Group Learning Research Articles

Nonstabilizerness via Matrix Product States in the Pauli Basis.

Nonstabilizerness, also known as "magic," stands as a crucial resource for achieving a potential advantage in quantum computing. Its connection to many-body physical phenomena is poorly understood at present, mostly due to a lack of practical methods to compute it at large scales. We present a novel approach for the evaluation of nonstabilizerness within the framework of matrix product states (MPSs), based on expressing the MPS directly in the Pauli basis. Our framework provides a powerful tool for efficiently calculating various measures of nonstabilizerness, including stabilizer Rényi entropies, stabilizer nullity, and Bell magic, and enables the learning of the stabilizer group of an MPS. We showcase the efficacy and versatility of our method in the ground states of Ising and XXZ spin chains, as well as in circuits dynamics that has recently been realized in Rydberg atom arrays, where we provide concrete benchmarks for future experiments on logical qubits up to twice the sizes already realized.

Extraction of Knowledge Models from Textbooks

Isaac Alpizar-Chacon is an assistant professor in the Software Technology for Learning and Teaching group at the Department of Information and Computing Sciences, Utrecht University. In addition to his primary role, he is also an associate professor at the Instituto Tecnológico de Costa Rica. His research interests focus on the impact of GenAI tools in computing education, the integration of these tools into the classroom, the teaching and learning of computational thinking skills, and knowledge extraction. Dr. Alpizar-Chacon holds a MSc degree in Computer Science from Saarland University (Saarbrücken, Germany) and a PhD degree in Information and Computing Sciences from Utrecht University (Utrecht, Netherlands). Homepage: https://isaacalpizar.info/

Antimicrobial Stewardship Practice Changes Following a Statewide Educational Conference in Nebraska

Background: In 2023, Nebraska held its 4th state antimicrobial stewardship (AS) educational conference, an annual one-day in-person event with continuing education offered for nurses, pharmacists, microbiology lab technicians, and physicians. One challenge of educational events is determining if content has been translated into practice. We sought to assess AS-related practice changes implemented by conference attendees. Methods: Conference attendees were sent 2 surveys by email following the conference. Survey 1 questions were integrated into the continuing education credit evaluation immediately following the conference. Survey 2 was sent three months later to all registered attendees. Qualitative responses were grouped by theme and descriptive statistics were used to evaluate Results: There were 203 attendees from across the state including a diverse group of learners (Table 1) representing metropolitan and rural areas of Nebraska (Figure 1) from acute care hospitals, critical access hospitals, long-term care settings, and public health. A total of 148 attendees (73%) answered questions in Survey 1 (Table 2), and 79 (39%) attendees responded to Survey 2. On Survey 1, 94% of respondents indicated that they intended to make practice changes, though 60% anticipated barriers including further staff training needs and lack of resources and health system support. On Survey 2, 83% of respondents indicated successful implementation of practice changes at three months after the conference. The most common practice changes included enhanced communication strategies, improved antibiotic tracking, monitoring, and review, policy and procedure updates, and AS tool implementation. On Survey 1, 26% (35/131) strongly agreed that their ability to treat patients was adequate prior to the conference; this increased to 55% (72/131) post-conference. On Survey 2, 56% (22/39) of respondents reported improvement in patient outcomes because of implemented practice changes following conference attendance. However, some also mentioned a short follow-up survey timeline as a limitation in assessing patient outcome improvements. Reported outcomes included improved receptiveness from providers, patients, and families to antibiotic use recommendations, shorter prescribed durations, and more appropriate initial antibiotic selection. Improved team performance was noted by 73% (27/37) of respondents. Themes included improved communication with internal and external stakeholders, more collaborative team discussions, increased confidence in recommendations, expanded provider and staff engagement, and increased leadership involvement. Conclusions: In addition to improved knowledge and understanding for a variety of AS-related areas, attendees of the conference also reported a high rate of practice changes that led to perceived improvements in patient outcomes and team function.

The State of Mastery Learning in Pediatric Graduate Medical Education: A Scoping Review.

The aim of this study was to characterize the state of mastery learning interventions, identify gaps in current approaches, and highlight opportunities to improve the rigor of ML in pediatric graduate medical education (GME) training programs. In October 2022, we searched Ovid, PubMed, Scopus, and ERIC. Two reviewers independently screened 165 citations and reviewed the full manuscripts of 20 studies. We developed a modified data abstraction tool based on the Recommendations for Reporting Mastery Education Research in Medicine (ReMERM) guidelines and extracted variables related to mastery learning curricular implementation and design and learner assessment. Eleven studies of ML approaches within pediatric GME were included in the full review, with over half published after 2020. ML interventions were used to teach both simple and complex tasks, often in heterogeneous learner groups. While deliberate practice and feedback were consistently reported features of ML in pediatrics, opportunities for improvement include clearly defining mastery, conducting learning over multiple sessions, presenting sufficient validity evidence for assessment tools, adhering to rigorous standard setting processes, and reporting psychometric data appropriate for ML. In pediatric GME, ML approaches are in their infancy. By addressing common shortcomings in the existing literature, future efforts can improve the rigor of ML in pediatric training programs and its impact on learners and patients.

Improving Critical Thinking Skills and Collaboration Skills Using Problem Based Learning Models, DNGM Models, Wordwall Media and Dragon Games

The problem of this research is that there is still a lack of student activity in participatory learning as well as interaction and collaboration between students in group learning activities. In this research, Classroom Action Research (PTK) was carried out in three meetings. The subjects of this research were 25 class V students of SDN Antasan Besar 7 Banjarmasin. The measure of research success with learning completeness is that 80% of students achieved a KKM score above 80. The results of this research show that at Meeting I to Meeting III there was an increase in the acquisition of learning activities in the application of the learning model, resulting in the "Very Active" criteria at Meeting I, II and III. At Meetings II and III, learning activities increased to almost all very active. Students' critical thinking skills increased to almost all highly skilled at Meetings II and III. At Meetings II and III, students' collaboration skills increased to Almost All Skilled. Meanwhile, completeness of learning outcomes increased again to 100% at Meeting III. From the results of this research, it can be concluded that educators' activities experienced a very significant increase when implementing the PBL model supported by DNGM using Wordwall media and the Dragon Snake game, as well as student activities, critical thinking skills, collaboration skills, and learning outcomes.

Comparing the effects of problem- and task-based learning on knowledge and clinical decision-making of nursing students concerning the use of transfusion medicine in pediatric nursing: An educational quasi-experimental study in Iran

BackgroundIn the pediatric care field, ensuring safe and effective blood transfusions, promptly identifying adverse reactions, and implementing appropriate interventions are crucial. Therefore, undergraduate nursing curricula need to be structured to meet these professional standards and prepare nursing students, as future team members, to respond to relevant clinical situations. The objective of this study was to investigate how problem- and task-based learning affects knowledge and clinical decision-making of undergraduate nursing students concerning the use of transfusion medicine in pediatric nursing. Material and methodsThis quasi-experimental study involved 82 nursing students recruited from two nursing schools in Iran using convenience sampling. Participants received educational content through either problem- (n = 40) or task-based learning (n = 42) methods. A researcher-made tool, comprising three parts and proven to be valid and reliable, was utilized for data collection. The tool was administered both before and immediately after the intervention. Data were analyzed using Wilcoxon rank-sum, Mann-Whitney U, Spearman's correlation and multivariate analysis of covariance tests via SPSS v16.0. A p-value of <0.05 was considered significant for all tests. ResultsThe median post-test knowledge and clinical decision-making scores within problem- and task-based learning groups were 62.68 vs. 74.65 and 53.33 vs. 76.67, respectively. Significant differences were observed between the mean pre- and post-test scores of both variables within both intervention groups (p < 0.05). Multivariate analysis of covariance revealed that task-based learning resulted in significant differences between the two groups in terms of knowledge (F = 87.9 %, p = 0.002, Eta2 = 0.114) and clinical decision-making (F = 99.9 %, p < 0.001, Eta2 = 0.271). ConclusionsGiven the greater effectiveness of task-based learning, nursing schools are advised to utilize this method in undergraduate nursing curricula to ensure the adequacy of the clinical skills acquired by nursing students prior to graduation.

Grammar teaching in inclusive learning groups. A reconstructive analysis of subject-specific teaching

Abstract This article argues that the relationship between subject-related and social participation is of paramount importance for inclusion-oriented subject teaching research. Firstly, subject teaching is understood as a social practice that is characterised by a specific complexity of the temporal, social and subject-related dimensions of teaching. Secondly, it is assumed that enabling and hindering subject-related and social participation in the practice of teaching is one of the most central analytical attitudes of inclusion-oriented subject teaching research. This is exemplified by empirical analyses of grammar lessons using the methodology of the documentary method.

Effectiveness of error-based active learning compared to conventional lecture-based method among undergraduate dental students: A randomized controlled trial.

Dental education assumes an indispensable role in adequately equipping students for a successful career in dentistry. Error-based active learning, an innovative approach in dental education, is a combination of mistake-driven learning (MDL) and case-based learning (CBL) to provide a transformative learning atmosphere for students. While active learning has gained popularity in dental education, the effectiveness of error-based active learning remains unexplored. This study aims to evaluate the effectiveness of error-based active learning among final-year dental undergraduate students in comparison with the conventional lecture-based approach. A parallel-arm single-blind randomized controlled trial was conducted in a dental institute in India from November 2022 to December 2022. A total of 74 students were randomly allocated to two groups: Group A (n = 37) received error-based active learning and group B (n = 37) received conventional lecture-based learning approach. Atraumatic restorative treatment (ART) was chosen as the topic for the study. The knowledge of students was assessed at three intervals: baseline, post-intervention, and 4 weeks after the intervention, using a self-designed and validated questionnaire with Cronbach's alpha of 0.87 and a content validity ratio of 0.84. A standard survey questionnaire was employed to evaluate students' perceptions of the teaching methods. Error-based active learning group outperformed the lecture-based group significantly in the post-intervention test (20.92 ± 1.42 vs 16.97 ± 3.06), with better knowledge retention (18.30 ± 2.02 vs 14.05 ± 4.26) and positive feedback from the students. The error-based active learning approach proved superior to the conventional lecture-based method in enhancing and retaining knowledge regarding ART.

Identify the Most Common Challenges and Coping Strategies that Teachers Encounter in Managing Large Class Teaching

Background: It is very difficult to talk about all the problems regarding large size classes. However, there are certain problems which may look small from general point of view but can affect teaching - learning process strictly. Definitely, there are certain problems which are related to all large English classes and cannot be ignored at any time. Dealing with large number of students constitutes a real challenge to every teacher. variety of students with multi - level IQ and learning style, class environment organization, difficulty of setting and crowd control, less attention to students, limited students’ learning monitoring and difficulty in engaging all students in activities. It is a very important issue for every instructor to be involved in teaching large number of students especially, in EFL contexts. Objectives: To find out the most common challenges teachers may encounter in managing of teaching large classes and to help instructors to be aware of those problems they may face with large number of students in order to take action to overcome at least of the challenges. Method and Material: This is qualitative research; the research design is descriptive and the data was analyzed descriptively. In this research, first we searched for the keywords which related to the research topic through the online academic and up to date sources such as (ADRI, Research Gate, and Google Scholars). Out of 32 articles, we reviewed twenty - one of them that mostly explained the challenges of large classes. The articles were published between (1970 - 2010) years. Results: Dealing with large classes constitutes a real challenge to every teacher: The major hypothesis is that effective teaching and producing learning is critically constrained by the large size of classes and the students’ perception about large classes being negative. The findings indicated that small - group learning are more effective in promoting greater academic achievement, and enhances favorable attitudes toward learning. Conclusion: Most researches showed that benefit usually occur when class size is reduced to less than 20 students otherwise problem of acquisition and classroom management arise and learning process will be not occur effectively. There are other variables such as the quality of teachers, students’ degree of motivation, and role of the parents may interface and come into play in leaning process.

Using Whatsapp Group as a Means to Improve Non-English College Major Students' Motivation to Speak English

This study deals with how students' perspectives on using WhatsApp groups improve students' speaking ability. Motivation is the strength students have inside or outside of themselves that encourages them to achieve something. The sample of this study is students taken from UPB class of Antasari State Islamic University. In collecting the data, this study used questionnaires for the respondents. Close-ended questionnaires and open-ended questionnaires will be used to get data on the use of the WhatsApp group in improving students' speaking ability. The researchers employed the Likert scale to get the information related to two indicators in this research. 5 was given for strongly agree (SA), 4 for agree (A), 3 for neutral (N), 2 for disagree (D), and 1 for strongly disagree (SD). Meanwhile, the open-ended questionnaire consisted of 8 questions that asked about the role of the WhatsApp group in learning to speak. The results of the study showed that learning using WhatsApp group as a means of speaking can improve students' motivation in learning English and produce positive effects and benefits for non-English college major students in improving their speaking skills.

Enhancing 21st Century Skills in the EFL Classroom: Exploring Teachers' Implementation of Group Activities and Assignments

This qualitative study was carried out to investigate how English teachers integrated 4C skills (communication, creativity, critical thinking, and collaboration) into EFL classroom. This study involved two English teachers from an English study program in one university in Pekanbaru, Riau as the research participants. The qualitative data was collected by using interview, observation, and documentation. The researchers analyzed the interview transcripts, observational fieldnotes, and screenshoot documents following the steps of qualitative data analysis by coding, grouping, synthesizing, and making themes and descriptions to answer the research questions. The study reveals that the English teachers integrated the 4C skills into students' learning group activities/assignments via making videos for English learning, making power point for class presentation, making class projects to produce learning products, and having asynchronous online classroom discussions via Google classroom platform. These four major class activities/assignments given by the English teachers were intentionally aimed at developing students’ communication skill, creativity, critical thinking, and collaboration. This study concludes that the four students’ typical learning group activities/assignments instructed by teachers can be used as templates to integrate and develop students’ 4C skills in ELT classes. Future research directions in developing 21st-century skills can be multifaceted, addressing various gaps and limitations in assessment methods, technology integration, cultural contexts, equity and access, and teacher training and professional development.

EXPLORING STUDENTS’ LEARNING STYLES AND MATHEMATICS PERFORMANCE AMONG LOWER SECONDARY SCHOOL STUDENTS

Based on the result in TIMSS Mathematics Achievement 2019 for student grade 8, it shows that mathematics performance has not yet achieved the desired position in the Malaysia Education Blueprint (2013-2025). Furthermore, the average mathematics score reported by PISA 2022 in Malaysia declined by 31 points compared to the achievement in PISA 2018. The impact from this result will affects the quality of education in Malaysia compared to other countries. Students' academic performance may be reflected to some extent based on their learning styles. As such, it becomes useful information to guide teacher’s instruction. Many studies have discussed on student learning styles; however, there are varying findings among different levels of learners. Therefore, this paper aims to investigate the learning styles and mathematics performance of lower secondary students (Form 1 and Form 2) in one of the schools in the Klang Valley by using cluster sampling. There were 147 respondents from Form 1 and Form 2 selected in this study. This study was conducted using a quantitative method; a set of VARK learning style questionnaire was distributed to the respondents, and mathematics performance results were taken from midterm test. The framework of the study adopted VARK learning style which has 30 items with seven dimensions that include visual, auditory, reading/writing, kinaesthetic, group and individual learning styles preference. The data analysed descriptive and inferential statistical techniques by using SPSS tool. The results revealed no significant difference in learning styles and mathematics performance between high and low mathematics achiever. However, upon examining each learning style individually, it was found that high mathematics achiever students exhibited significant difference in their learning styles. Furthermore, the study found there is no relationship between students' learning styles and mathematics performance across both high and low mathematics achiever groups.

Implementasi Model Pembelajaran Klasik dan Model Pembelajaran Kelompok PAUD Bintang Ananda Botoran Tulungagung

Early childhood education should have optimal, effective, efficient, productive, and accountable policies and coordinate well with government, family, and community support to produce positive and maximum impacts. This study aims to explain the conditions of learning management at PAUD Bintang Ananda, which experiences differences in learning models applied in institutions; institutions apply two learning models, namely classical and group. This research method uses a qualitative descriptive approach, which examines research objects naturally according to facts and data in the field. Data collection techniques through interviews, observations, and documentation studies with research time during April 2024. Based on the results of the study show that there are differences in learning models applied in institutions; these differences are due to several factors, such as lack of teaching staff, student understanding, and lack of facilities that support the learning process; these results make institutions have to make decisions about the implementation of the right learning model according to the interests and abilities of children. So, the institution has arranged and prepared everything to implement the learning model that will be applied, focusing on learning models that can develop children's abilities and pay attention to children's interests.

Implikasi Aliran Utama Filsafat Pendidikan Islam Terhadap Metodologi Pembelajaran

There are three main schools of Islamic educational philosophy in this research. First is the conservative sect, with the main figure being al-Ghazali. This school tends to use various learning methods, including hasanah models, or uswatun, habituation, good relationships, self-introspection, and stories, or qishoh. Second is the religious-rational flow, with the main figure being the Ikhwan al-Shafa. This school tends to prioritise group learning methods. Third is the pragmatic school, with the main figure being Ibn Khaldun. This school prioritises a learning method known as learning by doing or direct practice. The aim of this research is to analyse the main schools of Islamic educational philosophy and identify their implications for learning methodology. This research uses descriptive methods to study and analyse certain phenomena. It is a qualitative research method that focuses on understanding the concept or phenomenon being discussed. The data used is relevant literature, such as journals and books related to Islamic education. The data collection method is a literature study, and the data verification technique is the content analysis method. The results of this research show that each school of Islamic educational philosophy has a unique approach to learning methodology. The conservative school places more emphasis on traditional methods; the religious-rational school tends more towards group discussions; and the pragmatic school encourages learning through direct practice. Thus, Islamic education can be adapted to various learning methods according to the values ​​and goals of each philosophical school.

The Influence of Implementing Student Facilitator and Explaining (SFAE) Learning Model on Student Learning Outcomes Assisted by Dakonmatika Learning Media

Students' motivation to study mathematics was essential for improving their learning outcomes in the subject. Integrating the cooperative learning model of Student Facilitator and Explaining (SFAE) with the Dakonmatika learning media represents an innovative blend of group learning and the traditional Indonesian game of Dakon or Congklak. This research aims to determine the effect of using the SFAE learning model assisted by Dakonmatika media on students' mathematics learning outcomes. The study employs a quantitative method with a Quasi-Experimental design in the form of The Nonequivalent Pretest-Posttest Control Group Design. The subjects of this study were 54 students from Muhammadiyah 2 Elementary School in Sorong City, divided into two classes: an experimental class of 29 students and a control class of 25 students. The research findings indicated that, based on the previously described data analysis and discussion of the multiple linear regression test, a significance value of 0.019 &lt; 0.05 was obtained. According to the decision-making criteria, H0 was rejected. Moreover, from the t-test table, the calculated value (2.477) was greater than the table value (2.05553), meaning that t_calculated &gt; t_table. It implied that the application of the SFAE learning model with the assistance of Dakonmatika media has a significant impact on the mathematics learning outcomes of fifth-grade students at Muhammadiyah 2 Elementary School in Sorong City. The implication of this study was that the integration of the Student Facilitator And Explaining (SFAE) learning model with daconmatics media has great potential in improving the quality of mathematics learning in schools.

Evaluating the effectiveness of a computerised dynamic assessment of L2 English email requests

Automated writing evaluation can be effective in providing support for L2 English learners. However, little research to date has investigated its use in the teaching of pragmatics in relation to L2 email writing, grounded in a sociocultural perspective on learning. We employ a quasi-experimental approach, investigating the effectiveness of a computerised dynamic assessment programme (C-DA) of L2 email writing, focusing on pragmatic development. The C-DA employs a developmentally sensitive approach, providing automated, immediate mediation to learners. The C-DA was administered twice – with a two-week delay between administrations – to a single group of 17 Japanese English L2 learner participants at a Japanese university; participants were 19–22 years of age with intermediate L2 proficiency levels. Text, identified pragmatic failure and mediation data were elicited from both administrations. Analysis of pragmatic failure frequency and explicitness of the mediation necessary for successful resolution of the identified pragmatic failure shows both frequency and explicitness decreasing not only within a round of administration, but also between rounds. Evidence of learner development was found across all types of pragmatic failure, including the requesting head act, email openings and closings. The study provides evidence to support a sociocultural approach to assessment and learning with regards to the pragmatics aspect of L2 email writing, in which mediation is sensitive to individual learners’ developmental needs. Further, findings support the use of a computerised approach to DA focusing on pragmatic competence, allowing for wider access to DA methodology among large learner group contexts.

Evaluating the AI dialogue System's intercultural, humorous, and empathetic dimensions in English language learning: A case study

The rise of artificial intelligence (AI) technologies has been notable in supporting English as an Additional Language (EAL) learners, particularly in offering interactive assessments. AI-driven dialogue systems that produce culturally relevant humor and empathy, bridging the native language (L1) and the target language (L2), have been employed to engage EAL learners more effectively and boost their learning results. However, there's a noticeable gap in research concerning the fusion of humor, empathy, and intercultural dimensions in language learning. Intercultural dimensions encompass acquiring crucial knowledge, communication skills, and the values essential for meaningful interactions across cultures. This case study examines the effectiveness of an AI dialogue system, termed the Multidimensional Approach Culture, Humor, and Empathy Bot (MACHE-Bot), in elevating the English language learning experience and its potential to enhance EAL proficiency. Using convenience sampling, 37 individuals were selected from an English language learning group on Facebook. Following a two-week pilot study, semi-structured interviews were conducted. The results revealed that MACHE-Bot adeptly initiated and reciprocated with humor, empathy, and cultural nuances in a manner well-received by participants. Additionally, the study identified five pivotal factors in EAL learning with MACHE-Bot: (1) intercultural dimensions, which include culturally humorous interaction and culturally empathetic support; (2) user trust comprising both affective and cognitive elements; (3) anthropomorphism; (4) reciprocal self-disclosure; and (5) higher engagement and motivation. These five factors collectively contribute to creating an engaging, relatable, and supportive learning environment, facilitating a more natural learning process, and fostering a deeper learner-bot connection, thereby potentially enhancing motivation and investment in the learning process.

INTERACTIVE TECHNOLOGY USAGE IN THE FUTURE TRANSLATORS’ TRAINING AS A PLEDGE OF SUCCESSFUL INTERCULTURAL INTERACTION

The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for cross- cultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.

Learning evaluation of the study group of Packages C programme in Sragen Regency

This study aims to evaluate the learning of the Study Group of Packages C programme in Sragen Regency. This evaluation research uses the EPPKC model, which consists of Process and Product aspects. This research uses a mixed method, a combination of quantitative and qualitative research using a descriptive approach. The evaluation subjects in this study were 322 people, including the Study Group of Packages C programme organiser, tutors, and learning citizens in the Sragen Regency. The main field trial used a sample of 84 people, while the operational field trial used a sample of 238 people. Data were collected using questionnaires, interviews, observation and documentation. Data validity techniques used source and method triangulation. The qualitative data analysis technique used in this research is an interactive analysis model, while the quantitative questionnaire results were analysed using the percentage analysis formula (percentile). The results showed that (1) the implementation of the Study Group of Packages C programme learning for the process component was included in the good category, (2) the Study Group of Packages C programme learning for the product component was included in the good category, and (3) the results of the Reviewer's Assessment of the EPPKC Instrument in the Study Group of Packages C Programme were included in the excellent category.

The Context Of Blended Learning Environments: Lessons We Have Learned

Let us lay the context for our conversation: My senior level undergraduate nursing students, all of whom were doing their clinical experience at health care centres in Calgary, appreciated not having to travel to the University after their clinical day to have a face-to-face hour session with myself as their instructor. In previous years, we used a platform called Blackboard, and then Desire to Learn. Each student described what they had learned that day. When we had our face-to-face weekly session on non-clinical days, they reviewed their peer group projects. In providing course feedback, students emphasized that the online approach facilitated their peer group learning and enhanced their confidence in doing classroom presentations.