Design Of Learning Activities Research Articles

Team roles and challenges in experiential learning in sustainability accounting education: A four-stage learning cycle

ABSTRACT This study aims to provide insights into the process of team-based experiential learning in a sustainability accounting course. A case study of a postgraduate course on material flow cost accounting at a German university was applied. Data were collected from learning journals and in-depth interviews. The findings provide insights into the process of team-based experiential learning. The process is indicated by four team roles of students: interpersonal, information, analytic, and action roles, which move around the four-stage learning cycle. Six challenges in students' experiential learning in teams were found at different stages: the characteristics of team dynamics, the selection of relevant information from the case, confusion and frustration, connecting information in a meaningful manner, time constraints, and the increasingly complex level of the tasks. The study contributes to the accounting education literature and experiential learning literature by extending knowledge about team roles and learning challenges around the learning cycle. Practical implications for educators are discussed to facilitate team-based experiential learning toward sustainability education. These include the adoption of educator role profiles to support students' learning, the creation of a safe learning space for students, and the design of experiential learning activities on the foundation of four-stage learning processes.

Research and Practice on the Design of Online Learning Activities for Distance Education Oriented Towards Deep Learning

Based on Five-stage model, Deeper Learning Cycle (DELC), and other related theories, This study focused on the design of online learning activities. It explored and implemented a framework for designing online learning activities aimed at deep learning. The learning process was divided into four stages: preparation, information exchange, knowledge construction, and knowledge development. The activity design was driven by tasks, problems, or projects, with difficulty progressing in stages. It emphasized feedback and reflection, providing necessary learning support to help students in distance education optimize their learning experience, gain a deep understanding of knowledge, and improve higher-order thinking skills. Ultimately, this could enhance the teaching quality of online courses.

Designing Semantic Tutoring Maps for Enhancing Peer Learning through Lesson Preparation

Advancements in Natural Language Processing technology present significant opportunities to enhance student learning through peer tutoring. While there is substantial research on the effectiveness of peer tutoring in learning science, few studies focus on the lesson preparation stage of peer tutoring. This study utilizes Semantic Web technologies to organize tutoring maps, aiming to develop an innovative learning artifact to address this research gap. Adopting a design-based research methodology, this study first provides a literature review regarding the application of semantic technology in education and peer tutoring preparation. Subsequently, a tutoring map application based on a semantic database is developed, encompassing the organization and storage of tutoring lesson plans using Resource Description Framework (RDF) technology, and the querying and feedback on lesson plan quality based on SPARQL Protocol and RDF Query Language (SPARQL) technology. This paper describes the theoretical basis and design rationale by which student tutors’ learning is improved through structured tutoring preparation. This includes enhancing cognitive and meta-cognitive abilities in designing learning activities, raising questions, anticipating answers, and providing guidance responses to incorrect answers. The paper concludes with recommendations for educational researchers and practitioners. Future research will focus on empirical studies of peer tutoring in scientific fields to verify the validity and adaptability of the design, further facilitating peer learning by tutoring and collective knowledge building.

Refinement and Evaluation of the Critical Thinking Self-Assessment Scale.

Background and Purpose: Critical thinking (CT) skills are necessary tools for enhancing patient care. The Critical Thinking Self-Assessment Scale (CTSAS) was based on Facione et al.'s (1990) schema of 6 CT skills and 16 subskills. Although early results indicated a strong instrument, it was lengthy at 115 items. The study purpose was to statistically reduce the number of items in the instrument. Methods: Using a sample of 712 undergraduate nursing students, item analysis and confirmatory factor analysis were used to determine items to retain and delete. The scale was validated by comparing to the Need for Cognition Scale. Results: Items were reduced to 46 and spread over the 16 subskills. Conclusions: The revised CTSAS is a valid, reliable tool that is greatly reduced in length without compromising its psychometric properties. Faculty could use the measure as a reflection of students' levels on these skills and design learning activities to target problem areas.

Development of Collaborative Online Learning Model Based on Case Method in Optics Courses to Train Creative and Communication Skills

Learning models really need to be developed to meet the demands of the world of work and keep up with existing technological developments, especially in the field of physics. This study aims to produce a collaborative online learning model based on the case method in optics courses. This research uses the Research and Development (R&D) method with the ADDIE model. The ADDIE model has five steps that need to be carried out in a structured manner because they are systematic, namely analysis, design, development, implementation and evaluation. The number of participants in this research consisted of 12 physics education students from Uhamka Jakarta and 13 physics education students from Unismuh Makassar. The number of lecturers involved was 5 people, with details of 3 from Unismuh Makassar lecturers and 2 from Uhamka Jakarta lecturers, all participants, both lecturers and students, carried out activities in the collaborative LMS that had been developed previously. The based on the process of implementing a collaborative online learning program. The analysis stage is the first step which aims to match the learning outcomes with the type or form of the digital module in the Optics course chosen. The design stage is to organize and design learning activities and videos. The development stage is the stage of building digital modules by assembling them into SPADA Unismuh Makassar. The number of students in the high improvement category in creative skills is 50% and in written communication skills is 60%. This shows that the use of collaborative online learning design in optics lecture activities related to geometric optics material has moderate effectiveness in improving creative thinking and communicative skills.

Inclusion in the learning game: Applying considerations from cognitive neuroscience, educational psychology, and SLA to language learning activity and materials design

Considering the need for pedagogically effective learning activities and materials to support language learning, particularly within teacher-led instruction, it is curious that at present there is no overarching, research-based framework available to educators to draw from when designing and implementing such activities and materials. To address this gap, the authors of this paper have drawn from a host of relevant research pertaining to cognitive neuroscience, educational psychology, and second language acquisition to establish a framework for designing and implementing activities and learning materials capable of facilitating enhanced language learning outcomes within an inclusive classroom. Incorporating ten key considerations – attention and focus, desirable difficulty, depth of processing, deliberate practice, novelty and surprise, wakeful rest, visible learning, meaningful feedback, affective engagement, and strategic choice and use – this versatile framework not only provides teachers with necessary knowledge for designing language learning activities and materials in an engaging and efficacious manner but may also embolden them to do so.

Emotion–Identity–Agency Triangle in Practicum Experience: A Pre-service Second Language Teachers Development of Critical Emotional Reflexivity

Earlier research has established that language teachers’ identity work is intertwined with emotions and called for incorporating emotions in language teacher education. Yet, there is limited research investigating how teacher education programmes pedagogize identity, emotions and agency to help pre-service teachers gain critical emotional reflexivity. To respond to this gap in the literature, we pedagogized Kayi-Aydar’s emotion–identity–agency triangle via three teacher learning activities in a critical practicum course in a pre-service English language teaching programme in Turkey: reflective emotion diary; auto-ethnography; and critical issues analysis and advocacy project. In this study, we explore a Korean pre-service language teacher's (Iris's) case to demonstrate how she navigated her emotions, identity and agency throughout the practicum course with the help of these teacher learning activities and critical, dialogical supervision in our course. At the beginning of the term, Iris expressed anxiety due to her novice non-native pre-service teacher identity. Yet, as she gained critical emotional reflexivity, Iris could reflect on her emotions critically, transform her internalized deficit view of her identity as a novice non-native pre-service teacher and perform her multicultural and multilingual identity in her emerging pedagogy. We argue that findings from this study offer evidence that when intentionally and systematically supported by second language (L2) teacher educators through the design of teacher learning activities, pre-service L2 teachers can develop critical reflexivity of their emotions and emotion labour and recruit this awareness for teacher agency even over a short period of time and in contexts of power imbalance such as pre-service practicum experience. We offer recommendations for L2 teacher educators.

INTEGRATING THE NATURE OF SCIENCE IN TEACHING SCIENTIFIC THEORY IN HIGH SCHOOLS IN CAMEROON: CASE STUDY OF THE ATOMIC THEORY

Questions about the Nature of Science (NOS) have long preoccupied scientists, but recently, researchers in didactics, curriculum designers and science teachers have been concerned about how NOS can improve the teaching and learning of scientific concepts and theories. While some authors have argued that science students be taught about the Nature of Science explicitly, others suggest it should be taught implicitly when teaching scientific concepts. However, not much research has been done on how to implicitly integrate NOS principles in teaching scientific concepts in a competencies-based approach context. We believe that for learners to significantly improve their learning of scientific concepts, they need to understand the Nature of Science. Thus, we propose the tenets of NOS be taken into account in the design of teaching and learning activities in the experimental sciences. This reflective article proposes a didactic strategy to implicitly teach NOS when teaching scientific theories like the atomic theory using problem situations in the context of the competencies–based approach prescribed in Cameroon.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0720/a.php" alt="Hit counter" /></p>

Amazwi Amasha: New Approaches to Sustainable Poetry Teaching and Learning

At many South African schools poetry is considered to be a “problem genre”, with both teachers and learners viewing it as “difficult” and as a genre that lowers schools’ pass rates in the National Senior Certificate (NSC) (Matric) examination. For this reason, schools tend to shy away from prescribing poetry at the Further Education and Training (FET) level (that is, in Grades 10-12). This article argues that the poems that are prescribed for English First Additional Language (EFAL) classes are difficult for learners to relate to because of having been written in contexts that are temporally and geographically distant from the learners’ life-worlds. In addition, many learners may not understand the particular variety of English that is used in canonical poetry. A new teaching anthology, entitled Amazwi Amasha (New Voices), containing South African post-1994 poetry, is in the process of being compiled to address the problem of learners’ alienation from their prescribed poems. This anthology forms the topic of this article. The theory and methodology underpinning the selection of poems and the design of learning activities to accompany each poem are described, along with the selection of themes that are relevant to young South Africans. The argument concludes that a more multimodal, interactive approach to teaching and learning poetry can help tap into the resources of this capacious and fascinating genre.

Meningkatkan Kemampuan Berbahasa Anak Melalui Metode Bercerita

Background: In PAUD programs, learning activities are designed to develop various aspects of child development, including language skills. Objective: This study aims to improve children's language skills through the application of the Storytelling Method in Group B of Ummul Mu'min Kindergarten, North Kolaka Regency. Methods: The study used a classroom action research design (PTK) with two cycles. The research subjects consisted of 16 children in Group B of Ummul Mu'min Kindergarten. Data were collected through observation, as well as documentation of the learning process. Results: The results showed that the implementation of the Storytelling Method significantly improved children's language skills. In cycle I, there was an increase from 40% to 72.22%, and in cycle II it reached a success rate of 93.75%. Conclusion: The implication of this study is that the Storytelling Method can be used as an effective alternative method in developing children's language skills at the kindergarten level. This research is expected to contribute to the development of learning strategies in kindergarten and provide guidance for teachers to design learning activities that support children's language development.

Number Sense: Flexibility in Thinking about Numbers

The aim of this research is to understand the flexibility of students in solving problems related to number sense. Flexibility can be observed through the strategies used by students, whether they employ standard algorithmic procedures or utilize intuitive thinking strategies. This study is a qualitative research with a case study method. The research sample consists of 35 eighth-grade students who have covered the material of integers and have been given a written test. Test results are divided into two categories: students who solve problems using number sense strategies and students who do not use number sense strategies. In-depth interviews were conducted with two representative students who took the written test. The interview results indicate that students who solve problems with number sense strategies understand the concept of number density, while students who do not use number sense strategies do not yet have an understanding of the meaning of numbers. Overall, students tend to use procedural methods to solve the given problems. The results of this research are expected to be used as a basis for designing learning activities that accommodate number sense abilities.

Generative AI tools as educators’ assistants: Designing and implementing inquiry-based lesson plans

This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on the design of Inquiry-Based Learning (IBL) lesson plans. Based on a particular IBL framework that synthesizes the core attributes of IBL by combining the strengths of various models, the study explores educators' potential utilization of GenAI tools across the framework's phases. Among other capabilities, GenAI tools were examined for their support in content creation, assessment and feedback processes, as well as in the design of learning activities and lesson plans. This examination informed the classification of GenAI tools in this study, organizing them according to their potential utility for educators. These groups and subgroups of tools were then aligned with each phase of the IBL framework, demonstrating their role in achieving the objectives of each phase. Several practical examples across different grade levels and disciplines were also provided to highlight their prospective use. The systematic classification of GenAI tools introduced in this study fills a notable gap in the literature, thus making a valuable contribution to the field of GenAI in education. Additionally, by demonstrating how this classification can be applied as educators craft and deliver IBL lesson plans, the study further contributes by providing guidance on the effective use of these tools in real-world educational contexts.

The Preferred Use of Google Classroom Features for Online Learning in Indonesian EFL Classes

Google Classroom has been frequently used as an e-learning platform to substitute for Learning Management System (LMS), and the use of its features (Classwork, Stream, People, etc.) varies among teachers with different goals, focuses, and familiarity. However, research has not addressed how the selection of Google Classroom features affects students learning experience. Therefore, this study was aimed at finding out how Google Classroom features should be used to better facilitate online learning among students in English as a foreign language (EFL) classes. The data for this research was collected from ten leading schools in Indonesia, and 373 students participated in this study. Two questionnaires were used and delivered online, i.e. a Google Classroom Use questionnaire with Google Classroom features, consisting of 23 items, and a Technology Acceptance Model (TAM) questionnaire specified for EFL, consisting of 21 items with four constructs, i.e. usefulness, ease of use, intention, and actual system of use. The data were analyzed using multiple linear regression model to determine the effect of each Google Classroom feature on students’ perception of TAM indicators. The hypotheses were rejected at the significance level of 0.05. The research results show that there is a correlation between both variables. The results also show that Classwork and Stream features were significant predictors for almost all TAM indicators. In this case, Classwork feature covers learning activities, and Stream feature includes interaction or communication facilities. Based on these results, it can be suggested that e-learning needs to facilitate students learning activities (e.g., quizzes, assignments, materials, and schedules) and student interaction/communication (e.g., announcements, notices, discussions, and shared posts). The results of this study contribute to educators and e-learning developers to consider maximizing the use and design of learning activity and interaction features due to their significance in online learning.

Enhancing Engagement and Learning in Research Methodology: The Research Detective Challenge (RDC)

Research is crucial for knowledge advancement, problem-solving, decision-making, and improving practices. Nonetheless, comprehending research methods can be a daunting task. A survey involving 117 undergraduates found 83.8% showed low interest in the Research Methodology course. Therefore, the objective of this study is to assess and discuss the RDC’s impact on student engagement, aligning with Malaysia's educational goals. Findings illustrate that the integration of Extrinsic Motivation (EM) and Intrinsic Motivation (IM) in gamification lessons are able to boost students' learning engagement. The results directly inform the design of learning activities and guide future research directions.

What factors affect teacher professional learning: a qualitative meta-analysis based on the Onion model

Purpose Current academic research on teacher learning is increasing in number and deepening in quality, but at the same time, the heterogeneity is growing significantly. Similar work is challenging to cross-check regarding conclusions due to the different research foci. This paper aims to provide a reliable theoretical framework and offers solid insights based on the existing research. Design/methodology/approach Based on the Onion model, 67 core literature in English and Chinese were coded through qualitative meta-analysis methods to explore environmental, behavioral, competence, belief, identity, mission and other factors that may impact teacher learning. Findings It was found that the quantitative structure of the current relevant studies was in an inverted triangular shape with three levels of steps, respectively, which can be summarized as structural environment, core behaviors and dominant mission. The heterogeneity between the findings mainly originated from two situations, oppositional and complementary and some structural adjustments were made to the Onion model according to the coding results to better represent the interaction of influences between the levels. It also analyzes current research trends and the centrality of learned behaviors based on the coding results. Social implications The design of teacher learning activities should combine theoretical, practical and inquiry learning to ensure that teachers are kept fresh and motivated by sustained and varied stimuli. Originality/value To the best of the authors’ knowledge, this study is the first to analyze teacher learning influences through qualitative meta-analysis and create node saturation to analyze the results, resulting in highly credible and valuable research findings.

Intrinsic and instrumental care in pen pal letters: Recognizing care in STEM classrooms

AbstractStudies of both professional science practice and children's science learning show that care is not merely ancillary to disciplinary work but a core and generative constituent of science practice. In science education research, however, students' care is often overlooked. In this paper, we describe the expression of care across two STEM classrooms (6th and 9th grade) studying biology and ecology and participating in a pen pal exchange. We analyze artifacts from the pen pal exchange as well as students' retrospective interviews and written reflections. Two ways of expressing care surfaced in students' letters: caring for guppies and caring for pen pals. We describe each form of care using examples from our data. We find that students' care for guppies and pen pals was both instrumental (in service of their investigations) and intrinsic (positioning guppies and pen pals as inherently valuable). We then connect these findings to studies of care in children's science learning and in professional science. We discuss methodological and practical implications for recognizing and analyzing how students' care manifests in classrooms and for designing learning activities that cultivate care.

Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing: a TPACK perspective

ABSTRACT This study examined how teachers integrate chatbots into English as a foreign language (EFL) teaching and learning, drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework. Ten teachers were invited to design lesson plans for teaching argumentative writing using a chatbot named Argumate. We analyzed the teachers’ professional knowledge, as demonstrated in their lesson plans. Additionally, interviews were conducted to understand the teachers’ reasoning behind their instructional planning. The results revealed that the teachers adopted three approaches to chatbot integration, including teacher instruction followed by chatbot use, chatbot use followed by teacher instruction, and chatbot use supplemented with teacher instruction. Moreover, the teachers demonstrated their professional knowledge by combining the chatbot with different teaching strategies (e.g. collaborative learning and experiential learning) and using the chatbot to design learning activities (e.g. chatbot-assisted writing practice and chatbot-supported debate activities) that leveraged the chatbot’s strengths. The teachers’ professional knowledge was also evident in their ability to identify the chatbot’s limitations and supplement chatbot-related activities with additional activities to provide comprehensive support for students’ writing development. The findings shed light on the potential of chatbots as a language learning tool and the importance of teachers’ professional knowledge in integrating chatbots in the language classroom.

Validation of an IPE checklist developed to guide the design and evaluation of interprofessional learning activities

Despite Interprofessional Education (IPE) being integrated in most healthcare curricula with proven outcomes, barriers to implementation remain, including inconsistency in the quality of IPE activities and lack of high-quality instruments to evaluate the merit of planned and existing IPE activities. To mitigate these barriers, an interprofessional, multi-institutional team gathered data on the utility of an IPE checklist designed to assist educators evaluate the quality, value, and relevance of interprofessional resources and educational materials. A convergent, mixed method design was used to collect and analyze quantitative and qualitative data in parallel. Findings demonstrate the IPE checklist has real-world application and substantive evidence for evaluating IPE activities regardless of experience and expertise and the practical issues encountered. In conclusion, the IPE checklist can contribute to the evaluation of the quality of IPE activities and enhance the education of trainees who will ultimately deliver care to patients and populations.

Pedagogic Implementation in Education Management: A Literature Review

This study aims to determine the implementation of pedagogics in education management, education is a field that is very broad in scope, the importance of education is needed for all aspects of life, everyone must have received education - either directly from parents or through teachers, however, not everyone experiences or carries out education as it should, and not everyone understands what education really is. A number of management tasks related to the field of education make up education management, while the methods used in this research are a review of previous research in the field, literature search and research that involves reading and analyzing various journals, books, and other published texts related to the research topic. The method used in writing this article is literature review. The result is that there is a positive and substantial correlation between professional and pedagogical competencies and student learning achievement. Students' success in their learning. Institutional policies are needed to improve the quality of teachers and the academic success of their students. Future research should include a wider range of competency variables for more comprehensive educational development. Teachers should be proficient in seven areas of pedagogical competence, including: identifying student characteristics, understanding learning theories and principles, developing curriculum, designing learning activities, and maximizing student potential, interacting, evaluating assessing and evaluating student learning.

Design of Moodle-based collaborative learning activities to enhance student interactions

PurposeThis article explores the impact of systematically designed online collaborative activities in two engineering undergraduate modules and key considerations for student interaction in Moodle.Design/methodology/approachThe educational design research approach was chosen to improve educational practices through iterative needs analysis, design, development and implementation. The study followed design-based research (DBR) approach, with a mixed-method research design used to uncover the critical factors in designing, developing and implementing online collaborative learning activities for improving student interaction. Two iterative cycles of online collaborative learning activities were implemented using the Moodle learning management system for two modules of an engineering undergraduate degree programme at a state university in Sri Lanka.FindingsResults indicate that students had demonstrated increased motivation for collaborative activities, and they had not experienced any significant difficulties in accessing materials or instructions. This study emphasizes that the design of learning activities has a greater influence on determining the level of interaction between the learner interface and the learner content. Also, a higher number of interactions on the wiki page improved learner-learner interactions, likely due to clear instructions and reduced complexities compared to previous Moodle activities. Overall, appropriately designed online activities can enhance students' motivation and improve communication, collaboration, cooperation and a sense of community among peers.Research limitations/implicationsThe study's constraints included a small sample size of 93 students in two courses, which limits generalization of the results. The study's findings should be carefully considered before being applied to courses with nontechnical content. The second constraint was the number of courses on which the activities were carried out. The activities were designed specifically for two Earth Resources engineering courses, and the developed activities addressed technical course content. The effect of the activities on students' engagement and motivation in various courses with nontechnical content must be investigated, and a complete generalization of the study's results may be called into question. As a result, careful consideration must be given to generalizing the study's findings.Practical implicationsThe study found that authentic collaborative learning activities using online technologies increased student participation and helped them discover their engineering design skills. Future research can focus on developing activities for other technical courses and incorporating additional tools into the instructional process. The use of a design-based research approach was recommended for future studies to obtain more comprehensive results than traditional comparative study designs.Originality/valueThe findings of this study suggest mechanisms to improve student interaction through online collaborative activities, particularly for delivering technical content. Such an understanding of learner interactions with course content, peers, teachers and interfaces will assist in the effective transformation of traditional technical content to online delivery mode. This is a unique study of converting in-class delivered engineering module content to online delivery within an equal time frame under restricted facilities and conditions resulting from a pandemic environment.