Background: Foundational principles of pulmonary gas exchange are complicated and can be difficult for trainees to master. Computer-based programs can provide opportunities for interactive instruction, but previous literature has not demonstrated the impact of such programs on learning this topic. Objective: To evaluate whether the addition of an interactive, clinically relevant computer-based gas exchange program and small-group exercise to reinforce principles of gas exchange improves medical student learning as measured by performance on relevant multiple-choice exam questions. Methods: This was a pre-post study design surrounding the implementation of a gas exchange program used during a small-group session with students working through a manual of prepared experiments during the 2023-2024 academic year at the Johns Hopkins University School of Medicine. Student examination scores before program implementation (academic year 2022-23) were compared with student examination scores after program implementation. Questions were dichotomized a priori based on their relevance to the principles reinforced by the program. Student perceptions of the program were assessed by a postcourse survey. Results: When comparing the control (n = 106) and intervention (n = 114) groups, scores improved for both non-gas exchange questions (P < 0.001) and gas exchange questions (P < 0.001). Although the improvement in gas exchange questions was greater than in other questions, this difference did not reach statistical significance (P = 0.09 for the interaction term). Most students were satisfied with the program and rated it more useful than a traditional didactic lecture. Conclusion: At a time when medical school instruction is dominated by lectures with few laboratory-based exercises, we offer this interactive, computer-based program as a strategy to reinforce principles of gas exchange. By tailoring accompanying cases and exercises to different groups of learners, this resource can be implemented in diverse settings.

The function of multimedia in the process of teaching English with the help of Post-Method techniques

This article presents the specific functions of multimedia in the process of English language teaching and learning with the active addition of Post-Method techniques. An experiment was conducted with two groups of learners in order to prove or reject the hypothesis. One group used textbooks throughout the entire time of the experiment whereas the other one used both the textbooks (the first two weeks) and the selected Post-Method techniques (the second two weeks). The statistical elaboration of the results showed that the multimedia tools, alongside the selected Post-Method techniques, delivered better learning and teaching results.

The Influence of Self-Directed Dialog Toward Students' Speaking Ability in SMAN 20 BATAM

This study aimed to determine the influence of self-directed discourse on students' speaking abilities in SMAN 20 BATAM. The self-directed dialogue technique is a practice that integrates practical ways to communicate or contextual practice with simulations. Self-directed dialogue encourages students to use their words to create discourse; group learning can do this, but the guiding idea is that learning is the responsibility of the individual students. Students feel more comfortable explaining why they want to develop by using their own language because it is more relatable to them. One method that can help students become better speakers is self-directed dialogue. Speaking skills are divided into four categories: fluency, vocabulary, grammar, and pronunciation. A one-group pre- and post-test design was employed in the pre-experimental method by the researchers, this four-week study involved four meetings, including treatment. 46 students in Phase-F (the eleventh class) of Brilliant were the samples that were collected. Speaking rubrics were used to collect the data, which SPSS v26 was then used to process. According to the study's findings, students’ development scores on average were 38.89 on the pre-test and 65.39 on the post-test. The statistical data indicates that the null hypothesis is rejected and the alternative hypothesis is accepted, as indicated by the significance value of the t-test (0,000 &lt; 0,05). Based on the results, the researcher draws the conclusion that Phase-F students at SMAN 20 BATAM can enhance their speaking abilities by introducing self-directed discourse. This suggests that students' speaking abilities can be enhanced through self-directed dialogue in an effective and significant way.

Development and Evaluation of a Virtual Reality Program for Immediate Newborn Care Training in Nursing Education: A Feasibility Study.

Nursing education equips students with the skills necessary to navigate the clinical environment. Repetitive training in complex skills ensures patient and student safety. Immersive virtual reality (VR) offers a realistic and safe environment for such repetitive learning processes. However, the feasibility of integrating such technology into the training of immediate newborn care skills remains unexplored. In this feasibility study, the care procedure for immediate newborn care (INC) was standardized and converted into a VR teaching model. Experts and students were then recruited to assess and evaluate the suitability, usefulness and user-friendliness of the INC-VR model. A total of 35 students were recruited and allocated to a VR learning group and a traditional learning group to evaluate the INC-VR model in terms of knowledge acquisition, skill confidence, performance accuracy, and the time required to complete the INC tasks. Thirteen INC care tasks were transformed into a 15-minute INC-VR model, and the suitability, usefulness, and user-friendliness of the model were validated by both students and experts. Furthermore, students in the VR group demonstrated comparable INC knowledge, confidence, and performance accuracy to those in the traditional group, with a more time-efficient learning framework (10.3 minutes vs. 35 minutes). The INC-VR model developed herein can supplement traditional teaching to enhance students' learning. This model could provide an accessible platform for additional practice and remediation, addressing the limitations of real-time skill practice opportunities. Therefore, it may also serve as a valuable reference for other institutions developing similar VR educational tools.