Lecture Classes Research Articles

A Pilot Study on Online Education as an Option in Malaysia

This study explores online education as an extra option in Malaysia. This is because the country aims to be a global educational hub and online education is another avenue which we can consider by offering it to both local and international/foreign students. In a survey conducted among students in a private university which is located in Northern Perak, the student respondents self-reported that they had learned the course materials better via online teaching-and-learning (OTL) as compared to in-class lectures. Moreover, they also participated more actively in class during OTL. This finding augurs well for the future of online education in the country despite the survey’s small sample size of 77 student respondents. This is indicative that further exploration of online education as an option in Malaysia should be considered besides brick and mortar, physical classes.

Technology-Mediated Task-based Instruction During COVID-19: A Case Study from Higher Education in Morocco

Background: Two interests come together in this article, both from the perspectives of teachers and students from the Department of English Studies at Mohamed First University, Morocco. One is the extent to which Task-Based Learning (TBL) can inform educational technology. The other related issue is the need to capitalise on the interactive connectivity of online learning in the midst of the COVID-19 pandemic so as to reconsider the teacher-fronted classes that have long dominated higher education. It is noticed that the sudden shift into online learning has been accompanied by a respective perpetuation of the lecturing style; in-class lecture notes were transferred into PDF documents to be downloaded and memorized by students. background: Two interests come together in this article, both from the perspectives of teachers and students from the department of English Studies at Mohamed First University, Morocco. One is the extent to which Task Based Learning TBL can inform educational technology. The other related issue is the need to capitalize on the interactive connectivity of online learning in the midst of the COVID-19 pandemic so as to reconsider the teacher-frontedness that has long dominated higher education. Methods: After reviewing the relevant literature, we carried out a curriculum observation of the university’s e-learning platform, where professors and students of the English department undertook all their instructional and learning activities. In parallel, two questionnaires were administered. One questionnaire was addressed to (18) professors, and the other one targeted (155) students. In their totality, the contents of the questionnaires aim to investigate the participants’ perceptions of the unexpected move to e-learning, including questions of affordability, usability and methodology of presentation and application. The resultant quantitative data were used to test the major hypothesis that online instruction in the present context lacks a methodological framework that organizes the process of presenting and practising the assigned contents on the university’s elearning platform. Results: While results come as a mixture of the encouraging, the discouraging and, occasionally, the puzzling, teacher-centeredness is certainly the unchanged aspect of this online transitioning. With the absence of a methodological framework that informs online instruction, both students and teachers are found to miss the interactive prospects afforded by the existing e-learning platform. Thus, there is an imperative to reconsider the lecturing style and teacher-centredness in post-pandemic higher education in Morocco. Conclusion: Technology-mediated TBL methodology is proposed as a working alternative to the lecturing style dominant in the e-learning platform in the case under research and in similar universities elsewhere. conclusion: Technology-mediated TBL methodology is proposed as a working alternative to the lecturing style in e-learning platforms in the case under research and in similar universities elsewhere.

Concept mapping in an Online Undergraduate Pathology Course: Integrating etiology, pathophysiology, and clinical aspects of disease

Concept mapping has proven to be a useful tool in science education by helping students make connections between facts thereby establishing hierarchies of knowledge. These hierarchies enable students to assimilate information into meaningful reference memories. During the COVID pandemic, classroom activities were severely limited, creating a lack of classroom engagement. Online classes replaced in-class lectures, decreasing opportunities for student contact. To address this pedological shortcoming, concept maps were utilized in an asynchronous online pathology course for pre-health profession undergraduate students. Students asked to create a concept map for a disease, connecting the disease’s pathophysiology, etiology, and clinical considerations. Rough drafts of maps were given feedback to improve connections and flow of the maps. Maps were graded using a rubric modified from several sources, and points were awarded when connections were made within and between the three main pillars of pathology. There were many types of creative maps. Course evaluations indicated that students enjoyed concept mapping as a learning alternative to standard class assignments. The overall goal was to provide a precursor activity that would enhance students’ abilities to utilize algorithms in clinical settings. No support was required. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Comparison of Online and Onsite Student Learning of Physiology Core Concepts

We have recently introduced the physiology Core Concepts into our introductory anatomy and physiology lecture classes, both online and onsite. In each of two sequential terms of anatomy and physiology our students are working through disease descriptions to learn about the Core Concepts. Both online and onsite classes are using common disease descriptions, although they are being deployed in different manners in the two formats; the disease descriptions are embedded in the discussion boards for online classes while they are used for groupwork and discussion in onsite classes. The students in both formats of these courses are also being evaluated using the same set of assessment questions. A comparison between the two formats of the understanding of the Core Concepts as demonstrated through the assessments, as well as information on challenges and successes in deploying this strategy with our nontraditional students, is provided. A Howard Hughes Medical Institute Inclusive Excellence 3 Award enables our part-time faculty to travel to the American Physiology Summit. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Awareness of Medical Ethics Among Undergraduates of Physical Therapy

Background: Ethical awareness is fundamental to the practice of healthcare professionals, including physical therapists. With the evolving landscape of healthcare, an understanding of medical ethics becomes crucial for ensuring quality patient care and adherence to professional conduct. Objective: This study aimed to evaluate the awareness and attitudes towards medical ethics among undergraduate students in Doctor of Physical Therapy programs in Lahore, assessing both gender differences and the impact of educational exposure on ethical understanding. Methods: A cross-sectional survey was conducted among 200 undergraduate physical therapy students from both private and government universities over a six-month period following research synopsis approval. The sample size was calculated based on confidence level, predicted proportion, and desired accuracy. Data were collected through structured questionnaires and analyzed using SPSS version 25.0. Both qualitative and quantitative methods were used to analyze data, focusing on frequencies, percentages, means, and standard deviations. Results: The study revealed that 34.5% of participants considered ethical issues to be very important, and 19.5% regarded them as extremely important. Lecture classes were the primary source of ethical knowledge for 47.0% of the students, while 23.5% relied on ethical books, and smaller percentages used seminars, workshops, and clinical training. There was a slight, non-significant difference in ethical awareness scores between male (52.5%) and female (47.5%) students. The duration of study was positively correlated with an increase in ethical awareness levels. Conclusion: The findings suggest that while there is a high regard for the importance of medical ethics among physical therapy students, there are variations in the sources of their ethical knowledge and the depth of their understanding. Enhancing ethics education through diversified methods and increased practical applications may further improve ethical awareness and application in clinical settings.

Peculiarities of the work program for the educational discipline «Аthletics with teaching methods»

The rapid development of modern society creates a situation in which students of higher education feel that they are lagging behind the demands of the times, therefore the problem of training future specialists in physical education and sports is gaining great importance in our time and requires in-depth research. The modern system of training has a number of significant shortcomings, but today's realities already determine the need to implement one of the priority tasks of higher education - training personnel for professional activities. Therefore, a necessary condition for the training of a modern specialist who is able to adapt to changing professional conditions and changes in the national and global labor market is an integrative, competent approach to education.
 The purpose of the article is to determine the content of the work program for the educational discipline «Athletics with training methods» for applicants of the specialty 014.11 «Secondary education (Physical culture)» of the "bachelor" educational level.
 The educational discipline «Athletics with teaching methods» is designed for applicants studying in the 3rd year of the specialty 014.11 «Secondary Education (Physical Culture)» of full-time and part-time forms of education. The program of the academic discipline contains the amount of knowledge that bachelors must master in accordance with the requirements of the educational and qualification characteristics, the algorithm for studying the educational material, and also provides for the necessary methodological support, components and technology for evaluating the educational achievements of students. Lecture classes contain information presented in the content module of the study of the discipline. Practical classes are aimed at consolidating the theoretical material taught during lectures.
 Conclusion. The working program of an educational discipline is a regulatory document of the university that defines the place of an educational discipline in the system of professional training of a specialist, the purpose and task of its study, the role and significance of the discipline to ensure that students of higher education master the system of necessary knowledge and skills.

HARMONIZING DIVERSITY: CULTURALLY RESPONSIVE TEACHING STRATEGY FOR ELEVATING SPEAKING PROFICIENCY

This research aims to determine harmonizing diversity: culturally responsive teaching strategy for elevating speaking proficiency in speaking classes. This research used a qualitative descriptive method and in analyzing the data researchers used a thematic analysis to group them based on the strategies used by lecturers to improve students’ speaking. The data was found by researchers by conducting interviews with 3 different lecturers and implementing culturally responsive teaching in speaking classes. The results found by the researchers that there were 5 strategies and each strategy has several elements. There were 5 strategies, namely 1. Introduction and understanding of students’ cultural backgrounds, 2. Strategy for Integrating Multicultural Content, 3. Create a classroom environment that supports and respects diversity, 4. Activities or Projects to Encourage Students to Speak about Their Culture, 5. Assessment of Speaking Skills by Considering Cultural Diversity and several elements, namely 1. Initial Information Gathering and Personal Approach, 2. Use of Multicultural Materials and Direct Interaction, 3. Building an Inclusive Climate and Cultural Celebration, 4. Personal Cultural Expression and Interactive Method, 5. Inclusive Assessment and Constructive Feedback. With this strategy, it can be said that students’ speaking improves because the materials are based on their cultural background so it is easy for them to express what they want to say when speaking with their classmates, during group discussions, or talking together with their lecturers in class when the teaching and learning process is taking place.

422 Novel Application of a Mixed-Reality Platform for Learning Neuroanatomy

INTRODUCTION: Neuroanatomy is a difficult and intimidating, but also foundational, subject for many medical specialties, especially Neurosurgery. Yet, few modern tools exist for teaching neuroanatomy. This pilot study sought to evaluate the effectiveness of a novel mixed-reality (MR) neuroanatomy visualization software and headset compared to traditional methods of instruction. METHODS: This was a prospective randomized cross-over study of volunteer participants in a graduate neuroanatomy course. Students were randomly assigned to either traditional (Group-1) or MR (Group-2) modalities for 2 of 4 course units. All students participated in class lectures. Following each lecture, the MR group conducted MR lab modules while the traditional group conducted traditional cadaveric dissections or yarn and paper lab activities. All students then took the traditional Unit-lab exam. The two groups switched modalities between units. For logistical reasons, the MR laboratory sessions were taught in a separate location than traditional modalities with a teaching assistant. Student opinions were collected via survey and exam results were analyzed via Student’s t-test. RESULTS: Thirty-seven students volunteered to participate, with 23 completing the study (Group-1 n = 11 and Group-2 n = 12). Twenty-one students completed the post-course survey. Performance on both lab exams did not differ significantly between traditional and MR groups (p > 0.05). Most participants (95.2%) recommended traditional neuroanatomy teaching methods while 47.6% recommended the MR application. However, 95.2% of participants agreed that using MR with traditional methods would be better than either separately. CONCLUSIONS: Students’ neuroanatomy exam performance did not differ based on laboratory modality, though students preferred the traditional approach. Most students acknowledged the potential usefulness of MR in addition to traditional modalities. Further studies with larger sample sizes and a single location and instructor are needed to more fully elucidate the value of MR in learning neuroanatomy.

DIFFERENCES CAPABILITY OF STUDENTS IN COLLABORATIVE ONLINE LEARNING

ABSTRACT
 The online and offline learning strategy accompanied by giving assignments at the end of Mechatronics learning so far has had several records, one of the most prominent is that student involvement in the learning process tends to continue to decline. Research activities begin with; (1) randomly selecting two classes from a total of three Mechatronics lecture classes, and assigning one class as the experimental group, and the other class as the control group; (2) giving an initial test (pre-test) to students in the experimental group/class and students in the control group; (3) applying Collaborative Online Learning strategies in the experimental class, and direct instructional online learning strategies in the control class; (4) measuring the Mechatronics learning outcomes of students in the experimental class and students in the control class. Collaborative online learning can have a better impact on improving Mechatronics learning outcomes. This is because collaborative online learning encourages students to be more active, gain more knowledge, and get students used to discussing. This nature of offering learning to share information will give students the courage to express themselves both behaviorally and verbally. There is an interaction effect between online learning strategies and prior knowledge of Mechatronics learning outcomes. This means that online learning strategies and prior knowledge are two factors that determine student Mechatronics learning outcomes. Therefore, in planning learning, teachers need to pay attention to the individual characteristics of students so they can determine appropriate learning strategies. An important note in this research shows that collaborative online learning is not only appropriate to teach for students who have high initial abilities but is also appropriate to teach for students who have low initial abilities.

Penerapan Pembelajaran Berbasis Proyek Menggunakan Metode Blended Learning untuk Meningkatkan Hasil Belajar Mahasiswa

The aim of this research is to improve student learning outcomes in chromatographic analysis courses by implementing a project-based learning model using a blended learning method, namely face-to-face and online via the Learning Management System (LMS) platform. Chromatographic analysis is known as a subject that is theoretically easy to understand, but in the analysis of chemical reactions that occur in the separation process it is still difficult for students to describe so that appropriate visualization technology needs help in describing the process of chemical reactions occurring when the separation takes place. Material using the project-based learning model in the LMS was developed using the Research and Development (RD) 4-D Model (four D model) method. Next, a formative evaluation is carried out for the testing stage of the teaching material. The application of this learning shows that students experience increased understanding in analyzing material and can complete projects that are presented well in class. The advantage of implementing the blended learning method is that students can access the material repeatedly and can confirm during face-to-face lectures in class. The application of the project-based learning model is able to direct students to be more active in solving direct problems, compiling them in the form of reports and presenting the results they have obtained. In this way, students learn to be more responsible in completing projects given by the lecturer and student learning outcomes increase.

Peningkatan Aktivitas Belajar Mahasiswa Pada Mata Kuliah Kimia Instrumentasi Menggunakan Pembelajaran Berbasis Proyek Secara Online

Learning in the 4.0 revolution era requires teaching staff to prepare innovative and creative learning models and methods according to students' needs. To meet these needs, the role of technology is needed in its implementation. An online learning system via LMS is the right solution for today's students. To foster collaboration between students and increase learning activities, a project-based learning model was chosen. Teaching materials were developed using Dick and Carey's development design through several stages leading to formative evaluation. The resulting product is then implemented in large lecture classes. The results of the implementation show that there has been an increase in student learning activities when implementing this learning. The percentages of each activity in sequence are giving consideration activities reaching 95.15%, training activities reaching 91.21%, interpreting activities reaching 71.96%, applying activities reaching 68.30%, evaluating activities reaching 66.18%, and creative activity reached 51.24%. The results of student learning activities show a tendency for students' thinking structures from easy things to difficult things.

Perceived Sources of Stress Among The Students Of a Medical College Of Southern Punjab

Objective: To assess the frequency of perceived sources of stress among undergraduate dental students. Methodology: The cross-sectional study was carried out at a superior college, Multan. Sample size 125 was calculated with 80% power of test and 5% level of significance with 91% high level of stress. The collection of data was based on two components: a list of 14 items, a perceived stress scale, and demographic information and academics. Data was entered and analyzed in SPS V25.0. Results: A total of 125 students were included. The mean age was 21.25 ± 1.25. There were 61(48.8%) male and 64(51.2%) female. The response rate in this study was 83% (125/150). The mean PSS score was 30.88+13.2 with a median of 29.0 (IQR 22-39). The Mean PSS score for female students was 31.3+9.49 while the male students 30.3+16.34. The mean PSS score of less than 80% of the last exam marks for students was 32.9+10.9 and >80% of exam marks were 27.8+15.6. Only year of study, last exam marks for students and siblings were significant (p < 0.05) with PSS score; and the females reported significant levels of perceived stress than their male counterparts. Frequency of examinations, performance in practicals, disappointment with the lectures in class, lengthy academic curriculum, worries about the future & periodic examinations performance were rated as severe Conclusion: The conclusion of the study, was that students reported higher levels of stress. Demographic factors play an essential role in medical student’s stress. PSS stress scale was highly associated with demographic factors like Age, gender low exam marks and siblings can cause high stress levels among students. Keywords: Perceived stress, Students, Sources of stress, Score.

Unveiling e-learning and knowledge sharing during the pandemic: From expert skills perception to student satisfaction

The present undertaking seeks to explore the relationships between five main constructs, that is, e-learning, expert skills perception, knowledge perceived value, knowledge sharing and student satisfaction in the context of the COVID-19 pandemic. Even though there is a wide array of studies looking into the impact of the pandemic on the online teaching environment and on student satisfaction, this investigation is paving the way towards scrutinizing the role of expert knowledge in the overall equation. A questionnaire-based survey with 310 master students who participated to expert online lectures in various marketing and business administration classes in the context of the pandemic e-learning environment was carried out between March 2020 and May 2022. The results indicated that Expert Skills Perception explains 58.8% of the variance of Knowledge Perceived Value, while Knowledge Perceived Value and e-Learning Process explain 45.2% of the variance in Knowledge Sharing and Knowledge Sharing and e-Learning Process explain 65.6% of the variance in Student Satisfaction, defining a strong predicting power of the structural model. By addressing students' perceptions of the online education process which relies on expert knowledge sharing is liable to offer a reference point for conducting and enhancing similar endeavors even in the post-pandemic ‘new normal’.

Interactive Learning Media to Introduce Working Principle of Hybrid Machines Using Digital Platforms

Since the COVID-19 pandemic, education shifted to application-based and online lectures. In observations made until after the pandemic ended, the use of digital platforms in teaching and learning activities continued in a combined face-to-face and virtual mode. In engineering technology-based learning models, the use of digital platforms was often used. For example, in presenting PowerPoint presentation materials and similar applications. Students were able to absorb lecture material well as long as they didn’t go through boring lectures. Engineering lectures in classrooms and online classes based on presentation platforms were often viewed as boring. Due to this, teachers need to deliver lectures face-to-face in class and deliver material available in books and lectures. Online, the material presented was less attractive to students and was ignored. This study aimed to introduce interactive learning media in the form of a digital platform which contains material about hybrid engines, working principles and components and provides examples of their application in modern vehicle technology. The interactive learning media was used to support the material in lectures so that when attending lectures in class and practicing the material, students could follow them well and optimize learning outcomes. Interactive learning media was made as attractive as possible, informative, and easy to reach because it was accompanied by pictures and videos and had the advantage of being low-cost. The research method used was Research and Development conducted through direct observation of student behavior, then conducting interviews with relevant lecturers and distributing questionnaires to students to obtain valid results. The research continued with the development of a digital platform-based interactive learning media. The final results of the study stated that students and teachers agreed that digital platform-based learning media can be used as media support in teaching techniques. The resulting digital platform-based interactive learning media can be operated online on a laptop or smartphone. It is hoped that the results of this research can help the teaching and learning process in lecture techniques, especially material regarding hybrid engines.
 Keywords: interactive learning media, digital platform, COVID-19.

Abstract 3472: Tailored cancer outreach efforts of a community outreach core working with Native Hawaiian and Pacific Islanders in Hawaiʻi

Abstract Background The Community Outreach Core (COC) of the Pacific Island Partnership for Cancer Health Equity (PIPCHE) aims to improve health equity for historically underserved populations including Native Hawaiians and other Pacific Islanders (NHOPIs), and Filipinos. PIPCHE is a partnership between the University of Hawai’i Cancer Center and the University of Guam whose efforts are focused in Hawaiʻi, Guam and the U.S. Affiliated Pacific Islands (USAPI). The COC directly addresses the disproportionately high rates of health disparities and cancer incidence and mortality found within NHOPIs often due to multiple complex historical, social, cultural, and environmental factors. Cancer is the second leading cause of death in Hawai’i between 2014-2018, as well as the second most common cause of death in nearly all USAPI jurisdictions. The COC uses research-tested, community-engaged approaches to modify determinants of cancer in these groups. Methods Outreach efforts have addressed NHOPI cancer inequities by raising awareness of high cancer burdens experienced by these underserved communities. Efforts include resource sharing and data collection at various venues in Hawaiʻi such as health/wellness fairs, public housing, and Pacific Islander churches. Outreach Advisory Council meetings were held biannually with community health leaders to discuss ongoing and future initiatives/resource sharing. The COC provided health providers and students with cultural competency training on more efficient strategies to work with these unique NHOPI groups. The COC provided presentations and short talks across the U.S, including a Health Providers Symposium on lung cancer across the Pacific. Outreach efforts have included tailored NCI-based Screen to Save (S2S) colorectal cancer education to NHOPIs. Results Forty-seven major outreach events were conducted from 2021 to November 2023. These include: 1 Health Providers’ Cancer Symposium, 5 Outreach Advisory Council meetings, 5 Cultural Competency trainings and class lectures, 11 conference/community and short talk presentations, and 25 community outreach events. There were 1,900 attendees reached during these regional and national outreach activities. The COC works with professional audiences at the national level to inform these groups about cancer and the health burdens of NHOPIs. A total of 97 Pacific Islanders received the S2S education and completed a pre-posttest with positive increases in means found for all 14 questions. Conclusion The PIPCHE COC has been able to reach NHOPIs though community partnerships to deliver culturally tailored cancer prevention education and efforts within Hawaiʻi, as well as shed light nationally of the cancer burdens these populations face. The S2S education has been able to raise awareness of cancer screenings and holds promise as a potential strategy to address cancer burdens of NHOPI communities. Citation Format: Mark Lee Willingham Jr., Kevin D. Cassel, Angela Sy, Munirih Taafaki, Tressa P. Diaz, Antoinette Kleiner, Angelina Mummert. Tailored cancer outreach efforts of a community outreach core working with Native Hawaiian and Pacific Islanders in Hawaiʻi [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 3472.

Методика використання проблемного навчання на лекційних заняттях з теоретичної механіки

The article substantiates the need for the implementation of creative engineering thinking in students of higher education when studying the discipline "Theoretical Mechanics". Examples of problematic issues and methods of solving them using the analysis of the proposed hypotheses are given.
 The purpose of the article is to justify the given method of using problem-based learning in lecture classes on theoretical mechanics using active learning methods.
 The main goal of higher education is the formation of competences in learners, which will allow them to constantly develop and adapt to modern requirements in the conditions of constant development of industry. The main emphasis is placed not only on the assimilation of knowledge, but also on its creative application, the ability to solve new tasks, analyze different options and achieve optimal results. Solving creative engineering problems in the style of a business game or a game session reveals and reveals creative skills and abilities, significantly increases the individual creative potential of most of the applicants and contributes to the formation of professional production skills. The work of students in such classes includes a number of actions aimed at deepening knowledge, consolidating it in practical situations and developing personal qualities, such as independence, creativity, responsibility, work planning, the ability to quickly adapt to changes and make adjustments in the work process. Active participation of students in this process is also important, which contributes to their intellectual growth and development.
 Problem-based learning is a method in education that actively involves students in finding, analyzing and solving real problems or situations that arise in the context of studying a specific topic or discipline. The main aspects of problem-based learning include:
 - active participation of students – in problem-based learning, students act as active participants in the educational process. They are aimed at independent study of the material, problem solving and joint discussion.
 - stimulation of critical thinking – promotes the development of critical thinking in students. They learn to analyze information, make hypotheses, solve problems and argue their opinions.
 - collaborative learning – where group projects or tasks are often used, which promotes the development of communication skills, cooperation and mutual assistance between students.
 - interdisciplinary approach – can cover different aspects from different disciplines, which allows students to consider the problem from different points of view and apply knowledge from different areas.
 - development of independence and initiative – this teaching method stimulates independence and initiative of students. They learn to independently find information, formulate questions and find their own ways to solve problems.
 - application of skills in real life – promotes the development of skills that can be applied in real life situations. It helps students understand how their knowledge can be useful in practical activities.
 These aspects allow problem-based learning to be an effective learning method that promotes deep learning of the material and development of key competencies in students.

대학생의 지역사회 협력학습 인식 및 수요에 대한 사례 연구

Objectives The purpose of this study is to provide assistance to educators who wish to develop community collaborative classes by investigating and providing college students' perceptions and demands regarding this type of class.
 Methods A demand survey was conducted on 1,486 students at D University in the metropolitan area, participation in community cooperative learning, the expected effects of community cooperative learning, the demand for community cooperative learning, and the operation of community cooperative learning classes.
 Results The results showed high interest among college students in community cooperative learning. College students hope that community cooperation programs will be established in all types of classes, regardless of major or liberal arts, and appear to prefer community cooperation classes compared to general lecture classes.
 Conclusions In order to overcome the crisis in universities, classes in the form of community cooperative learning need to be actively developed and utilized. Now is the time when all universities must actively develop new classes linked to the local community and make efforts to apply new learning methods.

The Design and Development of Hands-on Activities for Digital Forensics Education

It has been widely admitted by researchers and educators that hands-on activities are a core component in digital forensics education to help students gain practical skills that are needed in real-world forensic investigations. However, it is not clear in existing works about what kinds of hands-on activities are recommended to be integrated into a digital forensics course and how to design and develop them. In our teaching practice, hands-on activities for a digital forensics course are designed in three categories: 1) activities that assist students in learning how to use common digital forensics tools; 2) activities that help students gain in-depth understanding of the basic concepts and fundamental knowledge that are presented in class lectures; 3) activities that promote students the development of mindsets and data analytical skills that are needed for a digital forensic investigator. Various formats are employed to develop these hands-on exercises in different categories. The educational objectives and student learning outcomes map well to the CAE-CD (Centers of Academic Excellence - Cyber Defense) outcomes by completing their forensic knowledge units. In this paper, we share our idea and experience to design and implement such hands-on assignments in each category for meeting specific educational objectives. Sample exercises are briefly described to explain our idea in each category. Open source tools and data sets are introduced for references. Experiences, lessons, and sample feedback from students are discussed. Our results will provide a point of reference for those who teach digital forensics courses at a college or university, or are developing a digital forensic curriculum.

Dynamics of Social Interaction in Virtual English Classes: A Virtual Ethnographic Approach

During the COVID-19 pandemic, virtual learning has been applied in the field of education until now. Virtual learning is a new method of learning that certainly provides significant impacts and challenges in English language learning. The impact of virtual learning certainly facilitates the interaction between teachers and students in English classes. As online learning environments become increasingly prevalent, understanding the nuanced social interactions in these settings is crucial. However, virtual learning also provides obstacles in the teaching and learning process. This research employed a virtual ethnographic approach to investigate the dynamics of social interaction within virtual English classes at Esa Unggul University. Through an ethnographic lens, this study delves into the multifaceted nature of interactions among students and lecturers in virtual English classes. Utilizing qualitative data collection methods such as classroom observation, questionnaires, interviews, and analysis of digital communication, shaping social dynamics in the virtual classroom. The findings illuminate the complexities of social interaction, highlighting the role of technology, communication styles, and cultural influences in shaping virtual learning environments. This study's insights contribute to a deeper comprehension of social dynamics in online educational settings and offer valuable implications for optimizing engagement and fostering meaningful interactions in virtual English classes.

Peran Metode Investigasi Kelompok dalam Meningkatkan Hasil Belajar PAI Siswa Kelas X di SMK Walisongo 2 Depok

The background of the problem in this study is the relatively low learning outcomes of Islamic Religious Education for class X students of SMK Walisongo 2 Depok, which is shown from the learning outcomes of students who are still under the minimum completeness criteria (KKM). The aims of this study were (1) to determine the increase in student learning outcomes class X SMK Walisongo 2 Depok on PAI subjects which are taught using the lecture method (2) To find out the increase in student learning outcomes of class X SMK Walisongo 2 Depok on PAI subjects which are taught using the Group Investigation method. (3) To find out whether there is a significant difference in improving the learning outcomes of class X students of SMK Walisongo 2 Depok in PAI subjects between classes taught using the Lecture Method and classes taught using the Group Investigation Method. This study used a quasi-experimental approach with a control group pretest-posttest design. The participants in this study were 66 students of SMK Walisongo 2 Depok, class X, with class X AKL as the experimental class for learning with the Group Investigation Method and class X OTKP 2 as the control class. The results showed that: (1) the level of student learning outcomes in the control class There was an increase in PAI learning outcomes of 25.6 (55.17%). (2) class student learning outcomes. increase in Islamic education learning outcomes for class X students at Walisongo 2 Vocational School Depok between classes taught using the lecture method and classes taught using the Group Investigation method. So it can be concluded that the group investigation method has a fairly effective role in improving the learning outcomes of class X PAI at SMK Walisongo 2 Depok.