Hands-on Learning Experiences Research Articles

Student viewpoints on the importance and consequences of toxic object management and end of life disposal

Abstract Over the past few years, batteries have become increasingly more common in electronic devices as part of people’s daily lives. Concerns for the environment have grown due to the improper disposal of these materials which is increasing. Batteries contain potentially toxic metals in their composition, which can lead to soil contamination due to exposure to weather conditions and rain. Concerning this matter, to prove the harm that batteries cause to aquatic environments when incorrectly discarded, students decided to carry out leaching tests that consist of using collected rainwater and a simulation of seawater, to which they added alkaline L1154 batteries connected in series and lithium batteries as well. This hands-on learning experience is intended for high school students and can be adapted to be taken in the first year of Chemistry at universities. The adaptation offers a valuable opportunity for students of different educational levels to explore the environmental impacts of batteries, provoking a deeper understanding of the chemistry involving these devices.

Designing experiential learning activities with generative artificial intelligence tools for authentic assessment

Purpose This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning. Design/methodology/approach The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use. Findings The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes. Originality/value This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

Using Reinforcement Learning Algorithms to Optimize Practical Skills Development in Higher Vocational and Technical Education

Optimizing practical skills development in higher vocational and technical education involves a multifaceted approach. Firstly, curriculum design should integrate hands-on learning experiences, industry-relevant projects, and internships to bridge the gap between theoretical knowledge and real-world application. Secondly, institutions should invest in state-of-the-art facilities, equipment, and technology to provide students with a simulated work environment conducive to skill mastery. This paper, explored the integration of reinforcement learning algorithms within the Seahorse Optimization Probability Education (SHOPE) framework to optimize practical skills development in higher vocational and technical education. Through extensive experimentation and analysis, we investigate the effectiveness of various reinforcement learning algorithms in enhancing vocational teaching strategies, skill assessment processes, and classification tasks within educational contexts. Our findings highlight the capability of SHOPE to iteratively refine teaching methodologies, leading to significant improvements in student skill acquisition, success rates, and classification accuracy over multiple epochs. With the adaptive teaching strategies, and optimized vocational education programs tailored to individual student needs. For instance, our results demonstrate an average skill improvement ranging from 35% to 65% across different reinforcement learning algorithms. Moreover, success rates for mastering targeted skills reach levels between 75% and 92%.

Socio-Scientific Issues-Based Learning: The Effect on High School Students’ Metacognitive Skills

Metacognitive skills are fundamental skills that students need to face challenges in the 21st century. However, previous research reported that students’ metacognitive abilities tend to be low. This study seeks to explore how socio-scientific issues-based learning (SSIBL) impacts the metacognitive abilities of 11th-grade students. Quantitative data was gathered from a sample of 72 students (28 male, 44 female) studying chemistry at a public school in Jakarta, Indonesia. Employing a quasi-experimental design, two classes were randomly assigned as experimental and control groups using a coin flip method. The students’ metacognitive skills were evaluated using the Metacognitive Activities Inventory (MCA-I), and the data was analyzed using independent and paired sample t-tests. The findings indicate that SSIBL positively affects students’ metacognitive skills, suggesting its effectiveness in enhancing these skills. This research underscores the potential of SSIBL to be integrated into various subjects in Indonesian secondary education, including chemistry. It offers students hands-on learning experiences, fostering problem-solving, decision-making, and knowledge construction. Hence, educators are encouraged to adopt SSIBL to bolster students’ metacognitive skills across different chemistry topics.

Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course

This paper describes an innovative approach to teaching about family development over the life course through an application project and assesses its effectiveness in student learning. The integration of genograms and expanded family development theory (FDT) into one project aims to provide an engaging and useful structure for the assignment and promote the inclusion of diverse families. In this assignment, students (1) create their family genogram and (2) write an accompanying paper to identify and apply the FDT stages and developmental tasks to each generation of their family. Assessment results demonstrate that this project provided students with a practical opportunity to apply theoretical course content to diverse, real-life families and helped to recognize family trends across generations. Students appreciated the hands-on learning experience and opportunity for self-reflection, which promoted engagement with course materials. Incorporating genograms and the expanding family life cycle helps to overcome the limitations of the original FDT by being inclusive of all families, thus contributing to more effective preparation of competent professionals.

공과대학 학부생의 프로젝트 기반 학습 경험 연구

The purpose of this study is to investigate the learning experiences of engineering undergraduates through Project-Based Learning (PBL) activities. The study was conducted over an 8-month period with 1st-year undergraduate students (N=84) at A University, a small-sized 4-year university, in South Korea in 2022. Through a comprehensive analysis of PBL activity status, course evaluations for the first and second semesters, and data from focus group interviews (N=12), the students' PBL activities and learning experiences were analyzed quantitatively and qualitatively. The key findings are as follows. First, students experienced "hands-on experiential learning”, recognized the need for "reducing the project workload”, and engaged in "self-directed learning design” through PBL activities. Second, students learned how to be a good team player by collaborating with colleagues and how to accomplish their learning goals as active learners in various project tasks.

Application of Deep Learning Technology in English Practical Teaching

Practical teaching emphasizes hands-on learning experiences that engage students in real-world applications of theoretical knowledge. Through practical teaching methods, students gain valuable skills, problem-solving abilities, and critical thinking capacities essential for their future careers. Practical teaching often involves interactive activities, experiments, projects, and simulations tailored to the subject matter, allowing students to explore concepts in depth and develop a deeper understanding of the material. This paper explores the application of deep learning technology in English practical teaching, leveraging Stacked Logistic Deep Learning (SLDL). The study aims to enhance the effectiveness of English language instruction by integrating deep learning techniques into practical teaching methodologies. Through simulated experiments and empirical validations, the efficacy of SLDL-enhanced practical teaching approaches is evaluated. Results demonstrate significant improvements in student proficiency and engagement compared to traditional methods. Simulation analysis expressed that students exposed to SLDL-enhanced practical teaching methods achieved an average score increase of 20% in English language assessments. Additionally, the SLDL model facilitated personalized learning experiences tailored to individual student needs, leading to more effective language acquisition and retention. These findings underscore the potential of deep learning technology, particularly SLDL, in revolutionizing English practical teaching and fostering enhanced learning outcomes.

Sourcebook update: RBC hemolysis studies using a simple modified blood film technique.

Water movement across the cell membrane is crucial, with red blood cells (RBCs) experiencing the flow of water in both directions at a rate of approximately 100 times their volume per second. This process typically results in no net water flow due to an equal balance of water movement in opposite directions, a phenomenon known as osmosis, driven by water potential or impermeant solute concentration. Understanding osmosis is essential for both physiology and medical practice, yet its complexity may not be effectively conveyed to the students through traditional teaching methods. This study presents a novel approach to observing the osmotic effect on RBCs using a simple, modified blood film technique. Aimed at enhancing educational understanding of cellular behavior in different osmotic environments, this method provides a practical hands-on learning experience. By applying various osmotic solutions to prepared blood films and observing the resultant morphological changes in RBCs under a microscope, this technique allows for direct visualization of osmosis in action.NEW & NOTEWORTHY This study presents an innovative teaching approach for understanding osmosis and its effects on red blood cells. Using a simple, modified blood film technique, students can visually observe and engage with the dynamic process of osmosis. This hands-on method enhances learning, making complex physiological concepts accessible and practical. Ideal for resource-limited settings, it bridges theoretical knowledge and practical application, transforming physiology education.

Hybrid Soft-Rigid Active Prosthetics Laboratory Exercise for Hands-On Biomechanical and Biomedical Engineering Education.

This paper introduces a hands-on laboratory exercise focused on assembling and testing a hybrid soft-rigid active finger prosthetic for biomechanical and biomedical engineering (BME) education. This hands-on laboratory activity focuses on the design of a myoelectric finger prosthesis, integrating mechanical, electrical, sensor (i.e., inertial measurement units (IMUs), electromyography (EMG)), pneumatics, and embedded software concepts. We expose students to a hybrid soft-rigid robotic system, offering a flexible, modifiable lab activity that can be tailored to instructors' needs and curriculum requirements. All necessary files are made available in an open-access format for implementation. Off-the-shelf components are all purchasable through global vendors (e.g., DigiKey Electronics, McMaster-Carr, Amazon), costing approximately USD 100 per kit, largely with reusable elements. We piloted this lab with 40 undergraduate engineering students in a neural and rehabilitation engineering upper year elective course, receiving excellent positive feedback. Rooted in real-world applications, the lab is an engaging pedagogical platform, as students are eager to learn about systems with tangible impacts. Extensions to the lab, such as follow-up clinical (e.g., prosthetist) and/or technical (e.g., user-device interface design) discussion, are a natural means to deepen and promote interdisciplinary hands-on learning experiences. In conclusion, the lab session provides an engaging journey through the lifecycle of the prosthetic finger research and design process, spanning conceptualization and creation to the final assembly and testing phases.

The Impact of COVID-19 in Reshaping Graduate Medical Education: Harnessing Hybrid Learning and Virtual Training.

Introduction At the start of the COVID-19 pandemic, many graduate medical education (GME) programs switched from in-person to virtual training to ensure a safe learning environment. However, the preferences of US residents in the wake of the COVID-19 pandemic are largely unknown. Objective The authors surveyed PGY-2 psychiatry residents about their perception of the pandemic's impact on their clinical skills, didactics experience, training preferences, and future career perceptions. Methods The cross-sectional study was conducted from October 31, 2021, to December 31, 2021. The authors emailed a survey to directors of US general psychiatry residency programs to disseminate to PGY-2 residents. The survey had Likert-scale and open-ended questions about the pandemic's perceived impact on PGY-1 training and future training preferences. The authors used descriptive statistics for Likert-scale questions and reflexive thematic analysis for open-ended questions. Results Out of an estimated 1800 residents, only 116 (6.4%) participated; post-pandemic preferences emerged. A strong preference was expressed for hybrid didactics, combining in-person and virtual learning. Virtual patient evaluations, especially in emergency and inpatient settings, were highly valued. Conversely, entirely virtual didactics and clinical rounds were deemed least preferred, emphasizing the importance of interactive, hands-on learning experiences. Conclusions Respondents emphasized the significance of incorporating hybrid models for both in-patient care and didactic sessions in GME. These preferences signify the need for adaptable and flexible approaches to education in psychiatry residency programs as we emerge from the pandemic.

Enhancing Astronomical Literacy In Maritime Navigation: Impact Of Social Media and Citizen Science

This study investigates the influence of social media and citizen science initiatives on astronomical literacy and its application in maritime navigation among transportation cadets. Through qualitative research methods, including interviews and observational studies, the perceptions and practices of 40 cadets at a transportation institute in Jakarta were explored. The findings reveal that social media platforms play a significant role in enhancing navigational knowledge and skills among cadets, providing access to diverse educational resources and fostering engagement with astronomical content. Similarly, participation in citizen science projects positively impacts astronomical literacy, offering hands-on learning experiences that reinforce theoretical knowledge. Moreover, the research highlights the importance of promoting cultural competence in maritime education to prepare cadets for navigating in multicultural environments. By aligning educational curricula with international standards and embracing emerging technologies, educational institutions can better equip transportation cadets with the necessary skills and knowledge to succeed in the globalised maritime industry.

Using a Decolonial Humanistic Sociological Lens to Teach Global Migration: The Global Migrations Exhibit Assignment

Conversations surrounding decolonial humanistic sociology have been guided by a moral imperative—to advance a radical critique of society for the purpose of reducing inequality. Storytelling has been used by marginalized groups to advance decolonization. Exactly how can instructors use the power of storytelling and maps to facilitate the study of migration among students? We argue that narratives, maps, and museum-like exhibitions can be used to teach human migration in a way that moves beyond the dominant approach of push-pull nation-centered demography. This contribution describes how decolonial humanistic sociology informed the development of the Global Migrations Exhibit Assignment: a hands-on learning experience focused on translating students’ learning into action. We outline learning outcomes, review a sample of students’ work, and consider the limitations of the assignment. We also consider the hostile responses those who use the assignment may face and discuss the peril this poses to academic freedom and democracy.

Study on Factors Influencing University Students' Awareness of Intangible Cultural Heritage Transmission

In the context of contemporary globalization, the preservation and safeguarding of intangible cultural heritage has assumed heightened significance. Serving as a pivotal cultural asset, intangible cultural heritage plays an essential role in upholding cultural diversity and fostering societal progress. This study combines micro and macro-level management practices, student engagement theory, and cultural-historical activity theory to conduct quantitative research on 500 art and design students from 16 universities in Shaanxi Province, China. The primary research findings reveal a positive correlation between students' sense of responsibility and cultural heritage awareness, indicating deepening responsibility with heightened awareness. However, general knowledge and student-teacher interactions, though positively correlated, lack statistical significance. The study underscores the crucial role of institutional support and pragmatic education in enhancing students' intangible cultural heritage transmission awareness. Practical, hands-on learning experiences and strong institutional backing drive a deeper understanding and appreciation of cultural heritage among students. These insights have implications for educational policy and curriculum design, emphasizing the need for a multi-faceted approach to intangible cultural heritage education that incorporates both theoretical knowledge and practical experiences, and underscores the importance of institutional support in this endeavor.

A Call to Prioritize Safety in STEM and CTE: Addressing Overcrowded Classes and Other Critical Safety Issues

Authentic hands-on learning experiences are paramount for applying content and practices in science, technology, engineering, and mathematics (STEM) and career and technical (CTE) education. Such learning experiences are foundational for preparing P-12 students for future post-secondary and workplace opportunities. However, valuable hands-on learning opportunities often involve some level of potential safety hazards and resulting health and safety risks. While progress has been made in some aspects of STEM education and CTE safety, numerous safety issues and barriers remain. This article provides a detailed overview of some of the most pertinent health and safety issues from the literature and recent studies (e.g., overcrowding and occupancy load). Moreover, this article provides important information for policy makers, state departments of education, teacher preparation programs, school systems, school administrators, curriculum directors, educators, and other stakeholders to make data-informed decisions to improve safety in P-12 STEM education and CTE programs.

Effects of an Informal Place-based Educational Program on Knowledge and Perceptions of Invasive Species Management

Invasive species can generate negative impacts environmentally, socially, and economically. The interplay between human and natural systems renders management a complex problem that must be addressed by decision-makers. Perceptions of invasive species issues varies depending on an individual’s access to information. Although invasive species and their management are often discussed in formal higher education, not all members of the population have access to a formal educational setting. Informal educational experiences may be a mechanism to reach out to community members in a more accessible and perhaps engaging way than traditional higher education classroom experiences. The purpose of this study was to determine the effect of an informal, place-based educational program on perceptions and knowledge of invasive species and their management within the community. Place-based education is a pedagogy connection local places with intimate knowledge of the systems, processes, and outcomes that give it meaning to human and non-human species. First, we organized and administered short walks in two central Texas, USA, parks with conversational lessons and hands-on learning experiences. Second, we administered a follow-up retrospective-reflective survey to measure participants’ knowledge and perceptions of invasive species management and postwalk/lesson changes in them. We also compared between the treatment group of participants versus a control group within the community who did not participate in the informal lessons. Fifty-two people participated in both the educational program walks and testing over the course of 1 year, and 63 people were included in the follow-up retrospective-reflective survey control group. Results indicate a statistically significant positive change in knowledge and perception categories within the treatment group. Post hoc results indicate a positive change in knowledge and perceptions in our sample as a function of treatment group members’ age and income, respectively. The methodology used in this study was simple and inexpensive. Hence, our approach could be easily replicated in other areas to educate community members.

Assessing Educational and Attitudinal Outcomes of a Student Learner Experience Focused on Homelessness.

Patient navigation programs help guide vulnerable populations, such as those experiencing homelessness, through the health care system. Medical students developed the student-run Patient Navigator Program (PNP) to serve persons experiencing homelessness (PEH) in the Dallas area. The objective of this study was to build on previously published data to determine how medical student attitudes, knowledge, and confidence working with PEH changed during involvement in the PNP, particularly after participating as a patient navigator. Student fellows completed a survey prior to a training elective (time point 1), immediately after the training elective (time point 2), and after acting as a patient navigator (time point 3). The PNP survey, which intended to measure student attitudes and knowledge regarding PEH, included the Health Professionals' Attitudes Toward the Homeless Inventory (HPATHI) and the Student-Run Free Clinic Project (SRFCP) surveys. In our analysis, we compared responses among the different time points. Seventy-six of 88 students who completed the training elective chose to participate in the PNP fellowship. Skills, knowledge, and self-efficacy improved from time points 1 to 2, 1 to 3, and 2 to 3. Social advocacy also improved from time points 1 to 2 and 1 to 3. Improvements from time point 1 to 2 demonstrated the value of didactic learning, while further improvements from time point 2 to 3 demonstrated the added benefit of hands-on experiential learning. Our study illustrates the potential educational benefits that a PNP provides to medical students who may encounter or care for this population during their careers.

Innovative Pedagogy Through Big Data and ArcGIS: Perspectives on the Collaboration Among First-Generation Students, Nonprofits, and Open Data in Los Angeles

This article focuses on the innovative teaching practices using big data that arose from a 4-year collaboration between faculty, first-generation students at California State University, Los Angeles (CSULA), and local communities. The aim of the National Science Foundation–funded Big Data Project at CSULA was to engage students and faculty in using big data to tackle social issues such as racial violence, poverty, environmental inequalities, urban ecology, and structural barriers in Los Angeles, while preserving the cultural richness of the communities in East Los Angeles and surrounding areas. Once a year, faculty members applied to the program to incorporate data projects into their courses, received training, adapted their curricula, and worked with nonprofits. Our experience showed that the students who participated in this semester-long, hands-on learning experience exceeded the learning objectives of the program and specific courses. They were key contributors in generating new insights using big data, fostering meaningful dialogue, and creating research and scholarship opportunities that positively impacted their communities.

Overcoming Teaching Challenges in Online Media Production Courses: A Case Study of an Asynchronous Online Media Production Course

Traditional media production courses have heavily relied on in-person technical workshops, demanding a hands-on learning experience. Yet, due to the COVID-19 pandemic and a steady rise in online teaching and learning, higher education courses have shifted into online formats. This paper examines how online course design features impact student expectations, course learning objectives, and student performance outcomes. Using thematic analysis, we explore perceptions of graduate students in an asynchronous Graduate Media Production course from a mid-size university in the United States. Key course design components such as interactive video materials, interactive assessments, the use of graphics, leveraging the Learning Management System (LMS), and student perceptions of the course are analyzed. Challenges are addressed throughout, and the paper concludes with findings around the following four themes: engaging video materials, peer review and video assessments, personalized learning, and the ease of navigation within the course.

DESIGN AND DEVELOPMENT OF VIRTUAL REALITY APPLICATION: AGE-FRIENDLY HEALTH SYSTEM SCENARIO

Abstract With an increase in the aging population, evidence-based practice education can help strengthen knowledge, skills, and clinical practice for healthcare students caring for older adults. Age Friendly Health Systems (AFHS) is one of the frameworks founded on providing evidence-based and low-risk care centered on what matters most to older adults, their families, and caregivers. While didactic education is still the primary force in teaching medical students, innovative methods are being included in the medical curriculum to practice competency. Virtual Reality (VR) platforms are popular due to their ability to provide an immersive hands-on learning experience resembling an actual medical practice. The immersion abilities engage the students’ sensory organs promoting an innovative way of learning concepts that are difficult to teach in real life. The project’s objective was to develop and publish a case highlighting AFHS that can help educate medical students on the 4Ms (Mobility, Mentation, Medication Management, and What Matters). The case was completed in multiple phases 1) using a design document modified through multiple edits and reviews by our interprofessional team; 2) technical development including environment, objects, and interfaces of the application; and 3) publication. The VR case displays four scenarios where an elderly patient is admitted for a hip fracture. Students learned how to triage and treat patients from admission to discharge while demonstrating their knowledge of AFHS. The case is integrated in the geriatric curriculum for medical students, and the education is ongoing. Future studies will evaluate the learning outcomes of medical students.

PELATIHAN PENGUATAN LITERASI SAINS UNTUK ANAK SEKOLAH DASAR DESA MANYARSIDORUKUN GRESIK

This research advocates for an instructional approach that involves optimizing children's sensory engagement through the direct experiential exploration to enhance effective learning. By providing opportunities for hands-on learning experiences, this method aims to assist children in developing analytical skills and critical thinking abilities. Critical thinking skills are crucial for children to confront future challenges. Cultivating critical thinking by enhancing scientific literacy in children involves helping them grasp scientific concepts, observe natural phenomena, conduct experiments, and understand scientific processes. This enables children to develop their critical thinking abilities. However, many schools face challenges in facilitating experimental learning due to various factors and reasons. Therefore, this Community Engagement Initiative focuses on empowering elementary school-aged children by strengthening their scientific literacy through the introduction of "temperature and heat" concepts. This material can help children deepen their understanding of the world around them in a more profound yet simple manner. This Community Engagement Initiative employs a training method with the following stages: 1) discussions with schools to identify students' needs, 2) problem identification, 3) activity planning, 4) implementation of activities, 5) activity evaluation, and 6) activity reporting. The partners in this community engagement are the "literacy house" community in the village of Manyarsidorukun, Gresik, and lecturers from the Daruttaqwa Islamic Institute, Gresik. The outcomes of this initiative include 1) Children feel delighted with this PkM activity as participants can practice directly 2) Develop communication skills by retelling their learning experiences.