Learning Journey Research Articles

Learning in Lending: The World Bank’s Organisational Learning Journey in Albanian Health Financing Reform Projects, 1994–2022

Abstract Fostering a learning culture is crucial for aid and development organisations to address the complexities and uncertainties in their operating environments. This case study examines the World Bank’s learning processes in lending projects, focusing on the Albanian health financing reforms from 1994 to 2022. Using the Learning in Lending conceptual framework developed by the World Bank’s Independent Evaluation Group, the qualitative analysis of World Bank documents and reports offers valuable insights into the dynamics of learning processes in health projects. The findings illustrate a feedback loop process encompassing three distinct steps and reveal three types of learning: learning into lending, learning while lending, and learning from lending. By shedding light on the intricacies of the World Bank’s learning processes in health lending projects, this study not only deepens our understanding of how the organisation learns from its experience but also highlights the shortcomings and limitations of the process. Moreover, it emphasises the dual value of learning for multilateral and aid organisations, such as the World Bank, namely improving project results and addressing challenging developmental issues.

Continuous professional growth: A study of educators' commitment to lifelong learning

This research explores the commitment of Indonesian educators to Continuous Professional Growth (CPG) and lifelong learning. With the rapidly changing educational landscape, educators are required to adapt to emerging pedagogical trends, harness new technologies, and lead both inside and outside the classroom. This study utilized a qualitative case study approach, encompassing semi-structured interviews, classroom observations, and document analysis, to deeply understand ten driving school educators' experiences, perceptions, and motivations regarding lifelong learning in Indonesia. Findings indicate educators' significant involvement in processes such as teacher selection, school development, and digital transformation. Their dedication to innovation, feedback, collaboration, and skill development, especially in technology and instructional approaches, underscores their commitment to continuous growth. The study emphasizes the multifaceted nature of educators' lifelong learning journeys and the importance of adaptability, collaboration, and technology in modern education.

EMBARKING ON THE DIGITAL LEARNING JOURNEY: EMPOWERING STUDENTS IN THE TECHNOLOGICAL EPOCH

Digital education has become a revolutionary force, reshaping traditional learning models with its core tenets of accessibility, flexibility, and interactivity. Initially conceived as an experimental venture in online learning, it has now emerged as a fundamental influence in global education. By utilizing online platforms, multimedia resources, and interactive tools, digital education caters to a wide range of learning preferences and styles, facilitating dynamic and personalized learning journeys. Its distinguishing feature lies in overcoming the limitations of time and place, enabling learners to access educational content whenever and wherever they are. Furthermore, digital education has democratized access to learning, offering individuals from various backgrounds opportunities for lifelong learning and skill development, irrespective of their location or personal situations. This paper explores the evolution, impact, benefits, and challenges of digital education, highlighting its role in democratizing access to learning, fostering lifelong learning opportunities, and addressing the complexities of implementation amidst technological advancements and educational needs.

Application of Cognitive Load Theory in VR Development and Its Impact on Learning: A Perspective on Prior Knowledge, Learning Interest, Engagement, and Content Comprehension

This research examines the utilization of Virtual Reality (VR) and its implications for the learning process, specifically focusing on learning interest, prior knowledge, learning engagement, and content comprehension. The central objective is to establish a comprehensive model that unravels the intricate interplay between these factors within the context of VR-based learning. The study also aims to shed light on the impact of integrating Cognitive Load Theory into VR development and its effects on the learning experience. Adopting an observational design, this study elucidates the intricate relationships among learning interest, prior knowledge, learning engagement, and content comprehension in VR-based education. The VR technology employed in this research has previously undergone rigorous feasibility testing. The VR application was designed following cognitive load theory principles. Its immersive content offers users a lifelike immersion into the natural habitats of diverse animal species across various global regions. By leveraging VR technology, elementary school students engage in a more profound and authentic learning journey. A total of 85 participants, encompassing fourth and fifth-grade elementary school students, were involved in the study. These students were drawn from schools situated in rural areas in particular regions in Indonesia and had moderate to low economic backgrounds. The variables under examination include Prior Knowledge, Learning Interest, Engagement, and Content Comprehension as learning outcomes. Data analysis was conducted utilizing a blend of linear regression and path analysis techniques, with a confidence level of 95%. The Guttman scale questionnaire was used, and total scores were transformed into a ratio scale through a conversion process. The study reveals a positive correlation between learning interest and learning outcomes, highlighting that a strong interest in a subject contributes to improved learning results. Additionally, both learning interest and prior knowledge influence learning engagement. Students with higher learning interests and prior knowledge are more likely to actively engage in the learning process actively, underscoring internal factors' role in motivating participation. Learning engagement moderates the relationships between learning interest, prior knowledge, and learning outcomes. By enhancing the effect of learning interest and prior knowledge on learning outcomes, engagement enables more comprehensive and practical information processing.

An Emerging Transformative Learning Journey to Foster Sustainability Leadership in Professional Development Programs

An Emerging Transformative Learning Journey to Foster Sustainability Leadership in Professional Development Programs

Some Solutions to Enhance the Quality of English Language Education at the Secondary Level in the Foreign Language Department of Tan Trao University

This study aims to provide a comprehensive assessment of the English language teaching and learning process at the A2 level among students at Tan Trao University, with the primary goal of enhancing students' language proficiency to meet the objectives of the National Foreign Language Project 2020. Utilizing two survey instruments—one for students and one for instructors—the research offers an insightful and in-depth examination of both sides of the teaching and learning process. The survey results indicate that students highly appreciate the curriculum used in their English language learning journey at the university, while also holding positive perceptions of their instructors' teaching abilities. The enthusiastic, dynamic teaching approach and integration of information technology demonstrated by the instructors underscore the university's commitment to improving the quality of English language instruction. However, despite the effective efforts of instructors, a majority of students continue to approach English learning passively. There is a need for students to cultivate a more proactive approach to self-study and research. This highlights the necessity for new strategies and interventions to stimulate students' self-directed learning and development in English language acquisition. It is imperative to consider and implement measures such as active teaching methodologies and creating conducive environments for self-directed learning, alongside promoting student engagement and autonomy in the learning process. These efforts will significantly contribute to enhancing the quality of English language education at Tan Trao University.

Enhancing English Writing Skills Through Internet-Plus Tools in the Perspective of Memetics

This investigation delves into incorporating a hybridized memetic strategy within the framework of English composition pedagogy, leveraging Internet Plus resources. The study aims to provide an in-depth analysis of how this method influences students’ writing competence, their perceptions of writing, and their enthusiasm for English acquisition. Employing an explanatory research design that combines qualitative and quantitative methods, the study collects data through surveys, interviews, and observations of students’ writing performance before and after the intervention. Findings demonstrate a beneficial impact of integrating the memetic approach alongside Internet Plus tools on the writing aptitude of English as a Foreign Language (EFL) learners. Students reported increased engagement with writing, attributing it to the use of Internet plus tools. They also expressed that the memetic approach facilitated a deeper understanding of cultural and social contexts in writing. Furthermore, the findings highlight a significant improvement in students’ writing skills following the intervention. This study provides significant insights into the practical implementation of the memetic approach within English writing education, highlighting the beneficial contribution of Internet Plus tools in enriching students' learning journeys.

Групповая работа как средство формирования субъектной позиции студента вуза

The article presents the results of employing group work with university students on the formation of their subjective position by fostering communication among peers aimed at solving specific educational tasks. It provides rationale for the relevance of using group work with university students and describes examples of organizing group work in classes (film analysis, practical situation solving, business and role-playing games), outlining the psychological and pedagogical conditions for conducting such sessions. The effectiveness of the application of group work on the formation of students’ subjective position is demonstrated through the implementation of the following methods: the “Interaction Position Diagnostic Questionnaire (IPD)” by V.G. Maralov and V.A. Sitarov, and “The target of the relationship” by E.A. Chirkina and S.L. Kopotev. The conclusion highlights a significant positive shift in the expression of students’ subjective position as a result of their participation in group activities during educational sessions. Moving forward, continued exploration of innovative pedagogical approaches and assessment strategies is crucial for optimizing the educational benefits of group work and empowering students to become active agents in their own learning journeys. Ultimately, fostering a supportive and inclusive learning environment where students can engage meaningfully with their peers is paramount for nurturing their development as autonomous learners and responsible global citizens.

Teaching Practicum: Learning Journey Platform for Promoting Pre-Service Teachers’ Instructional Skills

Teaching practicum provides an opportunity for pre-service teachers to enhance their teaching skills. This study utilized a qualitative phenomenological design method to investigate the role of teaching practice in enhancing the instructional skills of pre-service English teachers at the elementary school level. Three pre-service English teachers participated in the study. Data were collected from the participants through reflections on their teaching practicum experiences. The findings indicated that the pre-service teachers initially experienced strong emotions and assumptions when they began teaching, yet the quality of their teaching improved during the practice. Teaching practicum was further identified as an effective means to enhance the teaching skills of pre-service English teachers.

Enhancing User Experience in Learning Environments: a Narrative Gamification Framework for Education

This research explores the fertile intersection of narrative, gamification, and education, focusing on user experience (UX). Addressing a critical gap in the literature, we developed and validated a Narrative Gamification Framework for Education. The framework provides educators with tangible guidelines to gamify their lessons, emphasizing the content’s gameful transformation rather than the environment. The research contributes novel insights and practical tools to the fields of Human-Computer Interaction (HCI) and UX, with implications for the broader context of education. Our findings set the stage for future research, including an ongoing initiative to adapt the framework to engage teachers in a journey of recognition and learning.

The Stories Behind Students’ Dropping Out: The Case Of The Philippine Alternative Learning System

Education for all has been a campaign of education advocates over the years. But despite having various education initiatives and programs that promote inclusivity, there are still learners who have left the traditional teaching and learning environment. In the Philippines, the Alternative Learning System (ALS), which is considered to be a parallel learning program, serves as a bridge for those who are unable to attend the formal education system due to various circumstances. Hence, this paper aims to deeply understand the reasons behind students’ dropping out of formal education. Additionally, using a qualitative case study research design, this attempts to examine the authentic experiences of out-of-school youths and adults that led them leave the four corners of classroom. Interestingly, the results of this study revealed that ALS students left the formal education system due to problems with family, personal conflicts, financial concerns, and accessibility concerns. Nevertheless, the narratives shared by the participants served as a way of deeply understanding the root cause that impedes their learning journey as they navigate the path of alternative education. Keywords: Adult education, Alternative Learning System, Education for all, Inclusive education, Out-of-school youths and adults

Racialized Sociolinguistic Processes in the Spanish Learning Journeys of Non-Latinxs in the U.S.

Sociolinguistic frameworks of race have not been widely applied to non-Latinx Spanish learners in the United States. Consequently, there is limited insight into the impact of race on different learners’ use of Spanish in their communities, including the local or national raciolinguistic dynamics between Latinxs and non-Latinxs that inform these outcomes. This article examines ethnographic interviews of women recounting interactions and experiences of using Spanish in different U.S. contexts. In their accounts, I identify three racialized sociolinguistic processes central to their Spanish learning journeys, which I title racialized positionality, racialized embodiment, and indexical fields of racialization. These processes highlight, respectively, (1) the raciolinguistic dynamics enacted by Spanish language usage in the U.S. by non-Latinxs, (2) the sociolinguistic input a learner comes across as raciogendered subjects, and (3) the social meaning they ascribe to racialized terms and discourses in Spanish. As critical approaches to Spanish language learning and pedagogy continue to emerge, more research is warranted on these three processes to trace the impact of race on Spanish language learning and use.

The potential of virtual internships for management education: capturing student journey through experiential learning

PurposeThe study aimed to capture student experience during virtual internships by identifying the facilitators and barriers during their experiential learning journey. The students were pursuing their Master’s in Business Administration (MBA) program at a business school in India. The authors shed light on the impact of COVID-19 pandemic on the current education system, specifically experiential learning through virtual internships.Design/methodology/approachAbout 38 Semi-structured in-depth interviews were conducted from July to September 2022 with the students of a business school located in Pune, India. Interviews were transcribed and analyzed to generate new themes for ascertaining the facilitators and barriers to virtual internships. Interpretative Phenomenology Analysis was undertaken to analyze the lived experiences of the respondents.FindingsStudents viewed virtual internships positively in terms of mentor support, active learning, flexibility, and an easy onboarding process. Poor work-life balance, lack of peer learning and infrastructure issues were some of the barriers/challenges faced by the students.Practical implicationsThe study discusses various managerial and administrative implications. The findings help educationists design effective pedagogy by drawing insights from constructivist learning theory, where students' active role during virtual internships must be given primary attention. Corrective measures in the pedagogy can be taken while designing a virtual internship, considering the barriers found in this study.Originality/valueThe themes identified in the study are a novel contribution to the growing body of knowledge on virtual experiential learning. The study empirically captures student experience regarding a relatively new phenomenon of virtual internships, which is the uniqueness of this paper.

The Impact of English Cartoons on Pronunciation of Chinese Children English Learning----A Research Proposal

This paper aims to investigate the effectiveness of English cartoons in helping Chinese children adjust their English pronunciation. The primary participants will be primary school students just beginning their English language learning journey. Through reviewing previous studies and conducting experimental research, this piece of work aims to improve current teaching methods for primary school students. The study adopts a quantitative data analysis approach, utilizing t-tests and ANCOVA to analyze the participants pronunciation scores before and after watching English cartoons. Conducting such a test is certainly worthwhile, as the results will provide researchers interested in exploring the function of cartoons in pedagogical theories with a firsthand model and, hopefully, a repeatable experimental method. The conclusions of this research may also assist schools and educational institutions in better-utilizing cartoons and other similar mediums, promoting productive development in children's education. Although this research will be conducted with certain limitations, such as age restrictions among participants and potential external factors related to using cartoons as a new media in traditional educational methods, researchers have recognized these challenges. They will make every effort to regulate them.

Crafting An AI-Powered Adaptive E-Learning Framework: Based on Kolb's Learning Style

In the contemporary educational realm, the convergence of pedagogical advancements with machine learning presents a profound opportunity for transformation. This in-depth exploration delves into the complexities of constructing an adaptive e-learning platform, seamlessly integrating Kolb's learning preferences with state-of-the-art machine learning techniques. At the core of this initiative lies the certification module, meticulously scrutinized to bolster its effectiveness in acknowledging student accomplishments. With a focus on personalized education driven by machine learning for error analysis, learner profiling, and content adaptation, this amalgamation reshapes the educational landscape, offering bespoke and dynamic learning journeys. By proposing an intelligent and dynamic adaptive learning system, this study addresses the constraints of passive and one-size-fits-all platforms, aiming to discern and furnish personalized learning environments tailored to the unique needs of individual learners within the hybrid teaching paradigm.

Enabling computing students to recognize acquired competencies with ePortfolios

ABSTRACT Background and Context While higher education in Norway intends to ensure students can translate academic learning to real-world settings, a gap persists in computing students’ perceptions of their acquired competencies. Objective This study aims to understand the gap and explore how formative assessment with ePortfolios can help students recognize acquired competencies. Method This study investigates data from a national student survey, summative reflections from 67 computing students’ exams at the end of a course, and observations of their ePortfolio development during the course. Findings The ePortfolio emerges as a powerful tool, enabling students to actively record their learning journey, recognize acquired competencies, and gain a holistic understanding of the total learning outcomes, thus bridging the identified gap. Implications This study offers insights into how ePortfolios can help computing students recognize acquired competencies and present implications and recommendations for higher education institutions and teachers.

Navigating the online learning journey by self-regulation: Teachers as learners

Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers' SRL as learners, and only a handful has done so in the context of online learning. A better understanding of teachers' SRL is essential since teachers are expected to support the development of their students' SRL abilities. This study contributes to bridging this gap by examining how online learning patterns reflect the self-regulated learning of teachers as learners in an online professional development (PD) course on nanotechnology. The study applies a mixed methods approach that combines the qualitative analysis of interviews with teacher learners and a personal summary of their learning process represented in four vignettes as well as quantitative log-file analysis to identify teachers' learning patterns. The patterns identified are interval learning, on-track learning, skipping difficult parts, concentrated learning toward the end of the course (i.e., “bingeing”), and watching together. These patterns indirectly shed light on teachers' SRL skills, especially their time management and task strategies, demonstrating that there is no one-size-fits-all approach to learning. The study highlights the need for a holistic approach, provides deeper insights into teachers’ learning experiences, and helps design future online PD courses.

Broadening Perspectives and Possibilities: Learners’ Pathways to Digital Multimodal Composition (DMC) in ESL Context

In this paper, we delve into the experiences of 60 English as a Second Language (ESL) undergraduate learners who actively participated in distinct multimodal instructional units within their writing curriculum. Drawing upon a qualitative analysis encompassing design interviews, written reflections, and video observations, this research elucidates the principal themes that emerged from the learners' perspectives related to the potential of Digital Multimodal Composition (DMC) in the ESL context. These themes encompassed the exceptional opportunities afforded by this approach, which included the capacity to conceptualise ideas through the incorporation of visuals and auditory elements, the ability to communicate in novel and inventive manners, the platform it provided for the authentic expression of personal identities, and its effectiveness in the contextualising topic within their learning journey. Furthermore, this research highlights the primary challenges and constraints voiced by the learners, which encompassed a gamut of technical issues and the quest for the most suitable mode of expression within the multimodal framework. Leveraging these insights, the study culminates in a discussion of implications for both research and practice, particularly about the integration of digital multimodal composition in the multilingual classroom setting.

Psychological factors enhanced heterogeneous learning interactive graph knowledge tracing for understanding the learning process.

With the rapid expansion of online education, there is a burgeoning interest within the EdTech space to offer tailored learning experiences that cater to individual student's abilities and needs. Within this framework, knowledge tracing tasks have garnered considerable attention. The primary objective of knowledge tracing is to develop a model that assesses a student's proficiency in a particular skill based on their historical performance in exercises, enabling predictions regarding the likelihood of correct responses in future exercises. While existing knowledge tracing models often incorporate information such as students' exercise answering history and skill mastery level, they frequently overlook the students' mental states during the learning process. This paper addresses this gap by introducing a novel psychological factors-enhanced heterogeneous learning interactive graph knowledge tracing model (Psy-KT). This model delineates the interactions among students, exercises, and skills through a heterogeneous graph, supplementing it with four psychological factors that capture students' mental states during the learning process: frustration level, confusion level, concentration level, and boredom level. In the modeling of students' learning processes, we incorporate the forgetting curve and construct relevant cognitive parameters from the features. Additionally, we employ the Item Response Theory (IRT) model to predict students' performance in answering exercises at the subsequent time step. This model not only delves into the psychological aspects of students during the learning process but also integrates the simulation of forgetting, a natural phenomenon in the learning journey. The inclusion of cognitive parameters enhances the description of changes in students' abilities throughout the learning process. This dual focus allows for a more comprehensive understanding of students' learning behaviors while providing a high level of interpretability for the model. Empirical validation of the Psy-KT model is conducted using four publicly available datasets, demonstrating its superior performance in predicting students' future performance. Through rigorous experimentation, the integration of psychological and forgetting factors in the Psy-KT model not only improves predictive accuracy but also enables educators to offer more targeted tutoring and advice, enhancing the overall efficacy of the learning experience.

Relationality in Indigenous Climate Change Education Research: A Learning Journey from Indigenous Communities in Bangladesh

Abstract This article explores my relational learning reflections with the Laitu Khyeng Indigenous community in the Chittagong Hill Tracts (CHT), Bangladesh, focusing on Indigenous perspectives on climate change education. Implementing a relational theoretical framework, I share my reflections on relational learning in this research as part of being accountable to the Indigenous community. Through exploring Indigenous land-based climate change research, five central themes emerge Indigenous land rights, relationship with the environment, community-led relationality as collaboration, intergenerational relational knowledge and relationality as ethical reciprocity. The findings explore the intrinsic connection between Indigenous communities and their ancestral territories, emphasising the significance of upholding Indigenous sovereignty over land for sustainable adaptation to climate change. In this article, I highlight the importance of relational learning as a form of education, fostering resilience rooted in preserving traditional practices and spaces. Relationality with the environment is central to Indigenous climate education, promoting understanding and reciprocity with the land. In my learning, I learned that community dynamics and collaborative learning are essential for effective climate education, emphasising collective action and diverse perspectives. In relational learning, inter-generational knowledge transmission ensures the preservation and sharing of traditional land-based knowledge across generations, forming the foundation for sustainable adaptation strategies. Ethical engagement and reciprocity guide research interactions, emphasising mutual respect and cultural sensitivity. By centring Indigenous perspectives and knowledge systems, this study advocates for community-led approaches to climate change education, fostering resilience and environmental stewardship within Indigenous communities.