Innovative Learning Activities Research Articles

Learning English as a Foreign Language in Indonesia: Senior High School Students’ Motivation and Challenges

Investigation on English foreign language learners’ learning experiences has been discussed by a plethora of studies. The current study presents a survey on the learning motivation and challenges of Indonesian senior high school students. A cohort of approximately 64 students from a private senior high school in Indonesia was invited to participate in two questionnaires. Analysis of the students’ responses showed that their English language learning motivations were affected by both internal and external motivational factors, which were put into four categories; motivation for knowledge, internal fulfilment regulation, motivation to challenge, and external utility regulation. In terms of the challenges, boredom and anxiety were experienced by the students; although the degrees of the challenges were not significant, the students showed some factors that could trigger their anxiety and boredom. These findings suggest English language teachers keep stimulating the students to enhance and sustain their motivations in learning English both externally and internally and directing them to enjoy their learning process through innovative learning resources and activities.

O30 - "Learning to learn": Commencing midwifery students' experiences of self-determined learning in an undergraduate midwifery program

Self-determined learning aims to develop learners who can be creative, reflexive, think critically, be collaborative and build self-efficacy and capability using a non-linear approach to learning. Supporting deeper learning aligns with midwifery education as it develops critical thinking and reflective skills rather than simply acquiring skills and knowledge. A deeper understanding applies the midwifery student's learning to new situations and potentially challenging circumstances. Some learners find the transition to innovative and non-traditional learning activities and assessments challenging. Students can be de-motivated or reluctant to engage and embrace the opportunities available, potentially leading to disengagement, poor performance or attrition from the program. Investigating commencing midwifery students' conceptions and experiences of self-determined learning aimed to determine appropriate support to ease this transition. To explore commencing midwifery students' experiences and perceptions of self-determined learning. A qualitative descriptive design was used. In-depth online interviews involved ten midwifery student participants. Data was analysed using thematic analysis with an inductive approach. Making the transition described becoming familiar with the new way of learning, including beliefs about self-determined learning. Trusting the journey encompassed making adjustments and developing the confidence to be vulnerable in the learning process. Recognising the value incorporates the advantages and the importance of becoming a capable self-determined learner and how this aligns with becoming the midwife the student aspires to be. After a transition period, self-determined learning encourages midwifery students to take responsibility for their learning. Midwifery students valued a holistic, relationship-based support system that included accessible resources and a safe and respectful learning environment. Developing self-determined learning capacity and capability facilitates transformation in the student, supporting midwifery graduates who are confident, capable, and embrace the challenges of future professional midwifery practice.

O78 - A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities

BackgroundThe World Health Organisation declared a world pandemic due to COVID-19 on 11th March 2020, presenting challenges with preparation of undergraduate midwives for a primarily clinically based profession within a tertiary setting. Comprehensive education ensuring clinical competence and confidence at graduation is fundamental to quality midwifery care optimising outcomes for women and their babies. Clinical skills sessions, including immersive simulation focusing on midwifery practice, skills, and clinical decision-making, complement extensive professional placement hours.The ChallengeSocial distancing requirements due to COVID19 necessitated all learning activities to pivot to the online platform. This resulted in a pre-planned laboratory session for students enrolled in second-year clinical course with significant learning concepts that included two core critical skills, shoulder dystocia and estimation of blood loss needed to be moved online in less than 12 hours.Teaching innovationCreative and novel strategies based on a best practice online framework utilising the transformational curriculum framework were implemented online replacing a planned laboratory session. Using a variety of online tools, peer to peer learning strategies and ‘hands-on’ easily replicated fun activities utilising common household items such as a cereal box and a teddy, scaffolded the clinical skills to reflect those planned within the traditional face to face environment.EvaluationPositive evaluation from students and staff, were received regarding enhanced student engagement, interest, interaction, promotion of learner agency in addition to enhanced skill development when students attended a later laboratory session. This positive experience resulted in the implementation of regular online clinical skills sessions before clinical simulation attendance. While online clinical skill development should never replace face to face simulation, improved preparation and optimisation of midwifery student learning prior to immersive simulation sessions has the ability to optimise learning.

The Use of Toolkits to Increase Student Engagement in a Virtual Course.

Encouraging student-to-student engagement during virtual courses is challenging, yet important for students to learn skills they will need as nurses. Toolkit activities were developed as an innovative active learning strategy. Students were provided a toolkit: a bag full of clinical items, images of items, clinical documents, or sample data that corresponded to six different toolkit activities. Students completed the toolkit activities in groups of eight; each member of the group had different items, which required students to engage with other group members to complete the activity. Students completed anonymous surveys at midterm and at the end of semester. Most of the students indicated toolkit assignments promoted engagement of group members (91.6% at midterm and 92.4% at the end of the semester). The toolkit activities encouraged student-to-student engagement and provided students with hands-on learning they could apply to the clinical setting. [J Nurs Educ. 2022;61(11):654-656.].

Active Learning: Action Potential and Clinical Applications in Neuroscience Medical Education.

Active learning in medical education engages adult learners and increases collaborative opportunities for consolidation of concepts. An innovative learning activity was used to engage medical students in an activity about action potentials and its clinical applications, resulting in increased understanding, application, and retention of the clinical relevance of the topic.

An innovative active learning module on snow and climate modeling

The interaction between climate and the hydrologic cycle is complex due to intricate feedback mechanisms that can have multiple impacts on key hydrologic variables. Under a changing climate, it is becoming increasingly important for undergraduate engineering students to have a better understanding of climate and the hydrologic cycle to ensure future engineering systems are more climate resilient. One way of teaching undergraduate students about these key interactions between climate and the hydrologic cycle is through numerical models that mimic these relationships. However, this is difficult to do in an undergraduate engineering course because these models are complex, and it is not feasible to devote class time and resources to teaching students the knowledge base required to run and analyze these numerical models. In addition, the recent COVID-19 pandemic required a rapid change to flexible teaching methods that can be implemented in online, hybrid, or in-person courses. To overcome these limitations, a backward design and constructive alignment approach was used to develop an active learning module in the HydroLearn framework that allows students to explore the connection between snow processes and streamflow and how this will change under different climate scenarios using numerical models and analysis. This learning module provides learning activities and tools that help the student develop a basic knowledge of snow formation and terminology, snow measurements, numerical models of snow processes, and changes in snow and streamflow under future climate. This module is particularly innovative in that it uses Google Colabs and an interactive user interface to facilitate the students' active learning in an environment that is accessible for all students and is sustainable for continued use and adaptation. This paper describes the approach, best practices and lessons learned in developing and implementing this active learning module in a remote and in-person course. In addition, it presents the results from motivation and student self-assessment surveys and discusses opportunities for improvement and further implementation that have implications for the future of hydrologic education.

SAMPLE EQUALITY TEST IN BLENDED LEARNING USING GOOGLE CLASSROOM

Along with the recovery from the COVID-19 pandemic, the government expects the use of technology, information and communication (ICT) in innovative learning activities in schools. One of them is in the process of Limited Face to Face Learning (PTMT) mathematics in Vocational High Schools (SMK) to provide more opportunities for students to actively participate in each stage of learning. The quality of education is very dependent on the quality of learning carried out by teachers in the classroom. Optimization of the learning process can be done by integrating the use of technology as a learning medium, one of which is by using Google Classroom in blended learning at school. o find out the equality between classes in the population, a t-test was conducted. The results of the population equivalence test obtained that all students of Class XI SMK Wira Harapan for the academic year 2022/2023 were equal and the experimental group selected was X JB1 and the control group obtained X AP.

The Application of Learner-Guided Study to Improve Students’ Analytical exposition Writing Skills in EFL Classroom

The learner guided study is innovative learning activity planned by a group of teachers considered better than those made by the individual teacher. However, its effectiveness in retaining the students learning is still dubious since there is no apparent connection between students' learning variety and needs. The aim of this study is to analyze the effectiveness of the learner-guided study in improving students’ analytical exposition writing competence. The participants were thirty high school students in grade eleventh. They often encountered difficulties in mastering analytical exposition due to the lack of specific practices. The data analysis was carried out using a mixed-method design. They were gathered from the analytical exposition writing tests and interviews. The results from this study demonstrated that the Experimental group taught with a guided lesson study surpassed the Control Group taught by the unguided lesson study. The guided lesson helped students achieve the learning goals of the analytical exposition aspects. This study recommends that this procedure be used to teach writing in any genre, as it could improve the students’ writing skills.

Peran KKG dalam Penguatan Kompetensi Profesional Guru SD di Gugus Diponegoro Korwilcam Dinas Pendidikan dan Kebudayaan Karangmoncol Purbalingga

This research is a case study research aimed at analyzing the role of the teacher working group (KKG) in strengthening the professional competence of elementary school teachers in the Diponegoro Cluster Korwilcam Education and Culture Office of Karangmoncol Purbalingga. Data were collected using interview, observation and documentation techniques and then analyzed using three stages, namely data reduction, data display and verification. The results showed that with the various activities carried out by the KKG, the teachers already had the ability to master the material and scientific mindset that supported the subjects they taught, the teachers were able to organize fun learning activities, were able to conduct classroom action research as a reflective effort from the activities. learning that has been held, and able to utilize information and communication technology to organize innovative learning activities.

An Inter-University CBL Course and Its Reception by the Student Body: Reflections and Lessons Learned (in Times of COVID-19)

The COVID-19 pandemic and the consequent restrictive measures adopted by the countries have significantly reduced the capacity of higher education institutions to carry out innovative international teaching and learning activities. This paper provides a short reconstruction of how the seven European universities, members of the Arqus Alliance, handled this challenge. During 2020–21, that is, in full pandemic, the Arqus partners redesigned and implemented a trans-European challenge-based learning (CBL) project involving university students from many disciplinary fields, including social sciences and natural sciences, focused on climate change-related risks in European cities and areas. Based on this experience, a contingent conceptualization of CBL is proposed, comprising eight characteristics, whose effectiveness is then tested against data provided by students who participated in the courses. In this context, the results of a Likert questionnaire distributed to students from participating universities will be discussed. The analysis is meant to provide a deeper understanding of CBL not only as a pedagogical tool for a specific output, but also as a broader learning experience generating outcomes for teachers who plan and deliver CBL activities, and for the beneficiaries of such activities. In other words, the article aims to highlight some enabling and inhibiting factors of “strategic CBL”—this latter expression is supposed to capture the process of designing and implementing a CBL activity as a CBL practice in itself.

Interactive Multimedia Innovation on Short Distance Running Materials in Junior High School

Innovation in the field of education must be in accordance with the developments and demands. The first step in improving the quality of education is through innovation in the learning process, by integrating the use of ICT-based learning media into the learning system. Therefore, this study aims to explore the need for the development of ICT-based learning media for short-distance running materials in junior high schools. This study applies a descriptive qualitative. The research sample consisted of 83 class VIII students and 2 subject teachers. Data collection techniques used field studies, interviews, and needs analysis questionnaires, while the instruments used observation sheets, questionnaire, and a list of questions. The research results will be analyzed interactively through data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that during the implementation of learning, teachers tend not to use learning media. Print modules still dominate their use in learning (43.4%). Innovations related to interactive multimedia appear when participants feel attracted to a learning media that is complex and flexible in its operation. The results of the questionnaire showed that 80.7% of students were interested in the presence of interactive multimedia in physical learning and sports, and of course this was the first step to implementing an innovative learning activity. So the results of this study indicate that an innovation is needed through the development of digital learning media, as a means to improve the quality of the process and learning outcomes.

It's the Experience: A Course Redesign to Shift Student Perspectives on Population-Centered Nursing.

An innovative experiential learning activity in an online undergraduate population health nursing course provided an authentic experience that connected course content with abstract concepts and patient situations. To address identified application needs, the design incorporated social determinants of health to enhance realism and applicability and build readiness for nursing practice through the experience.

Crossword puzzle as a learning tool to enhance learning about anticoagulant therapeutics

BackgroundEducational games make the learning process more enjoyable, fun, and create a competitive classroom environment that can positively affect learning. The purpose of this study was to evaluate pharmacy students’ perceptions of crossword puzzles (CWPs) as a learning tool in the pharmacotherapy cardiovascular module focusing on anticoagulants’ therapeutics and assessing if students’ preference of learning style influenced their perception.MethodsClues for the puzzle were developed, validated, and piloted by course faculty. A free internet puzzle generator was used to create puzzles with 10 to 20 clues. Students were given 30 min to solve the puzzle following six hours of didactic lectures about the topic. An 8-item survey instrument and Pharmacists’ Inventory of Learning Styles (PILS) questionnaire were administered to examine students’ perceptions of the game and their learning style preference, respectively.ResultsTwo hundred sixty-seven students participated in the activity from both undergraduate programs (BPharm and PharmD) over three consecutive course offerings. Most students expressed favorable perceptions of the puzzle. Female and BPharm students had significantly more favorable perceptions than male and PharmD students on several perception items. The dominant preferred learning style (PLS) was converger (35.6%), followed by assimilator (25.3%), while 15.1% had mixed learning styles. The study did not find a significant association between PLS and students’ perceptions toward the CWP.ConclusionsThe CWP game presented an innovative, creative, and easy active learning tool to enhance information recall, retention, and class engagement while accommodating all learning style preferences.

Time is brain: Utilizing escape rooms as an alternative educational assignment in undergraduate nursing education

BackgroundNursing educators engage students using innovative active learning modalities. Escape rooms are an unconventional tool used to encourage teamwork and collaboration, while also promoting critical thinking. PurposeWhile the utilization of escape rooms in healthcare arenas have grown in popularity, few studies used a formal evaluation process to analyze the learner's ability to meet the learning objectives. MethodsTwenty-four students completed this escape room experience. A standardized debriefing process and a formalized pre- and postevaluation process were utilized to assist students in meeting the key learning objectives. ResultsThe study found that there is sufficient evidence at the α=0.05 significance level to conclude that the median score of the post-test is higher than the median score of the pretest using this educational format. ConclusionEscape room experiences can be utilized in the preparation of associate degree nursing education to engage students while also ensuring that students meet key learning objectives.

Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning

<p style="text-align:justify">Technological advances and the Coronavirus disease (COVID-19) pandemic have forced higher education institutions to be innovative in delivering education in their countries. E- assessment using e-portfolio illustrates the importance of assessment practices that promote constructivist perception, allowing students to create their own learning as active participants through innovative learning and assessment activities. The purpose of this paper was to explore lecturer’s understandings on the functionality of e-portfolio as an alternative assessment in an Open Distance e-Learning (ODeL). For this qualitative study, within an interpretative paradigm, interviews were conducted with four lecturers using thematic approach. The findings revealed that e-portfolio is beneficial for assessment in the ODeL as it allows students the opportunity to self-embrace their learning, e-portfolio enhances student-centeredness through authentic assessment practices. However, e-portfolio is not implemented to its potential due to challenges and constraints experienced by lecturers. Based on the findings, it is recommended that training workshops beneficial for lecturers should be conducted at the beginning of the course/module on how to create their e-portfolios. Furthermore, an e-portfolio assessment framework to be facilitated for the successful implementation of e-portfolio assessment strategy. </p>

Student attitudes in an innovative active learning approach in calculus

A study conducted by the Mathematical Association of America showed that calculus not only has significant effects on students’ decision to pursue STEM fields, but also on their attitudes towards mathematics. Inspired by this large-scale study, the present study sought to deepen the current understanding of the impact of calculus on student attitudes towards mathematics. Results of an implementation of the Modeling Practices in Calculus (MPC) model, an innovative active learning in mathematics (ALM) approach, in Calculus I at a large, urban, research intensive (R1) institution are presented. Using a randomized-control trial research design, students were randomly assigned to either traditional, lecture-based classrooms, or MPC classrooms. The Attitudes Towards Mathematics Inventory (ATMI) was used to measure student attitudes at the beginning and end of the course and results were compared from both MPC and traditional sections. Overall, MPC sections showed improvement over traditional instruction by having less negative impact on student attitudes. The enjoyment and self-confidence ATMI subscales showed significant differences at course completion for both semesters, when controlling for pre-ATMI score and term. Furthermore, the MPC model had a positive impact on female students’ self-confidence as opposed to male students, acting as a gender equalizer.

Check Solve Pass: A new technique for Student Centric Learning

Student Centric Learning experiences is always a challenge and important aspect of teaching pedagogy. It became more complex and challenging in current scenario of online teaching and learning. Amongst many innovative active learning methods, PBL: Pr oblem based learning is majorly used in Engineering Education. Problem based learning, if worked as a group activity, each team member must actively contribute to ensure the learning objective which is a big problem. “Check Solve Pass” technique is a unique method proposed in this paper with the aim of motivating active contribution of each team member in Collaborative PBL. With the experimentation of this method, significant improvement in active participation of each group member is observed. Keywords— “Check Solve Pass”, PBL, Active Learning, Collaborative Learning, Student Centric Learning

Teaching Students How to Frame Human-Computer Interactions Using Instrumentalism, Technological Determinism, and a Quadrant Learning Activity

This paper describes an innovative learning activity for educating students about human-computer interaction. The goal of this learning activity is to familiarize students with the way instrumentalists on the one hand, and technological determinists on the other, conceive of human-technology interaction, and to assess which theory students favor. This paper describes and evaluates the efficacy of this learning activity and presents preliminary data on student responses. It also establishes a framework for understanding how students initially perceive human-technology interaction and how that understanding can be used to personalize and improve their learning. Instrumentalists believe that technology can be understood simply as a tool or neutral instrument that humans use to achieve their own ends. In contrast, technological determinists believe that technology is not fully under human control, that it has some degree of autonomy, and that it has its own ends. Exposing students to these two theories of human-technological interaction provides five benefits: First, the competing theories deepen students’ ability to describe how technology and humans interact. Second, they provide an ethical framework that students can use to describe how technology and humans should interact. Third, they provide students with a vocabulary that they can use to talk about human freedom and how the design of computing technology may constrain or expand that freedom. Fourth, by challenging students to articulate what theory they favor, the learning is personalized. Fifth, because the learning activity challenges students to express their personal beliefs about how humans and technology interact, the learning activity can help instructors develop a clearer understanding of those beliefs and whether they reinforce what Erin Cech has identified as a culture of depoliticization and disengagement in engineering culture.

“It opened up a whole new world”: An innovative interprofessional learning activity for students caring for children and families

Fostering classroom environments that optimize learning and prepare students for professional practice in complex work environments requires the use of pedagogies beyond traditional didactic styles. Student centred models support a shift from passive to active learning, improve engagement with course material, and promote critical thinking in the classroom. Educators in professional programs must create opportunities for students to learn team processes that prepare them for their future work environment. The purpose of this project was to explore students’ perception of their learning while participating in a mock team meeting, designed to optimize student engagement with course material and promote interprofessional collaboration and learning. Reflective papers were used to provide student perspectives on their learning during the activity. These papers were then analyzed. Student engagement was highlighted as a significant finding from this active learning pedagogy and other findings suggested the interprofessional team meeting provided multiple learning opportunities such as the chance to practice a professional role, collaborate as a team, discover other perspectives, and learn about interprofessional roles. Students offered suggestions for subsequent versions of the activity and expressed a desire to engage in more interprofessional learning experiences throughout their programs.

Etnopedagogy Approach To Science Learning In Sdn 50 City Of Ternate Based On The Local Wisdom Of Rempah North Maluku

Local wisdom-oriented learning in elementary schools in the city of Ternate has not been implemented optimally. In general, schools have implemented thematic learning that should contain local wisdom. Ethnopedagogy is the actualization of learning oriented to the cultivation of local wisdom values. Ethnopedagogic aproach in elementary schools need to be implemented through strategies and innovative learning media that are able to attract students' attention to understand and apply local wisdom. This study aims to integrate Cloves as an identity flora in North Maluku in the implementation of an ethnopedagogic aproach at elementary schools in Ternate. This study uses a qualitative approach with a mixed method of research instruments consisting of observation sheets and questionnaires. Data analysis technique with concurrent triangulation strategy. The results showed that the ethnopedagogical approach implemented through learning activities using cloves as a spice study object in North Maluku was an effective alternative to local wisdom-based learning applied in elementary schools in Ternate city. Through the integration of cloves in an ethnopedagogical approach, it can improve scientific literacy skills and students' learning motivation. This study recommends that the ethnopedagogical approach can be implemented with innovative learning activities based on local wisdom.