Learning Program Research Articles

The Perceptions of Using Duolingo Application in Learning English for Student's Vocabulary Mastery

The objective of this study was to investigate the attitudes around the use of the Duolingo program as a tool for enhancing students' vocabulary proficiency in the English language. The present study used a quantitative research methodology. The researcher administered a questionnaire to a group of students on their use of the Duolingo program. The participants in this research consisted of students enrolled in the English department at IAIN Kediri. The study sample consisted of 30 students that were enrolled in the English department. The findings indicate that 70% of respondents selected the option "Agree" for item number 1. This suggests that the usage of the Duolingo program for English language learning positively impacts students' vocabulary proficiency. Furthermore, the overall results of the 10-item questionnaire indicate a general agreement among participants. The Duolingo program may be seen as a valuable tool for acquiring vocabulary. The Duolingo program is a valuable tool for acquiring proficiency in the English language, since it not only facilitates learning but also enhances student engagement by providing an enjoyable and non-monotonous learning experience. The empirical evidence suggests that Duolingo is a proficient instrument for acquiring language skills. The use of the Duolingo program has shown to be a successful method for enhancing pupils' proficiency in vocabulary.

Peran Guru dalam Mengevaluasi Program Pembelajaran untuk Meningkatkan Kualitas Belajar Mengajar di MTs Hifzil Quran Medan

This study was conducted to understand the role of teachers in evaluating learning programs to improve the quality of teaching and learning. This research uses a qualitative method, which is an approach that focuses on understanding phenomena from the perspective of the subjects being studied. The research employs interview and observation techniques. Data analysis in this study uses the Huberman method, which consists of three main steps: data reduction, data presentation, and conclusion drawing. The results of the study show that the role of teachers in evaluating learning programs is as evaluators who have the function to identify, assess, and improve the learning programs that have been created and implemented in the classroom during the teaching and learning process. Teachers must also determine whether these learning programs successfully improve the quality of student learning

Implementation of the Class 7 Teaching Campus Program in Increasing Students' Interest in Literacy and Numeracy

One of the independent learning programs organized by the Ministry of Education and Culture is the Teaching Campus. The aim of this research is to implement various campus teaching programs for grade 7 so that students' interest in literacy and numeracy increases. Data collection in this research used qualitative descriptive methods using observation, interviews and documentation. This research was conducted at SMPN 2 Ploso over a period of 4 months. The target of this research is grade 7 students. The results of the research show that the Teaching Campus program such as teaching assistance, the use of the words traffic and touch me as learning media, the application of watching educational films (NOKASI), and the existence of technological adaptation are able to improve students' learning abilities. interest in literacy and numeracy. However, there are still challenges in its implementation, especially in terms of classroom conditioning.Kata Kunci:Kampus Mengajar, Literasi, Numerasi

The development and implementation of a Peer Mentoring Scheme for Sociology Early Career Academics (ECAs) in Ireland: lessons from research, insights from practice

ABSTRACT The paper discusses a structured peer mentoring scheme for Early Career Academics (ECAs) in Sociology during COVID-19 and post-Brexit, the pedagogical framework adopted and programme challenges, benefits and learning. Internationally, structured peer mentoring schemes for ECAs are sparse and discussions of ‘what works’ in the context of dedicated peer mentoring programmes for ECAs are limited. This programme, designed and executed by the Sociological Association of Ireland (SAI) and a professional mentoring trainer in 2022, involved 8 peer mentors, all of whom were senior and mid-career academics and 10 mentees comprising PhD students and postdoctoral researchers. It encompassed formative sessions for peer mentors and mentees and a final joint session, which took place online. Subsequently, peer mentors facilitated online peer mentoring sessions, with mentees supporting them to explore, plan and achieve their professional goals. The authors discuss the pedagogical content and active methodologies adopted in relation to reflective practice and knowledge-exchange, whilst illuminating that more investment in and research on structured peer mentoring programmes in Higher Education can lead to better outcomes for ECAs. We underline the potential of similar inter-professional mentoring schemes for ECAs and key learning, which could benefit future programmes.

Transfer of training and learner attitude: a mixed-methods study on learner experience in an authentic learning program

ABSTRACT To understand the longstanding issue of low training transfer rates, in this study we explore the understudied role of trainee attitude in an authentic educational training programme comprising participants with diverse international backgrounds. We employed a sequential explanatory mixed-methods design and conceptualised attitude as a multi-dimensional construct (affective, cognitive, behavioural). The multiple regression analysis highlights the significant predictive role of learner attitude, when considering all three dimensions. Spearman’s Rank Correlation analysis underscores the significance of each attitudinal dimension, with varying significance across dimensions. Qualitatively, the cognitive-transfer link was confirmed while behavioural and affective domains had weaker links with transfer according to participants. Additionally, we identified constructs related to individual attitudes and transfer, including motivation, cultural diversity, and multiple situational conditions. Our findings have implications for international audiences and provide recommendations for designing effective training programmes to enhance transfer.

Promoting gender-inclusive leadership perceptions among Japanese university students: A nine-week critical inquiry-based action learning program

The present study investigates gender equality in Japanese university students’ leadership perception and examines the changes in their perspective through a nine-week action learning program at two private Japanese universities. A mixed-methods practical action research design was employed in four upper intermediate-level first-year Content and Language Integrated Learning (CLIL) classes (N = 107). First, quantitative content analysis was performed to determine how the students perceived the concepts of leadership and gender through the images and descriptions used in their PowerPoint presentation materials. Then, the study employed qualitative content analysis to determine the changes in the students’ perceptions of gender equality in leadership through the critical inquiry-based action learning experience. The results showed that integrating gender-inclusive leadership content into the CLIL courses was effective in helping the students develop an impartial and inclusive perspective of leadership and gender. Furthermore, the critical inquiry-based action learning experience enhanced the students’ motivation for language acquisition and engagement in the CLIL courses.

Towards teaching strategies addressing online learning in blended learning courses for adult-learners

Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no clear teaching strategies that address this concern. Literature relating to adult-learners’ educational needs and online interaction was consulted in order to design teaching strategies that foster adult-learners’ online interaction. The aim of this study is to further validate these teaching strategies, hence a multiple case study was carried out using a mixed method approach. As such, eight teachers and sixteen students from four courses across three universities in Belgium and the Netherlands were interviewed. Additionally, a questionnaire testing a pre-defined set of variables was distributed to 84 students. The results lead to a set of validated teaching strategies that help teachers to further develop their professional skills and expertise. The teaching strategies can be grouped into three categories, namely 1) the teacher's online presence, 2) collaborative learning activities and preparatory learning activities, and 3) the distribution of learning content and learning activities across online and in-class learning. An elaborate set of validated teaching strategies is included. This study aids towards teacher professional development and adds evidence-based knowledge to teaching strategies and instructional frameworks for adult-learners in higher education.Teaching/learning strategies, adult-learning, cooperative/collaborative learning, teacher professional development, online learning.

Preparing interns for clinical practice through an institution-wide simulation-based mastery learning program for teaching central venous catheter placement

Preparing interns for clinical practice through an institution-wide simulation-based mastery learning program for teaching central venous catheter placement

Shifting the Curve: Mastery Learning to Teach Nerve Conduction Studies in Physical Medicine and Rehabilitation Residency.

Nerve conduction studies are a commonly performed procedure and a core competency for physical medicine and rehabilitation residents. Nerve conduction studies are complex to learn and no standardized training protocols exist across physical medicine and rehabilitation programs. The aims of this study are to standardize training and assessment of resident proficiency in nerve conduction studies skills and to evaluate the impact of an educational intervention on skills development. This was a repeated measures design wherein 36 physical medicine and rehabilitation residents underwent a pretest, followed by a mastery learning-based intervention, including deliberate practice. Residents were then expected to meet or exceed a minimum passing score at posttest. Performance improved from a median score of 4.5/66 on the pretest to a median score of 63/66 on the posttest. Thirty-three of 36 residents achieved the minimum passing score on the first attempt; three residents required additional deliberate practice and met the minimum passing score on the second attempt. A curriculum featuring deliberate practice dramatically increased checklist scores of residents performing nerve conduction studies. This mastery learning program shows a reliable and reproducible method to achieve procedural competency within a physical medicine and rehabilitation residency program and can shift the curve to allow residents to immediately start performing nerve conduction studies at the start of their clinical experience.

Perspectives on dementia care self-learning platform: A focus group study of family and professional caregivers

ObjectiveTo compare perspectives of family and professional caregivers regarding an online self-learning platform. MethodsFamily and professional caregivers were interviewed separately. A thematic analysis was conducted with 12 family caregivers and 13 professional caregivers of people living with dementia in Macao using six semi-structured focus group interviews. ResultsFamily and professional caregivers had different perspectives regarding the application of online learning program Four main themes emerged from the focus groups, including similarities and differences, namely 1) Need for services; 2) Accessibility to services; 3) Barriers to online learning; 4) Adjustments to the platform. ConclusionsThe psychological assurance offered by an online learning program is imperative to the well-being of family caregivers. By identifying the gap between the needs and abilities of family caregivers and those imagined by professional caregivers, it allows for the development of support programs and interventions tailored to meet the specific needs of family caregivers.

ENGLISH LANGUAGE LEARNING PROGRAM BASED ON ISLAMIC PERSONALITY VALUES FOR EARLY CHILDREN

This research aims to explain the implementation of an English language learning program based on Islamic personality at Islamic playgroups in Kudus and to know the obstacles in practicing the English language based on Islamic personality. This research uses qualitative research. Techniques in collecting data are done by interviews, observation, and documentation. The result of this research is the program has been implemented according to the training curriculum at every stage. The trainers transfer their knowledge, practice English pronunciation, and give an example to the participants in using the right English language based on the Islamic personality. Then, the teachers practice the new English words based on Islamic personality in each playgroup. Through habituation, example, conditioning, and clarity of sanctions for violations of rules carried out professionally in a formal education environment based on Islamic values, children will be able to apply Islamic values in a pleasant atmosphere. The limited school time to practice pronunciation will cause children in Islamic playgroups to be less focused on practicing the English language based on Islamic personality. However, the efforts to overcome obstacles can be done with supportive non-verbal language by using thumbs up, applause, smile, handshake, and so on.

Effects of Design-Based Learning Arrangements in Cross-Domain, Integrated STEM Lessons on the Intrinsic Motivation of Lower Secondary Pupils

This study examines the influence of learning arrangements in which biology and technology (engineering) are taught in combination on the intrinsic motivation of lower secondary school students in STEM lessons. It is set in the context of STEM promotion to counter an observable decrease in motivation and interest during the school years. In a quasi-experimental design with 413 students (M = 12.53, SD = 0.818), we compare a design-based STEM learning program with two alternative teaching approaches (model building and reconstruction). A comparison of the intervention groups (ANOVA) reveals that the Design group shows significantly higher motivation than the alternatives. A multiple linear regression shows that the motivational starting position (=motivation in standard science/biology lessons), cognitive abilities, and participation in the design approach are significant predictors of intrinsic motivation. The results suggest that design-based, cross-domain learning arrangements can be an effective component of motivation-enhancing STEM instruction.

Effectiveness of a Simulation-Based Education Program to Improve Novice Nurses' Clinical Judgment Skills.

We assessed the effectiveness of a simulation-based education program to improve novice nurses' clinical judgment skills. A simulation education program was implemented for 21 novice nurses. Surveys were conducted on program satisfaction, learning, and clinical judgment skills before, immediately after, and two months after the program. Novice nurses were highly satisfied with the simulation education program. The following nine categories were identified as learnings: provide psychological care for patients, conduct sufficient observation, conduct assessment and make judgment based on observational findings, consult and report appropriately to senior nurses, take response action calmly, collect necessary information, acquire knowledge, predict patients' conditions, and make environmental arrangements. The subscale score for theoretical and practical reasoning was significantly higher immediately after and two months after the program than before it. In addition, the subscale for grasping the condition by observation was significantly higher two months after the program than before and immediately after it. The novice nurses learned to sufficiently observe, obtain necessary information, and prospectively assess patients' conditions by taking part in the simulation education program. The subscale score for grasping the condition by observation was significantly higher two months after the program than before and immediately after it. After the simulation program, novicenurses were likely actively practicing nursing; therefore, this program may not be directly responsible for the improvement of these new nurses' clinical judgment. Nevertheless, we found that the completion of the simulation program was correlated with enhanced clinical judgment.

THE EFFECTIVENESS OF USING TED TALKS IN TEACHING PRESENTATION SKILLS FOR ENGLISH MAJORED STUDENTS

The objective of this research was to explore the effect of applying TED Talks as an international platform to promote the first-year English majored students’ presentation performance. Even though a lot of research has been done on how to help English language learners become better speakers, few of them focus on using TED videos and prove them to be efficient educational resources for enhancing students’ presentation skills. Therefore, more work needs to be conducted to clarify the positive results brought by using videos in TED. The focus of this paper is ninety first-year English majored students at Dong Nai Technology University ranging from 18-20 years old. A combination of methods was applied to collect quantitative and qualitative data, including questionnaire, class observation and semi-structured interview. The results showed a positive influence on students’ presentation ability when TED videos were implemented in language teaching. In addition, this study indicated students’ positive reactions toward the use of the video-based learning program.

Exploring EFL Learners’ Technology Acceptance in Online Learning in Collaborative Education Programs

Higher education in the world is increasingly supported by the rapid developing technology, and it is worthwhile to investigate the implementation of online teaching. Empirical study on learner’s acceptance of online study is thus pragmatic in necessitating further development of such technological circumstances. This study focuses on the investigation of undergraduates in collaborative programs in a South China city to explore their readiness in online learning under the framework of the technology acceptance model. A questionnaire survey was conducted online to access factors influencing learners’ technology acceptance and usage. The results found significant positive relationships between technology self-efficacy and perceived ease of use, perceived ease of use and perceived usefulness, perceived usefulness and both attitude towards use and intention to use, as well as between perceived ease of use and attitude towards use. Such findings indicate that ease of use and usefulness significantly shape EFL learners’ attitudes and intentions towards technology in collaborative setting, with self-efficacy being crucial in facilitating a positive perception of technology. However, the relationship between attitudes and intention to use did not align with expectations, indicating that learner attitude may not straightforwardly predict learner intention in collaborative programs.

Arabic Learning Program at Mahad Al-Irsyad through Muhadatsah and Khitabah

Arabic Learning Program at Mahad Al-Irsyad through Muhadatsah and Khitabah

Enablers and barriers to implementing an interdisciplinary experiential learning program for university students in a Canadian rehabilitation centre.

This qualitative study aims to identify a comprehensive set of enablers and barriers to implementing an interdisciplinary experiential learning program for university students at a Canadian rehabilitation centre. A researcher conducted one-on-one semi-structured interviews with individuals from four key stakeholder groups (i.e., rehabilitation centre leadership, clinicians, university clinical coordinators, and health and rehabilitation students). Interviews and data analysis followed the Theoretical Domains Framework (TDF), which is designed to identify possible cognitive, affective, social, and environmental influences on program implementation. Interviews were transcribed verbatim, and two researchers coded data independently to identify the major themes of enablers and barriers to implementing an interdisciplinary experiential learning approach to rehabilitation care. From a total of 12 interviews, domains of the TDF were identified to represent overarching themes, which were (1) enablers (i.e., reinforcement, beliefs and consequences, optimism, professional identity, knowledge, and skills), (2) barriers (i.e., environment/resources and beliefs and capabilities), and (3) program development (i.e., goals and evaluation that was not previously a TDF domain). A list of recommendations for implementing an interdisciplinary experiential learning program was created that represented qualitative data from each stakeholder group. This study provides insight into the potential enablers and barriers to developing an interdisciplinary experiential learning program for university students within rehabilitation centres. This type of program could enhance educational curriculums, student and clinical experiences, and patient outcomes. In this study, the findings inform recommendations for developing an interdisciplinary program in teaching hospitals and explore their potential impact. Future research and pilot studies must be conducted to fully understand the effects of implementing an interdisciplinary experiential learning approach within rehabilitation centres.

Influence of online attributes and mode of learning in the satisfaction and effectiveness of online learning programs

A new paradigm in education is being ushered in by online learning. In the aftermath of the pandemic, online learning has become increasingly available in both academic and professional spheres. Despite difficulties, teachers strive to improve online learning effectiveness. Further emphasis is placed on learning characteristics, readiness, environment, design, and e-learning mode. Whether synchronous or asynchronous learning modes are used will determine the efficacy of the learner. In this study, researchers analyzed the influence of learning qualities on satisfaction and effectiveness, exploring the moderating function of learning mode with 545 online learners’ results. According to this study, the characteristics of online learning significantly impact effectiveness. It also supports the idea that the modality of learning plays a moderating effect in online education. These findings have important practical ramifications for structuring the learning environment and adjusting relevant factors to the satisfaction of students, increasing e-learning efficiency.

A short-term equine assisted learning program improves family relationships. A Pilot study.

Young people with special educational needs and their families were particularly affected by the COVID-19 pandemic, with many parents reporting feeling overwhelmed. This study reports on the outcomes of an equine-assisted learning program piloted in summer 2021, which aimed to improve the wellbeing of families by providing them with a positive group experience. Families attended the Equine-Assisted Learning (EAL) program for either of two sessions, which lasted 2.5 hours each. The Family Relationships section of the Family Quality of Life Questionnaire was filled out before and after the program, as well as at a 2-month follow up. Outcomes were also measured using the Strengths and Difficulties Questionnaire, which was filled out by referrers for the young people who were the primary referees to the program. There were 14 families participating in the program, and analysis revealed a significant positive impact on family relationships scores at a total level which was maintained at 2 months follow up, as well as at item level for the majority of items in the short-term. There was also a positive change in Strengths and Difficulties Questionnaire scores for the young people, although this was non-significant. The results of this pilot study show that a short-term family-focussed Equine-Assisted Learning intervention may be effective for improving family relationships, which contribute to individual wellbeing. A larger scale randomised controlled trial would be beneficial to allow the results to be generalised in the future.

Implementation of an Individualized Learning Program for Children with Autistic Spectrum Disorders at a Therapy Centre for Children with Special Needs

In the world of health, education, and children, we often hear the term autistic child as a designation for children who are seen as different in their communication and social interaction abilities. The aim of the research is to determine the process of implementing an individual learning program for children with non-verbal autism spectrum disorders at the Therapy Centre for Children with Special Needs. Using a qualitative approach with a case study design, this research analyses every stage from the process of preparing, implementing, to evaluating children's learning programs. The results of the research show that the lack of interventionist consistency in providing learning materials to children has an impact on the process, implementation, and evaluation of learning to children. Learning program planning aims to design student experiences to achieve learning goals. The implementation of the learning program is taken from the results of the Beginning Curriculum Guide assessment which is designed into several learning aspects consisting of recognizing objects and body parts, toilet training, using yes and no signals, and carrying out activities slowly. From the evaluation results, it is stated that interventionist consistency in providing children's learning materials is very important and needed.