Learning Habits Research Articles

Dimensions And Student Satisfaction In Clinical Skill Laboratory (CSL) Medical Surgical Nursing With Online Method

Introduction: The pandemic due to the Covid-19 Virus has various impacts on people in the world, including Indonesia. All learning activities are carried out online, including the Clinical Skill Lab (CSL) in Medical-Surgery Nursing at ITEKES Bali. Objective: To prepare students for clinical skills, communication, physical examination, or medical procedures and invasive procedures. In teaching and learning activities, ITEKES Bali Nursing Team Lecturers use video conference media, WhatsApp group, zoom, practical learning videos and others in delivering practical subjects. This policy carried out by ITEKES would certainly affect student satisfaction in learning habits. The level of student satisfaction will be reflected in their dimensions when participating in the academic process. These dimensions include engaged learning, agency and assessment. Methods: this research employed a cross-sectional design. There were 189 students who took CSL at ITEKES Bali participated in this study. The data were analyzed by using chi-square, to analyze the dimensions of students with the level of student satisfaction. Results: The finding showed that there was a significant correlation between the student dimension and the level of student satisfaction (p 0.001) where the dimension of students who disagreed had a 3.6 times chance of being dissatisfied with online learning. Conclusion: The level of student satisfaction can be seen from the dimensions of students when participating in online learning which consists of engaged learning, agency and assessment.

Vascular adhesion protein-1 (VAP-1) in vascular inflammatory diseases.

Vascular adhesion protein-1 (VAP-1) also known as amino oxidase copper containing 3 (AOC3) is a pro-inflammatory and versatile molecule with adhesive and enzymatic properties. VAP-1 is a primary amine oxidase belonging to the semicarbazide-sensitive amine oxidase (SSAO) family, which catalyzes the oxidation of primary amines leading to the production of ammonium, formaldehyde, methylglyoxal, and hydrogen peroxide. VAP-1 is mainly expressed by endothelial cells, smooth muscle cells, adipocytes and pericytes. It is involved in a repertoire of biological functions, e.g., immune cell extravasation, angiogenesis, and vascularization. Research into VAP-1 has intensified within the last decade on its role as a novel clinical biomarker and as a potential therapeutic target of vascular inflammatory disorders such as atherosclerosis, stroke, diabetes, neurovascular disorders (e.g., Alzheimer's Disease), hepatic disease (e.g., non-alcoholic steatohepatitis), and skin conditions (e.g., psoriasis). This is the most up-to-date and comprehensive review on VAP-1 focusing on the translational aspects of VAP-1. Compared to recent reviews, our review provides novel insights on VAP-1 and heart failure, stroke and frailty, diabetes, endometriosis, osteoarthritis, COVID-19, conjunctivitis associated systemic lupus erythematosus, hematopoietic stem cells, gliomas, treatment of colorectal cancer with a novel VAP-1 inhibitor (U-V269), promoting recovery of motor functions and habit learning with a novel VAP-1 inhibitor (PXS-4681A), and 68Ga-DOTA-Siglec-9, a labelled peptide of Siglec-9 (a VAP-1 ligand), which appears to be a safe PET tracer for inflammation in rheumatoid arthritis. Finally, we present the emerging role of VAP-1 in pregnancy as a gatekeeper of immune cells, which are critical for spiral arterial remodeling, the deficiency of which could lead to vascular disorders of pregnancy such as preeclampsia. Future research should prioritize clinical trials on VAP-1 small-molecule inhibitors and monoclonal antibodies, thus, maximizing the potential of VAP-1 targeted therapy as well as research into sVAP-1 as a clinical biomarker of diseases and its prognosis.

A Survey and Study on the Current Status of Mathematics Study Habits of Rural Junior High School Students in China

The research is supported by the research project of higher education reform in Jiangsu Province. Nos. 2019JSJG257, 2017JSJG212, Special research project on Rural Education in Yancheng City. No. XCZX21090, and Yancheng educational science planning project in 2021. No. 2021-L-136. (Sponsoring information) Abstract Based on the relevant theories, the article adopts literature research, questionnaire survey, and interview records to first analyze and summarize the research related to " mathematics study habits" and to define and classify the concepts related to "mathematics study habits." Take rural junior high school students in a school in China as the target group, and analyze the current situation of mathematics study habits of rural junior high school students in this school through a questionnaire survey based on the results. Furthermore, through personal interviews with rural junior high school students, teachers, and parents in the region, we completed the analysis of the factors that contribute to the formation of good mathematics study habits in rural junior high school students from the perspectives of students, teachers, and parents. Finally, combined with the current situation and influencing factors of mathematics learning habits of rural junior high school students in the region, corresponding countermeasures are proposed for the cultivation of good mathematical learning habits from the three perspectives of students, teachers and parents. Keywords: Rural junior high school students, Mathematics study habits, Influence factors, Habit development measures DOI: 10.7176/JEP/13-29-04 Publication date: October 31 st 2022

Language Anxiety Experienced by English Department Freshmen of Wijaya Kusuma University Surabaya

This research aims to describe the language anxiety level and type frequently experienced by English Department first-year students of Wijaya Kusuma University Surabaya. It used a case study as the research design to explain the phenomenon observed. The research participants were twenty-eight English Department first-year students of Wijaya Kusuma University Surabaya. Each of them was given a five-point Likert scale questionnaire adapted from Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986). The findings unveiled that most first-year students experienced moderate language anxiety levels in which they frequently experienced the fear of negative evaluation. It is suggested that future researchers explore the students’ anxiety levels and types by considering their learning proficiency and habit.

Human resources management in developing learning strategies in the new normal era

The purpose of this study was to analyze human resource management in developing learning strategies in the New Normal era, because many learning during the pandemic was found to be ineffective and inefficient, so that students were confused. In this new normal, a human resource management strategy is needed that can be used to monitor. This research method uses a library research approach which is a research method to find and describe some appropriate and relevant research from the topic that the researcher will do. The results of this study indicate that during this pandemic various problems were experienced by various parties. So that HR management is needed to improve learning strategies in the new normal era, namely through efforts, mature readiness, and debriefing both in terms of ICT learning and virtual study habits.

Influence of anxiety on university students' academic involution behavior during COVID-19 pandemic: Mediating effect of cognitive closure needs.

The COVID-19 pandemic has had a significant negative effect on university students’ mental health worldwide. The pandemic has resulted in individuals experiencing increased levels of anxiety and stress as well as intensified concerns about the future due to a rise in uncertainty. To eliminate the anxiety and stress caused by uncertainty, individuals who have high cognitive closure needs are strongly motivated to achieve certainty and seek answers, even if the decisions they make in the process are inappropriate or even irrational. This study attempts to analyze the influence of anxiety and stress on university students’ academic involution behavior during the COVID-19 pandemic through the mediating effect of the need for cognitive closure. Analyzing the survey data collected from 402 university students from 3 different universities through the mediating effect model and path analysis with latent variable (PA-LV), our results indicate that: (1) The COVID-19 pandemic has significantly increased the levels of anxiety and stress experienced by university students. The path coefficient of the perceived risk of contracting COVID-19 to perceived emotions (including anxiety and stress) was 0.352 (p < 0.01), (2) anxiety and stress significantly and positively affect academic involution behavior. For each unit of increase in the scores of anxiety and stress, the scores of academic involution behavior increased by 0.408 (p < 0.01) and 0.398 (p < 0.01) units, respectively, and (3) The need for cognitive closure had a complete and partial mediating effect on the relationship between the perceived risk of contracting COVID-19 and academic involution behavior, as well as anxiety and academic involution behavior, respectively. The results of PA-LV showed that the mediating effect values were 0.106 and 0.044, respectively. The impact of the COVID-19 pandemic has not yet come to an end and so clarifying the relationship between anxiety and academic involution behavior will assist university students to optimize the relationship in their own subjective situations, to establish good learning habits, and reduce psychological distress.

The Impact of Reading Interest and Learning Habits on Students' Achievement for Integrated Science Learning

The objective of this study is to determine 1) how reading interest affects students' integrated science learning achievement. 2) The impact of students' learning behaviors on their science learning achievement 3) Effects of students' reading preferences and study practices on their integrated science learning achievement. This study is an example of correlational ex post facto research. The population of this study consisted of all students, totaling 470, from whom a sample of 150 was drawn using stratified random sampling methods. Questionnaires and documentation are used in the data retrieval approach. Regression analysis is the method of data analysis used. Results indicate that 1) reading interest has a significant impact on students' integrated science learning achievement, with a value of 0.000 (0.05), and that reading interest contributes relatively to 36.5% of students' integrated science learning achievement. 2) There is a substantial relationship between learning habits and students' integrated science learning achievement, with a significance level of 0.000 (p 0.05) and a relative contribution of 16.2% from learning habits. 3) With a value of 0.000 significance (0.05), there is a significant relationship between reading interest and learning habits and the achievement of integrated science learning students. Together, these two factors account for 36.5% of the students' integrated science learning achievement.

Science teachers innovation in overcoming learning challenges during Pandemic Covid-19: A Reflection

This study aimed to find out the challenges of online learning experienced by schools during the pandemic and explore information from the innovations it has carried out in science learning for students at Muhammadiyah junior high school 7 Cerme, Indonesia. Data collection in this study was carried out using interviews, observations, and documentation to identify challenges and innovations in online learning. The data obtained are challenges and innovations during online learning. These challenges include lack of teacher resources, difficulty monitoring teachers in the implementation of learning, difficulties in monitoring students in learning activities, low IT skills, more time in preparing for learning, lack of student motivation to learn, not having devices, and constrained by internet networks, and students lazy to study. The innovations are improving science and technology in learning and monitoring teacher learning through online journals and learning applications. Next, independent home visits of students, conducting training on the use of IT, using online learning media that are mastered by teachers and understood by students, preparing learning materials properly, and independently providing materials and assignments to students. The results of the reflection show that the implementation of online learning is still carried out even though it has limitations that lead to the emergence of several challenges from both teachers and students. Involvement between teachers and students needs to be maximized by improving teacher skills and student learning habits, which are the demands of the current technological era. So limited face-to-face learning is carried out, which combines face-to-face learning in class with online learning to reduce current challenges.

Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence

The main objective of the current study is to examine the perspectives of undergraduate accounting students on the transition to distance learning (DL) as emergency remote learning from traditional learning (TL) during the COVID-19 pandemic, as well as the learning dimensions of DL compared to TL. The sample includes 782 responses from six countries (France, Jordan, Oman, Qatar, Tunisia, and the UK). In accordance with prior studies, we construct a questionnaire that explores the perceptions of students regarding the TL-to-DL transition process and the learning dimensions of DL vs. TL. The majority of respondents believe that the DL transition process, due to the pandemic, has generated concerns to some extent in all countries. However, in terms of the dimensions of DL vs. TL, significant differences exist between the perspectives among the countries, which provides insights regarding the pandemic’s effect on our educational systems and a more accurate picture of universities’ educational performance. Our results raise important questions regarding the TL system in place before the crisis, as well as highlighting the importance of using technology to deliver educational services. This study provides cross-country evidence, from the perspective both of developed and developing countries, on the impact of the pandemic on students’ learning habits and educational methods.

The Correlation between Learning Habits with Students' English Learning Achievement at Vocational High School

This study aimed to find the extent of the correlation between learning habits with students' English learning achievement. The research sample was taken from students in third grade of multimedia class, which consisted of 40 students. SPSS v25.0 was used for analyzing the data. A correlation test was carried out that yielded r-count value of 0.414 whereas, the value of r-table at significant 5% with N= 40 was 0.312. It thus proved that the value of data analysis was greater than the R table value, which accepted the hypothesis filed in this study. Moreover, there was a significant the correlation between learning habits with students' English learning achievement at vocational high school. The value of correlation interpretation was between 0.400 - 0.600. It shows that the level of correlation between the two variables is enough/ moderate.

Africa’s Ed-Tech Platforms: Protecting Children’s Right to Privacy

Ed-tech platforms are used to create a more engaging, inclusive, and individualized learning experience. A number of these platforms utilize Artificial Intelligence (AI). AI-enabled learning tools and approaches have revolutionized the global education sector (Pedro et al., 2019). They have been recognized for their contributions to enhancing the quality of learning and teaching. AI aids teachers and students in their lessons (Pedro et al., 2019). Additionally, AI has been lauded for its potential to boost students' knowledge and learning habits, while also creating a more personalized approach to learning (Pedro et al., 2019). Children are less likely to read or understand privacy policies, and they may have a limited understanding of their right to privacy and data protection. In addition, they are more susceptible to marketing techniques that adults can identify. The existence of their personal information online poses potential safety and security risks. Therefore, privacy policies on Ed-tech platforms must incorporate children's rights and an understanding of their right to privacy. This includes online protection and security measures established to protect children's data. The primary audience for this policy brief is corporations. Although, children’s rights to privacy are a collective responsibility of the parents, legal guardians, and other individuals legally responsible for the child. In the Ed-tech space, this responsibility extends to AI platform owners, who manage the platforms, and policymakers and regulators concerned with data protection and children’s rights.

Latviešu valodas elektroniskā rokasgrāmata – didaktikas un tehnoloģiju korelācija

The concept of correlations as an indicator of cross-compliance and relations has been widely used not only in natural sciences and in engineering. It is also increasingly viewed in the sub-sectors of social sciences and the humanities, to describe the interrelation between phenomena, concepts, events, etc. In this study, correlation is used as a measure of relation to determine how strong and interacting the relationship between two different systems is – the principles of modern didactics and the functions of a learning tool, respectively, application capabilities. The handbook essentially is a compilation of the main information for practical purposes. It is a type of teaching aids in which development and preparation of certain didactic principles, such as scientific and visualization, systematic and sequence, readability, accessibility, are respected. However, a modern learning process is inconceivable without several other didactic principles as well (e.g., free creative activities, positive emotional background of learning, linking learning experience to real life, intellectual activities and self-expression options of pupils, etc.). When designing a handbook for use in the electronic environment, a balance between the conditions of good practice in the didactics and opportunities and limitations of technologies must be found. The handbook uses various technological solutions: (1) Multimedia allows using text, pictures, audio, and video in the explanation of study content. (2) Hyperlinks allow providing quick access to appropriate information both in different sections of the handbook and on the Internet. (3) Interactivity, which ensures the involvement of the learner in the learning process, the choice of topics and the order in which they are acquired, and to perform self-testing tasks, etc. The handbook is developed by implementing best practices in responsive design, i.e., the content of the material is equally well-comprehensible on different screens (computer screen, tablet, smartphone). The object of the research is the “Latvian Language Handbook” („Latviešu valodas rokasgrāmata”; valodasrokasgramata.lv), which has been developed as a multifunctional informative practical electronic tool for any Latvian language learner. The study aims to characterize a tripartite correlation between 1) adherence to didactic principles in the development of electronic teaching aid, 2) human learning habits, and 3) the opportunities and limitations of modern technology. To achieve the aim of the study, it is important to clarify several issues: - Whether technology is a sufficiently motivating language learning tool that could lead to a waiver of one or another of the didactic principles; whether the correlation can be characterized as a mutually positive factor, i.e., the more limited the potential of the electronic learning tool, the more effective the respect of didactic principles should be, and vice versa. - How current capabilities (text, audio, images, and interactivity) offered by an electronic learning tool correlate with the learner’s creativity, and self-expression; tests and self-tests do not allow for several correct solutions, they must be “unambiguous”, verifiable with computer tools.

Repeating patterns: Predictive processing suggests an aesthetic learning role of the basal ganglia in repetitive stereotyped behaviors.

Recurrent, unvarying, and seemingly purposeless patterns of action and cognition are part of normal development, but also feature prominently in several neuropsychiatric conditions. Repetitive stereotyped behaviors (RSBs) can be viewed as exaggerated forms of learned habits and frequently correlate with alterations in motor, limbic, and associative basal ganglia circuits. However, it is still unclear how altered basal ganglia feedback signals actually relate to the phenomenological variability of RSBs. Why do behaviorally overlapping phenomena sometimes require different treatment approaches−for example, sensory shielding strategies versus exposure therapy for autism and obsessive-compulsive disorder, respectively? Certain clues may be found in recent models of basal ganglia function that extend well beyond action selection and motivational control, and have implications for sensorimotor integration, prediction, learning under uncertainty, as well as aesthetic learning. In this paper, we systematically compare three exemplary conditions with basal ganglia involvement, obsessive-compulsive disorder, Parkinson’s disease, and autism spectrum conditions, to gain a new understanding of RSBs. We integrate clinical observations and neuroanatomical and neurophysiological alterations with accounts employing the predictive processing framework. Based on this review, we suggest that basal ganglia feedback plays a central role in preconditioning cortical networks to anticipate self-generated, movement-related perception. In this way, basal ganglia feedback appears ideally situated to adjust the salience of sensory signals through precision weighting of (external) new sensory information, relative to the precision of (internal) predictions based on prior generated models. Accordingly, behavioral policies may preferentially rely on new data versus existing knowledge, in a spectrum spanning between novelty and stability. RSBs may then represent compensatory or reactive responses, respectively, at the opposite ends of this spectrum. This view places an important role of aesthetic learning on basal ganglia feedback, may account for observed changes in creativity and aesthetic experience in basal ganglia disorders, is empirically testable, and may inform creative art therapies in conditions characterized by stereotyped behaviors.

Effects of Managerial Facilitation Strategies on Flipped Learning for Developmental English Education

Along with the increase of the university entrance rate and the diversification of university entrance examinations, many students who enter university are academically underprepared for higher education, and as a result, most higher education institutes in Japan offer developmental education to students who enroll in their institutions. Flipped learning, which involves a combination of pre-class developmental English education and in-class activities, was implemented as an instructional method for developmental English education in this study. This study purposed to identify the effects of managerial facilitation strategies on flipped learning for developmental English education. Findings of the study suggest that managerial facilitation provided by the instructor enhances students’ willingness to keep on studying in developmental English learning, students’ English writing proficiency, and their attitude toward flipped EFL writing. Results also suggest that managerial facilitation on flipped learning cultivates students’ learning habits and changes students into active learners.

Scientific Approach based E-Module on Vibration, Waves, and Sound Using Canva Design

Changes in learning habits during this pandemic have resulted in a decrease in student interest in learning. Teachers have an important role in creating meaningful learning during a pandemic. This research aims to integrate technology in the form of e-modules and use it in learning during the pandemic. The type of research this time is development research with Sadiman's model adapted with Sugiyono's validation. There are 6 stages: analyzing needs, formulating goals, formulating material items, developing media, producing media, and conducting validation and testing. 2 experts carried out validation and the e-module trial were applied to 10 SMP class VIII students. The data obtained will then be analyzed using quantitative descriptive methods. Based on the validation results, material experts obtained an average of 16 in the very good category and validation from media experts obtained an average of 14.5 in the very good category. The results of product trials obtained responses obtained an average tendency of Strongly Agree of 60%. The results show that the contents of the material and content contained in the e-module make students understand the concept, the display of the e-module makes students more motivated to learn. Students find it easier to learn with the e-module because it can be opened anywhere.

대학 교양 영어 수업에서 코칭형 플립러닝 기반 교수법에 대한 학습자들의 인식

With an emergence of the 4^th Industrial Revolution, innovative reform in teaching and learning field has been emphasized greatly. To meet this goal, several teaching methods have been discussed. Among them, flipped learning has been evaluated as a learner-leading method that fosters self-directed learning and participation. Considering such aspects of flipped learning, the present study aims to explore the college-level EFL learners’ voices toward flipped learning in English course. Along with flipped learning, three types of coaching including self, peer, instructor were implemented in the study. A total of 22 college students at an elective English course participated in the study. The course was managed as a flipped learning course and the students were required to complete three English writing tasks implementing three types of coaching. According to the result, students considered flipped learning as a method to facilitate self-directed learning habit. However, the students stressed the systematic preparation of the class and the responsibility of the teacher and learner as well. Students also reacted positively toward the three types of coaching. The students also noted that rubric for peer coaching is needed. (Hannam University)

Students’ Motivation in Offline Learning Post Covid-19

Abstract: The return of the education system to face-to-face learning had an impact on students' learning habits. This study aimed to perceive the students’ intrinsic motivation in offline learning post-COVID-19. It focused on instrumental motivation. The subjects of this study included 25 new students from Canada's group of Intensive English Classes at the University of Muhammadiyah Banjarmasin toward their offline learning post-Covid-19. Observations and questionnaires were used to analyze the data in a descriptive qualitative manner. The mean score of the students' intrinsic motivation was discovered to 71,3. It means that the students in the Intensive English Class have an intermediate intrinsic motivation for learning English.&#x0D; &#x0D; Keywords: Students’ motivation, intrinsic, offline learning.

Anxiety only makes it worse: Exploring the impact mechanisms of app‐based learning on performance progress

AbstractBackgroundMobile devices facilitate learning activities in a self‐paced way. However, the current understanding of learning participation and its consequence are minimal when learners take advantage of opportunities provided by mobile technologies worldwide.AimsThe primary purpose of this study is to examine the effectiveness of environmental incentives on app learning behaviour and learning performance based on a multi‐dimensional approach. We also evaluate whether the role of anxiety attenuates these influences.Method and objectiveIn this study, 323 participants’ learning activities were tracked weekly to measure the completion of their daily learning plan during 16 weeks. Then, an online survey was conducted to assess the environmental incentives, perceptions, and self‐evaluations of these participants after the learning tracking process. Participants’ learning progress was measured by the comparison of paired course test scores before and after the tracking period.Results and ConclusionsThe results indicated that engagement, sense of meaning, and stage accomplishment exerted a directly significant influence on shaping the learning habits and outcomes. In addition, the results also tapped the role of anxiety in the app learning context, indicating the significant moderating effects on the relationship between social incentives, stage accomplishment, and learning habits. The app learning habits of the users with high‐level anxiety exerted less impact on their performance progress than users with low‐level anxiety. This study provides insights into how the mobile environment can influence learning activities and learning performance, implying practical implications to leverage mobile technologies for educational purposes.

Design of College English News Listening Teaching System Based on Improved SPOC by using IoT

Due to the limitation of actual teaching conditions, limited resources, and unsatisfactory teaching effect, a hybrid teaching system of college English news listening course based on improved SPOC is proposed. The hardware environment is made up of 5 servers and 3 switches, and the hardware service resource is optimized by SPOC cloud deployment. The cough relieving mechanism based on evaluation level is built inside the system. The objective of this study designs and implements a research on the application of the improved SPOC hybrid teaching system in college English listening teaching. The test results show that the design system can effectively improve students’ learning performance and enthusiasm and initiative and, to some extent, improve students’ listening learning habits.

Recast, Task Complexity and Child Learners’ L2 Development

This paper investigated how production task combined with teacher feedback (in the form of recasts) affects child second language development, and the effects of task complexity on their production performance. 92 child learners of English in three intact classes were assigned to three tasks of different complexity (simple, +complex, ++complex). In response to errors in the use of the present third person singular verb forms, participants received the feedback of recasts. L2 development was measured through oral production and written tests. Results show that recasts are effective for learning the target form, and there is a negative correlation between task complexity and child learners&amp;rsquo; acquisition of linguistic target in their written production, but no significant correlation was found between task complexity and participants&amp;rsquo; oral production. The results confirm Skehan&amp;rsquo;s limited attention capacity prediction, and can be explained from the cognitive development level of the participants and their English learning habits. Implications for pedagogy and future research are discussed.