Learning Characteristics Research Articles

Significant Aspects of Teaching Legal Negotiations to Law Students in Russia

The paper deals with the overview, prioritization and analysis of the elements that are inalienable in legal negotiations and teaching modules of the course on negotiations. An experienced legal negotiating coach keeps in mind a number of vital elements of the course, such as personal ch aracteristics of learners, stylistic patterns and cultural features. The data collected in the research supports the fact that cultural shifts reflected in the statements of negotiators have a direct impact on the negotiation result and often lead to misunderstandings and inability to reach an agreement. For instance, Russian businessmen often unconsciously apply inflexible aggressive integrated strategy of negotiations. Thus, the negotiation course module devoted to cultural awareness and appropriate negotiating strategies development should contain, inter alia, information connected with authentic reactions of negotiators belonging to a particular ethnic group, and this information should be scrutinized and deeply considered. Consequently, it will be useful to apply the priming teaching technique through the comparison and analysis of students’ responsive statements with native speakers’ responsive statements in one and the same simulation which will facilitate mastering successful negotiation skills leading to a package deal beneficial for all parties.

International Students' Attitudes toward Chinese Character Learning: Interplay with Motivation and External Educational Factors

International Students' Attitudes toward Chinese Character Learning: Interplay with Motivation and External Educational Factors

Impact of COVID-19 on school attendance in South Africa. Analysis of sociodemographic characteristics of learners

The outbreak of COVID-19 had resulted in the complete closure of schools in nearly all countries across the globe. However, reopening after prolonged closure may adversely affect the school attendance of learners, with long-term implications for life outcomes. Given the limited studies on the subject, this study aims at examining the impact of COVID-19 on the school attendance of learners in South Africa and how this outcome is exacerbated by underlying socioeconomic factors using National Income Dynamics Study-Coronavirus Rapid Mobile Survey data (NIDS-CRAM). The findings reveal that COVID-19 has led to a sharp drop of 48.2% in the school attendance of learners following the reopening of schools after the state of national disaster-based lockdown. The study has demonstrated that the impact of COVID-19 on the school attendance of learners varies according to socioeconomic factors such as gender, race, geographical area, family size, and the economic status of the learners’ parents and provincial location. Sociodemographic characteristics such as African race, coloured race, Asian race, female gender, rural location, large household size, and Eastern Cape are associated with lower school attendance among learners. Based on these findings, educational-based policy needs to include these sociodemographic factors to promote a high school attendance rate among learners. This may include a shift from a blanket approach to geographical, racial, family, and gender-based interventions.

Cooperative learning implementation among elementary Trust School Teacher Program

Malaysia’s education system is continuously transforming to provide pupils with 21st-century skills. Cooperative learning is viewed as a studentcentered approach that helps pupils develop 21st-century learner characteristics. This study aims to identify the relationship between teachers’ content knowledge, pedagogical knowledge, and technological knowledge with the implementation of cooperative learning. A total of 100 elementary Trust School Program teachers in Selangor were involved in this quantitative study, which comprises a correlational design. Respondents were randomly selected to answer the teachers’ cooperative learning questionnaire (TCLQ) and the content, pedagogical, and technological knowledge questionnaire. The findings obtained indicate that teachers’ content knowledge, pedagogical knowledge, and technological knowledge are at a high level. No significant difference was reported between teachers’ knowledge and implementation of cooperative learning based on years of teaching experience in Trust School Program. The result also revealed a positive and strong relationship between content knowledge and cooperative learning implementation (r=0.551, p=0.000), as well as a positive and strong relationship between pedagogical knowledge and cooperative learning implementation (r=0.603, p=0.000). However, a positive and moderate relationship was reported between teachers’ technological knowledge and cooperative learning implementation (r=0.384, p=0.000). This study can help raise awareness about the elements that educational policymakers and educators need to take into account during cooperative learning.

초ㆍ중등 미디어 리터러시 교육을 위한 프레임워크 연구

This study aims to develop a framework for teaching media literacy in elementary, secondary, and high schools by considering the rapidly changing characteristics of learners’ mediaenvironments and various related fields of this subject. The research method includes literature research, expert advice, and researcher meetings. We conducted literature research to revealthe sub-elements constituting media literacy and the hierarchically constructed relationships between these elements. Furthermore, the review opinions of 11 expert advisors from the media communication and subject education domains were collected and analyzed. A two-dimensional expansion structure with vertical and horizontal axes is characteristic of the framework developed in this study. Moreover, the media literacy framework’s content areas are divided into “consuming”, “prosuming”, and “being”. For each area, detailed core competencies organized into functional and critical literacy were established. The consuming area includes “functional consumption → analysis → evaluation”; the prosuming area consists of “functional expression → diffusion/sharing → participatory creation”; and the being area includes “self-regulation and safety → digital self-building → digital rights understanding and reflection → collaborative problem solving”. The media literacy framework developed in this study can be used to organize a media literacy curriculum. Particularly, the results are expected to be useful in systematically designing and implementing media literacy education in schools as media-related educational content is significantly expanded in the national curriculum, which was revised in 2022, and related educational content is ubiquitous in all subjects and grades.

과학⋅기술 특성화 대학 한국어 프로그램 현황과 학습자 특성 연구

Objectives This study explores a relatively under-researched aspect of Korean language programs tailored for international students in science and technology institutes. The objective is to contribute to a broader understanding of various types of Korean language programs within this unique academic environment.
 Methods We present an overview of the curriculum and analyze learner characteristics within the Korean language program at K University. Specifically, we conducted an analysis of a survey involving 145 students enrolled in Korean language classes at K University.
 Results International students at K University predominantly enroll in Korean language courses due to graduation requirements, with their motivation for learning Korean primarily stemming from integrated factors. At K-University, since more than 80% of classes are taught in English, the direct impact of students' proficiency in Korean on their academic performance is minimal. This circumstance has the potential to diminish their enthusiasm and inclination to learn Korean.
 Conclusions In conclusion, the Korean language program at K University should adapt to the diverse levels and needs of international students by offering courses in both Korean language and culture. We provide recommendations for enhancing the program, including diversifying the range of Korean courses, introducing cultural immersion initiatives, and adopting a flipped learning approach.

느린 학습자의 문화예술 체험 활동을 통한 문화예술교육 지원 방안 연구

The purpose of this study is to identify the characteristics of slow learners who are overlooked by institutional frameworks and to examine how cultural and arts experiences can facilitate their cognitive, affective and physical development. This research aims to propose strategies to support cultural and arts education tailored for slow learners. To achieve this, interviews were conducted with parents, primary school and middle school teachers, counselors, cultural and arts center and educational institutions managers and art instructors who have provided cultural and arts experience education to slow learners. The analysis results are organized by separating them into individual and institutional dimensions. At the individual level, the findings indicate the need for cultural and arts activities that enable slow learners to experience a sense of achievement. Since slow learners are educated alongside regular students, they often feel a relatively lower sense of achievement across cognitive, affective, and physical domains, leading to a loss of motivation to learn. Additionally, the study suggests expanding opportunities for communication among students, and between teachers and students, to make them more comfortable with expressing themselves internally. This involves providing numerous opportunities for self-expression by leveraging the variety and enjoyment of communication activities. Furthermore, the active use of play-based learning is advocated. Engaging in play involves all domains—cognitive, affective, and physical—and increases the chance for achievement due to the diversity of levels. At the institutional level, the findings can be summarized as follows. First, there is a need for policy support for cultural and arts experience education for slow learners, a point that has been highlighted in various studies. Without this support, the social costs could become substantially high. Secondly, there is a call for support within the framework of lifelong education. The principle of lifelong education is based on self-directed learning, where individuals select the content and level of their learning. However, self-directed learning poses challenges for slow learners, necessitating the need for learning assistants. This area requires institutional support via policy backing.

초등학생을 위한 수학적 회복탄력성 측정 도구 개발 연구

Mathematical resilience refers to the ability of a learner not to give up when faced with difficulties while learning mathematics and to overcome them positively. Mathematical resilience affects learners’ ability to continue math without giving up. Therefore, understanding students' mathematical resilience and its status is necessary for understanding the defining characteristics of mathematics learners and developing various teaching and learning methods and policies to help struggling learners. In this study, I applied a survey tool to measure the mathematical resilience of 3rd to 6th grade elementary school students. A mathematical resilience measurement tool developed through two pilot tests was applied to 541 students from five randomly selected elementary schools in Seoul, South Korea. As a result of analyzing the reliability and validity of the survey results using statistical methods, a mathematical resilience measurement tool for elementary school students consisting of 20 sub-questions related to values, beliefs, and resilience was completed. The measurement tool developed in this study is expected to provide implications not only for understanding the defining characteristics, including mathematical resilience, of students in the future, but also for developing various teaching and learning materials and establishing educational policies.

Motivation Research among Chinese Language Learners in the Chinese Department at Eötvös Loránd University, Hungary

By investigating the motivation to learn Chinese among BA and MA students in the Chinese Department of Eötvös Loránd University, this study explores the main characteristics of learners at the language level, learner level, and learning context level, as well as the similarities and differences in learning motivation among learners of different Chinese proficiency levels. Moreover, this study discusses how to stimulate and maintain learners’ motivations to learn in order to ensure the sustainable and vigorous development of Chinese teaching in Hungary.

Effectiveness of research ethics and integrity competence development – what do learning diaries tell us about learning?

Due to the variety of research ethics and integrity training formats it may be challenging to use a common instrument to monitor and evaluate the development of competencies and learning progress as well as determine the effectiveness of the training. The present study scrutinises the use of learning diaries as one possible measure to evaluate the development of ethics competencies. The aim of the study was to increase understanding about how learning diaries capture development of research ethics and integrity competencies of participants and explore the use of diaries as a measure of training effectiveness. In the evaluative case study, a micro-credential programme was used as the context of the study and data was analysed using deductive content analysis. As a result, we outline criteria for analysis to be used in ethics training programmes for learning diaries. Results indicated that learning diaries submitted in the forum format (compared to individual submissions) provide peer support, so learners display more content knowledge on high levels of reflection and understanding. Submitting learning diaries over a longer period and making submissions repeatedly can improve writing and reflection competencies. The quality of learning diary entries may also depend on learner characteristics, such as commitment and motivation. Keeping a learning diary can help retain obtained competencies over a longer period. The article ends with a set of recommendations for implementing learning diaries as one measure of evaluation.

Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

AbstractIntroductionMedia comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context.MethodsIn the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi‐year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application.ResultsThe impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi‐year gymnasium students consistently outperformed comprehensive school students in the pre‐test and demonstrated greater learning gains, regardless of the learning media.ConclusionThe present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts.

Aligning Sumbawanese Proverbs with Pancasila Learner Profile to Enhance Local Culture-based Character Education

The 2022 Independent Curriculum puts the Pancasila learner profile as one that frames character education. In our local context, Sumbawa Regent Regulation No. 33 2021 stipulates that character education be implemented by embracing the local values together with the national values of Pancasila. Thus, aligning Pancasila values with local values and knowledge is a good way to implement character education that is relevant nationally. For this reason, we have categorized 309 Sumbawanese proverbs into relevant key elements of Pancasila learner profile. The data were collected from a document, which contains the most complete collection of Sumbawanese proverbs each with its denotative and connotative meanings. The data were analyzed descriptively and qualitatively with an element of quantification in grouping the proverbs into good and bad characters and in categorizing the proverbs based on Pancasila learner profile key elements. Our discussion shows how the proverbs strongly enhance the inculcation of Pancasila values through their antonymous metaphors and similes. In conclusion we suggest having selected Sumbawanese proverbs, developed as picture-based character learning materials and resources for use at school.
 Keywords: character education, Pancasila learner profile, proverbs, Sumbawanese

Equality and Diversity in Learning through Differentiated Instructions

Calls for effective instructional strategies persist to appropriately address the diverse learning needs of learners through differentiated instruction, despite numerous futile attempts to raise teaching and learning standards globally and with the growing zeal towards equality and diversity of all learners in today’s classrooms. In order to satisfy the aspirations and requirements of every learner, this presentation will explain the meaning, justification, legislation, and principles of equality and diversity. It will also provide guidance to educators and other stakeholders on utilizing differentiated instructions to promote equality in educational environments. The presentation explores various frameworks, as evident in the literature and global surveys, unanimously acknowledging that each learner learns differently. This recognition gave rise to the theory of differentiated instruction, which considers individual learner differences in modifying the type of content delivered, the assessments conducted, the sequence of content delivery, and/or various other learner characteristics. In order to promote equality among all different types of learners, the presentation clarifies the concept of differentiated teaching and offers suggestions for its implementation in inclusive classroom settings. In conclusion, the presentation underscores current equality or inclusive practices and the roles and solutions that differentiated teaching may play in helping all diverse learners across educational environments.
 Keywords: equality, diversity, differentiated instruction, learning

Learning analytics and the Universal Design for Learning (UDL): A clustering approach

In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th graders in a web-based learning platform called I3Learn.The platform focuses on chemistry learning, and UDL principles guide its design. We collected the temporal usage patterns of UDL-guided elements of 384 learners in detailed log files. The collected data includes the time spent using video and/or text as a source of information, working on learning tasks with or without help and working on self-assessments. We used Exploratory Factor Analysis (EFA) to identify relevant factors in the observed usage behaviors. Based on the factor loadings, we extracted features for k-means clustering and named the resulting groups based on their usage patterns and learner characteristics. The EFA revealed four factors suggesting that learners remain consistent in selecting UDL-guided elements that require a decision (video or text, tasks with or without help). Based on these four factors, the cluster analysis identifies six different groups. We discuss these results as a starting point to provide individualized learning support through further artificial intelligence applications and inform educators about learner activity through a dashboard.

공감 기반 미술 교육을 위한 맞춤형 미술 수업 설계 방안 탐색

This study is about how to design differentiated instruction based on empathy in art education. The purpose of this study is to explore how differentiated instruction should be designed to provide empathy-based art education. The results of the study are as follows; Differentiated art classes for empathy-based art educa-tion set learning topics that use empathy as both the content and method of learning. And empathy-based differentiated art classes refer to a series of teaching and learning processes that help learners solve learn-ing problems individually and cooperatively by utilizing various characteristics in the art learning process. Empathy-based differentiated art classes allow learners to go through the process of empathizing while reading visual media - empathetic exploration and expression of others in visual media - empathetic ex-ploration and expression of themselves in reality - organizing and reflecting. Empathy-based differentiated art classes are designed to reflect the diversity of learners throughout the learning process. To this end, it is necessary to measure and investigate learning variables related to classes among learners and plan teaching and learning activities based on the data obtained. Overall, the design of empathy-based differ-entiated art classes proceeds in the following order; Selection of learning topics - Lesson design - Selection of learning variables - Identification of learner characteristics - Analysis of individual learner characteristics – Characteristic analysis of the entire class - Macro lesson design - Analysis of groups of learners requiring differentiated prescriptions - Micro lesson design.

Implementation of Character Education Cultivation Through Uwais Alqarni Character Film in Banu Thurayya Kindergarten

Character education is an important aspect in children's personal formation. Good character includes not only academic knowledge, but also positive moral, ethical, and personality values. One effective way to instill character education in children is through the use of visual media, such as movies. The purpose of this study was to investigate the impact of the use of visual media, especially the film character Uwais Alqarni, in character learning in Banu Thurayya Kindergarten. This research will explore the extent to which the film is effective in shaping positive values, as well as identifying and detailing potential problems that arise in its application. The method used in this study is qualitative with a descriptive analysis approach. The results of this study show that the implementation of character education cultivation through the film character Uwais Alqarni in Banu Thurayya Kindergarten is an innovative and effective step. Through this approach, children can learn in a fun and interactive way, while gaining a deep understanding of the positive values in Islam. The influence of visual media, especially through the film character Uwais Alqarni, in character education in K TK Banu Thurayya brought a striking positive impact. The film provides an immersive visual portrayal of Islamic values and moral character, creating an immersive and meaningful learning experience for children. Through the appeal of visual stories, children not only gain knowledge about Islamic teachings, but also permeate these values through the behavioral model of the character Uwais Alqarni

Does testing potentiate new learning because it enables learners to use better strategies?

Testing can potentiate new learning, which is often called the forward testing effect. One potential explanation for this benefit is that testing might enable participants to use more effective learning strategies subsequently. We investigated this possibility by asking participants to report their encoding strategies in a multi-list foreign language learning paradigm with four preregistered experiments and one non-preregistered pilot experiment. In Experiments 1-3, participants learned three lists of Chinese-English pairs; one group took a test after every list (i.e., test condition) and the other group took a test only for the criterial List 3 (i.e., restudy condition). In addition, participants completed a transfer test and a study strategy survey. Although we found a forward testing effect in all experiments, participants in the test and restudy conditions did not report differences in strategies. In Experiments 4 and 5, we used a within-subject design so that we could correlate changes in strategy use with the magnitude of the forward testing effect on an individual level. Interestingly, individual differences in strategy change were moderately associated with the magnitude of the forward testing effect, but even here, strategy change did not mediate the effect of testing on performance. Overall, our data showed that, at least for foreign language learning of Chinese characters, interim testing did not enhance new learning by altering participants' subsequent encoding strategies. Moreover, our data showed that interim testing did not promote the transfer of Chinese language learning to novel characters. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Extracting Course Features and Learner Profiling for Course Recommendation Systems: A Comprehensive Literature Review

As education has evolved towards online learning, the availability of learning materials has expanded and consequently, learners’ behavior in choosing resources has changed. The need to offer personalized learning experiences and content has never been greater. Research has explored methods to personalize learning paths and match learning materials with learners’ profiles. Course recommendation systems have emerged as a solution to help learners select courses that suit their interests and aptitude. A comprehensive review study was required to explore the implementation of course recommender systems, with the specifics of courses and learners as the main focal points. This study provided a framework to explain and categorize data sources for course feature extraction, and described the information sources used in previous research to model learner profiles for course recommendations. This review covered articles published between 2015 and 2022 in the repositories most relevant to education and computer science. It revealed increased attention paid to combining course features from different sources. The creation of multi-dimensional learner profiles using multiple learner characteristics and implementing machine-learning-based recommenders has recently gained momentum. As well, a lack of focus on learners’ micro-behaviors and learning actions to create precise models was noted in the literature. Conclusions about recent course recommendation systems development are also discussed.

Moral Value Analysis in Khaleb Hosseni’s Novel A Thousand Splendid Sun

This research purpose is to describe the moral values in A Thousand Splendid Sun novel by Khaleb Hosseni. This research uses a qualitative descriptive method with A thousand Splendid Suns novel by Khaleb Hosseini as the data source. The data procurement procedure is carried out by determining the analysis unit, determining the recording sample or recording the data. In the Thousand Splendid Suns novel, three types of moral values are found in accordance with Nurgyantoro's theory. These types of moral values produce positive and negative attitudes. There are nine positive attitudes, namely; self-confidence, willingness to sacrifice, self-acceptance, gratitude, calm, giving sincerely, obedient to worship, surrender to God, and sincerity. There are also three negative moral attitudes, namely; hatred, self-doubt and doubt of faith. These attitudes were shown by the two main characters in the novel A Thousand Splendid Suns. Novel author described these attitudes directly and indirectly in the form of text and dialogue. The moral values conveyed by this novel can be used as reference material for character learning in schools and society so that the impression of positive character and culture can continue to be preserved in society.

Study on Chinese Character Acquisition Strategies for Beginner Level Second Language Learners

More and more scholars are paying attention to the acquisition strategies of Chinese as a second language. This is because when teachers fully understand learners' acquisition strategies, they can use this as an entry point to formulate teaching methods suitable for learners, and the teaching effect will naturally get twice the result with half the effort. For beginners, Chinese characters are considered to be the most difficult part of learning Chinese as a second language. Of course, it is necessary to study their acquisition strategies in detail. Combined with the characteristics of primary second language learners' Chinese character acquisition strategies, teachers can improve the shortcomings of Chinese character teaching design and implement more efficient and targeted classroom teaching.