Learning Arena Research Articles

Groupwork skills training in social work education: practicing skills training in a Norwegian context

ABSTRACT In research as well as in the field, concerns have been raised that the academization of education in social work contributes to an increased distance from the field of practice. As a core element in the education of social workers, skills training serves an important function in integrating theoretical knowledge and bridging a gap between education and professional practice. Using Vygotsky’s concept of the zone of proximal development, this article takes as its starting point the experiences of BA social work students with skills training and its potential to integrate and activate theoretical knowledge in their training. The students’ evaluations provide a starting point for discussing the importance of their attitudes toward the place of theoretical knowledge in skills training, as well as their own contribution to the integration of theory work. In addition, the teacher’s tasks as a mediator of knowledge about the relationship between theory and practice and how theoretical knowledge can be transferred to, integrated and activated in skills training activities are explored, focusing on dialogue and reflection in the group. Such knowledge might inspire further research on the importance of skills training as a learning arena.

Beyond the Longhouse: On the Heterogeneity, Spatiality and Temporality of Scandinavian Iron Age Households

Abstract The last 20 years have seen growing attention in Scandinavian archaeology towards the study of the Iron Age household. The aim of this paper is to challenge the conceptions of what the household is and argue for the potential in approaching households as heterogenous, emergent assemblages, with an untapped potential in diachronic and spatial studies. Inherent in the vast archaeological record of the Scandinavian Iron Age is a capacity for broader perspectives to explore household processes’ duration and change. Drawing on theoretical insights from the Communities of Practice (COP) framework and assemblage-based thinking, the paper accentuates the household as a key arena for learning, knowledge and identity formation and a heterogeneous unit bound up in changing spheres of interaction. Household practices, or the shared repertoire of households, represent analytical mechanisms that allow for the study of variation, continuity and recalibration, thus providing essential entry points to studies of social processes.

Naturen som læringsarena i norsk grunnskole

Many international review studies show that outdoor education can have positive effects on social relationships, physical and mental health, and learning. However, research from Norway is rarely included in these review studies. In addition, there is great variation as what is meant by outdoor education, which means that outdoor education can, but does not necessarily, refer to nature being used as a learning arena. The aim of this study is to gain an overview and insight into research-based knowledge about how nature has been used as a learning arena in Norwegian schools and what benefits this can have for the students. First, relevant studies were identified through a literature search before they were analyzed using content analysis. The studies that have been included are published research studies where nature has been used as a learning arena in primary or lower secondary schools (compulsory school) in Norway during the 2000-2023 period. The literature search revealed challenges with regard to terminology use, and that the limited number of published Norwegian studies is limited. Furthermore, the content analysis shows that many of the included studies have vague context descriptions, more specifically of the outdoor areas that have been used as learning arenas. Despite these challenges, the study has provided a research-based overview and insight into how nature has been used as a learning environment in Norwegian schools, and of the benefits it can provide to the students.

From Zero to Hero. Belonging and Re-enrolment in Education Among Young People Outside School

This article investigates the process of re-enrolling young people who have dropped out of school. Drawing on an analytical framework that integrates perspectives on resilience and belonging, the study explores the potential of at-risk youth to overcome challenges and complete their upper secondary education. A crucial aspect of facilitating their reintegration is establishing a sense of belonging. The data comprise in-depth interviews and observations involving 41 young participants in a flexible learning arena over a period of three years. The analytical design is based on a thematic analysis, where questions mainly initiated the narratives from the participants themselves. The findings show that dropouts can be reintegrated into a flexible learning arena within the school system. Furthermore, this re-enrolment initiative acts as a catalyst, reigniting participants’ sense of mastery. However, the pivotal factor lies in creating an environment that fosters a renewed sense of belonging to peers and the school.

Survey on Generative AI in Education

This paper explores how large language models are being used in educational institutions, after which it goes on to examine their applications, challenges, and ethical implications. By synthesizing recent insights, the paper will delve into LLM text clustering, customization of higher education, and personalized learning. The presence of generative AI tools, such as ChatGPT, will transform the arena of research efficiency and adaptive learning. However, issues related to privacy, data security, and ethics such as algorithmic bias are still present and have to be sorted out. The paper presents suggestions for the responsible integration of LLMs into learning structures to nullify risk issues that may pose a threat to augmenting positive learning outcomes.

Engagement of stakeholders in action-oriented education for sustainability: a study of motivations and benefits and development of a process model

ABSTRACT Purpose Engagement of non-academic stakeholders is an important element of education for sustainability, but is rarely mentioned in contemporary agricultural education literature. This article investigates the process of engagement of non-academic stakeholders into higher education programs on agriculture. Non-academic stakeholders refer to private firms that are focused on the acquisition of knowledge with the objective of achieving a competitive advantage. Design/methodology/approach Eleven cases of agricultural education at the undergraduate (Bachelor’s degree) and graduate (Master’s degree) levels in three different countries (Italy, Greece, Norway) were analysed through interviews with teachers and stakeholders and in-situ observations. Findings Qualitative analysis revealed three categories of motivation (inspiration, marketing, sharing experience), two benefits (energy, problem-solving) and four combined categories (exchange, new knowledge, new workers, practical contribution). A conceptual model, developed in the study, provides guidelines for the engagement process, enabling more collaborative education approaches in agriculture and food. Practical implications The proposed model provides educational institutions with a tool for assessing stakeholder engagement process in new/existing education initiatives, enabling transformation of education from narrow individual disciplines to integration of knowledge sources and a variety of learning arenas in education. Theoretical implications Within the framework of university-industry collaboration in combination with action-oriented education for sustainability, findings provide unique insights into the engagement of stakeholders in education. Originality/value This study contributes to knowledge by applying principles of action learning and focusing on the education side of engagement. The results demonstrated that engagement in action-oriented collaborative education offers several benefits to non-academic stakeholders. This was found to have real effects on farm businesses, manifested as changes in production processes and discovery of new marketing opportunities.

Grensekryssing i yrkesfaglærerutdanningen: Betydningen av studentenes utviklingsprosjekter

This article aims to explore how vocational teacher students’ work with development projects can create coherence between learning in the university and learning in teaching practice. Previous research indicates that students often perceive a lack of coherence between the academic knowledge culture in the university and the experiential knowledge they encounter in teaching practice. The study uses boundary crossing as a theoretical approach, and the results are based on interviews with vocational teacher students. The results reveal that their work with development projects strenghten programme coherence by linking the learning arenas university and teaching practice. The development projects also acted as boundary objects, facilitating the integration of the different knowledge cultures and practices. This study contributes to understanding the potential of development projects to create coherence between university and teaching practice in vocational teacher education. The results suggest the need for closer collaboration between universities and schools in supporting vocational teacher students’ work on development projects to enhance boundary learning.

Exploring the Affordances of Vernacular Digital Games in Developing 21st-Century Skills

The past decade has witnessed an unprecedented surge in technological advancements and an exponential growth in mobile device ownership world-wide. Such transformations have intensified access to digital content, opening up new avenues for non-formal learning. This was particularly true during subsequent crises such as the COVID-19 Pandemic and natural and man-made disasters which have disrupted formal learning and left many learners immobilised. This paper contends that capitalising on the intersection of formal and non-formal learning experiences is integral to innovative planning and value-added education. To dismiss engagement in non-formal leaning transactions is to exclude a significant part of learners’ cognitive processes, preferences and experiences. In particular, this paper focuses on vernacular digital games as an apt example of pervasive technology and a non-formal learning arena. Described as a popular culture text, vernacular games are originally intended for entertainment, as opposed to pedagogical, purposes. However, embedded in their designs are social and developmental affordances that render them potent tools for serendipitous learning and dynamic spaces for developing competencies. In the light of this, this paper proposes a move from gamification, i.e. adding a gaming layer to non-gaming contexts, to adding an educational layer to non-formal digital gaming contexts. To consolidate this proposal, it investigates the 21st-century competencies reportedly acquired and developed through digital gameplay. It also delves into possible design-related paradoxes. More precisely, the paper reflects on how key game design features such as multimodality, adaptivity, cultural narratives and affinity spaces can be harnessed to better cultivate much in-demand 21st-century skills. Although learning skills (in their metacognitive form of higher-order thinking) are part and parcel of 21st-century skills, literacy skills and life skills are equally important. The further longer-term aim is to map development opportunities and optimise learning in ways that are in harmony with today’s changing scenarios, demands and objectives.

A Study on Usage of Formal Knowledge Sharing Systems in Project-Based Organizations

Projects are one-time activities that have time and resource limitations. Projects are considered as arenas for learning. There are opportunities for creating new knowledge and utilizing existing knowledge in projects. Since projects are per definition unique, there is at least some degree of uniqueness associated with each project. This uniqueness provides opportunities to learn something new in each project. The known element in projects – such as existing solutions that have been proven to produce good results – can be shared and utilized to avoid using time and resources to create the same or similar solutions from scratch. Knowledge sharing and learning can play a notable role in improving the ability of project-based organizations to carry out their projects successfully and contributing to obtain higher productivity, profitability and sustainable competitive advantage. However, there are several challenges. This paper looks at one of the challenges, namely ineffective usage of formal knowledge sharing systems in project-based organizations. In this regard, the following two research questions are considered: (1) What are the challenges of using formal knowledge sharing systems? (2) How can the challenges be addressed? Formal knowledge sharing systems play an important role in supporting knowledge sharing and learning in organizations. Technological development has created many possibilities to enhance functions as well as benefits of such systems. However, there are several factors that are to be taken into consideration in order to make sure an effective usage of formal knowledge sharing systems in project-based organizations. This paper presents six factors in this regard and emphasizes the need to have a strategic view and a top management perspective of knowledge sharing and learning in project-based organizations. The study on which this paper is based, is of qualitative nature. In this regard, interviews have been conducted to gather information from five public project-based organizations in Norway.

Effectiveness of Different Teaching Methods in Enhancing Dental Undergraduate Students' Knowledge and Restorative Cement Manipulation Skills.

Background and objectives Developing manual skills is important in dental education. Clinical skills can be taught via clinical demonstrations, and knowledge can be delivered through lectures. Performing dental restorations is an essential skill for dentists, which requires a comprehensive knowledge of the manipulation of the restorative materials. The present study sought to compare the effectiveness of flipped learning (FL), smart class (SC), and traditional teaching (TT) methods in two arenas of learning: acquisition of theoretical knowledge and practical skill in manipulating dental restorative cement. Materials and methods All first-year undergraduate dental students (n = 60) were divided into three study groups and exposed to three teaching methods, namely TT, SC, and FL of three different dental restorative cements. Each teaching method was followed by an evaluation of the "knowledge assessment score," a live demonstration of the cement manipulation, and the participants' "skill assessment score." Descriptive statistics were expressed as mean and SD for continuous variables. A comparison of the knowledge assessment scores and skill assessment scores between the study groups was analyzed using a one-way ANOVA test. Intergroup comparison was done using Tukey's post hoc test. Results The FL group had a significantly higher "knowledge assessment score" (p = 0.001), while there was no significant difference between the SC and TT groups (p = 1.0). Both FL and SC groups had significantly higher "skill assessment scores" (p = 0.001), with no significant difference between them (p = 0.798). Conclusions Of the three teaching methods assessed, FL proved to be more effective in the knowledge acquired and clinical competence demonstrated when compared to the other two techniques in dental education.

Starting continuous improvement; creating a common understanding of stroke care delivery in a general hospital

BackgroundContinuous improvement is based on fostering practitioners’ suggestions to modify their own work processes This improvement strategy is widely applied in healthcare but difficult to maintain. The cross-disciplinary nature of many care processes constitutes an extra impediment.MethodsThe study had an explorative design with a qualitative single-case approach. The case presents a project to improve the treatment of patients with thrombotic stroke. Data was obtained via hands on involvement, documents, observations, and interviews with participants in a cross-functional improvement group. A thematic analysis method was employed.ResultsThrough learning how tasks were carried out in other disciplines, the participants developed a common understanding of why it took so long to provide treatment to stroke patients. These insights were used to implement practical changes, leading to immediate improvements in stroke care delivery. The results were fed back so that successes became visible. Participants’ understandings of the local context enabled them to convince peers of the rationale of changes, setting in motion a permanent improvement structure. The participants considered that mapping and then assessing the entire workflow across disciplines were relevant methods for improving the quality of patient care.ConclusionStarting an improvement project in a cross disciplinary environment requires deep engagement on the part of professionals. A quintessential prerequisite is therefore the realization that the quality of care depends on cross-disciplinary cooperation. A facilitated learning arena needs to (1) create insights into each other’s colleagues’ tasks and process interdependencies, (2) increase understanding of how the distribution of tasks among specialist units affects the quality of care, and (3) frequently report and provide feedback on results to keep the process going.

Estimated Financial Savings From Clinical Studies at Oslo Myeloma Center in the Period 2015-2021

BackgroundThe number of clinical studies in the Western world has been declining the last decade. Clinical studies offer valuable opportunities for cancer patients to access new treatments and serve as arenas for learning and competence development for health care workers. In addition to this, clinical studies can significantly contribute to financial savings for the health care system through the provision of drugs. The extent of these savings have not been evaluated before. Materials and MethodsWe assessed the financial savings from drugs provided in clinical studies conducted at Oslo Myeloma Center between 2015 and 2021. Only drugs that had marketing license or another equivalent drug with marketing license were considered to estimate savings. ResultsA total of 314 patients across 24 different studies were given treatment with drugs possessing marketing license. Drugs approved for clinical use and reimbursed by the national health care system gave a financial saving of 20.3 million USD and was considered a direct saving. Drugs not approved for clinical use, but having equivalent approved alternatives yielded a financial saving of 4.7 million USD. ConclusionClinical studies not only offer new opportunities for patients and advancements in medical treatment and knowledge but also contribute significantly to financial saving for the health care system through reduced drug expenses.

The longitudinal correlates of breakup distress in early young adulthood: Future distress and future benefits

Objectives: Existing research on romantic breakups focused on the predictors of breakup, or on its emotional and behavioral sequelae. The current study examines the longitudinal correlates of a breakup experience over a period of eight years, and questions whether breakup experiences may also have negative and positive outcomes. Methods: Data were collected from 124 Israeli emerging adults (mean age 20.22 years; 79 females). Participants were approached again at ages 23, 25, and 28. Breakup distress was assessed at each wave. At age 28, participants’ well-being, as well as their romantic capacities, were evaluated. Results: The intensity of breakup distress at age 20 was not found to be associated with future well-being. However, increased accumulating distress explained a greater number of depressive and anxiety symptoms, and reports of feeling insecure about a partner’s availability and responsiveness, at age 28. In-depth interviews with participants about their romantic relationships at age 28 showed that breakup distress at age 20 was associated with greater romantic competence at age 28, explaining better capacity to learn from past romantic experiences and draw lessons for future behavior. In addition, earlier breakup distress was associated with more coherent accounts of romantic relationships at age 28. Conclusions: Findings suggest that young adults are likely to experience a number of breakup events during their twenties, and the accumulating breakup experiences can affect future well-being. The experience of a breakup might not necessarily associate with negative future outcomes, while an earlier breakup experience could also serve as a positive learning arena for future relationships. Social policy: Perception of romantic dissolution in a comprehensive manner could be helpful for understanding that breakups are probably part of the normative development of romantic relationships among young adults, and should not be perceived only from a deficit perspective.

Student nurses' experiences with a digital educational resource supporting learning in nursing home placements: A qualitative study

BackgroundNursing education should improve clinical placements in nursing homes to foster and enhance student nurses' learning experiences. Initiatives for digital educational resource used to teach and supervise students to complement learning are increasingly being adopted and considered important in nursing education. However, little is known about how digital educational resources can facilitate learning in placements. Research on the value of such resources from student nurses' perspective is required. AimTo explore first-year student nurses' experiences with a digital educational resource developed to support learning in nursing home placements. DesignThis study has a qualitative explorative design and is part of a larger research project in which a digital educational resource named DigiQUALinPRAX was developed. SettingsThis study was conducted at three publicly funded nursing homes affiliated with one Norwegian university. ParticipantsTwenty-three first-year student nurses. MethodsData was generated through pre- and post-placement group interviews and analysed using reflexive thematic analysis. Standards for Reporting Qualitative Research were applied in this stud. FindingsOne overreaching theme and three subthemes related to student nurses' experiences with a digital educational resource were identified. The digital educational resource gave a feeling of being acknowledged as a learner by (1) providing a structure and preparation that made the placement feel less overwhelming, (2) supporting professional reflection and assessment practices, and (3) facilitating collaboration when all stakeholders used the resource actively. ConclusionsThis study indicates that student nurses' learning process in nursing home placements can be supported through digital educational resources customised for this learning arena. The findings indicate that the digital educational resource facilitated pre-placement preparedness, provided structure and flexibility, and enhanced reflection and assessment practices during clinical placement. However, encouraging tripartite usage is essential to exploit the full potential of digital educational resources.

Midwives’ experiences of professional learning when practicing collegial midwifery assistance during the active second stage of labour: data from the oneplus trial

BackgroundLearning is a lifelong process and the workplace is an essential arena for professional learning. Workplace learning is particularly relevant for midwives as essential knowledge and skills are gained through clinical work. A clinical practice known as ‘Collegial Midwifery Assistance’ (CMA), which involves two midwives being present during the active second stage of labour, was found to reduce severe perineal trauma by 30% in the Oneplus trial. Research regarding learning associated with CMA, however, is lacking. The aim was to investigate learning experiences of primary and second midwives with varying levels of work experience when practicing CMA, and to further explore possible factors that influence their learning.MethodsThe study uses an observational design to analyse data from the Oneplus trial. Descriptive statistics and proportions were calculated with 95% confidence intervals. Stratified univariable and multivariable logistic regression analysis were performed.ResultsA total of 1430 births performed with CMA were included in the study. Less experienced primary midwives reported professional learning to a higher degree (< 2 years, 76%) than the more experienced (> 20 years, 22%). A similar but less pronounced pattern was seen for the second midwives. Duration of the intervention ≥ 15 min improved learning across groups, especially for the least experienced primary midwives. The colleague’s level of experience was found to be of importance for primary midwives with less than five years’ work experience, whereas for second midwives it was also important in their mid to late career. Reciprocal feedback had more impact on learning for the primary midwife than the second midwife.ConclusionsThe study provides evidence that CMA has the potential to contribute with professional learning both for primary and second midwives, for all levels of work experience. We found that factors such as the colleague’s work experience, the duration of CMA and reciprocal feedback influenced learning, but the importance of these factors were different for the primary and second midwife and varied depending on the level of work experience. The findings may have implications for future implementation of CMA and can be used to guide the practice.

Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices

ABSTRACT ITE has been criticised for being disconnected, with different languages being spoken in the two learning arenas of campus and schools. Bringing people together, such as through formal university-school partnerships, is not enough to open up communicative learning spaces – sites of collaborative learning that are democratic, safe and supportive. Practicum is recognised as a capstone experience in teacher education in which the mentor’s role is crucial. However, there are significant variations in the types and quality of mentoring and only some supportive frameworks. This paper investigates what arrangements are needed to enable mentoring practices as communicative learning spaces. An intervention was designed that structured conversations between student teachers, school-based mentor teachers and university-based teacher educators around an observation-grounded mentoring framework (OMF). Data was gathered from completed worksheets, reflection logs, and interviews and analysed through the lens of practice architectures. We explore issues of knowledge and power in the facilitation of learning when university-based teacher educators visit the school, and classroom observations frame the mentoring conversations. Findings show that the OMF offered a shared language for tripartite mentoring conversations as communicative learning spaces. The paper contributes to knowledge about supportive mentoring practices in ITE.

Identity texts in science for multilingual students: discovering resources with social semiotics

ABSTRACT This study examines how multilingual students (11-12 years) negotiate meaning in writing, drawing, and dialogues in science. Students use emotions, reflections, and experiences from areas other than school when given the opportunity to solve an open-ended task in science. Data consists of texts from three multilingual students and excerpts from co-generative dialogues collected over five months. Expressions of meaning in the students’ drawing, writing, and oral explanations were analysed using a social semiotic framework. The findings illustrate how emotions and everyday experiences play a significant role in the students’ work to create meaning about science knowledge. Furthermore, the findings indicate that students engage through experiences from learning arenas other than school and that those have the potential to create curiosity and negotiation of identity, language, and subject knowledge. The study reflects upon how the aspects of social semiotic theory, identity, agency, and investment are intertwined with subject-specific knowledge when students negotiate meaning. One implication highlighted is the need for consciousness related to students’ different use of semiotic resources, and to encouraging multilingual students to use their semiotic resources. This implies a potential for students to develop science knowledge and teachers to identify their meaning-making process.

SEKOLAH DASAR ALAM INKLUSIF BANJARBARU

Nature school is an alternative environment-based education that is currently developing in Indonesia. Natural schools are schools that use the school's natural environment as an arena for learning and interacting with the community. This helps students develop into human beings with character. Humans who are not only able to take advantage of nature, but also able to love and care for nature. Natural schools have a big vision and mission in supporting educational equity. The existence of inclusive education is one effort that is able to provide rights to children who tend to be less able in terms of many things such as economic or physical limitations.&#x0D; &#x0D; Inclusion is a government program that has a big goal of equalizing education for all people, inclusion is a program that unites all children, including children with disabilities, in one school. Natural schools are considered to be more effective as a basis for inclusive programs because of the principles of natural schools that liberate all curiosity and interest in learning. Natural schools use nature as the main medium for real and direct learning, this is also what is expected to trigger a sense of independence in children with disabilities because the nature does not provide convenience just like that and also provides a calming effect on children and provides a pleasant atmosphere when learning and playing in same time.&#x0D; &#x0D; Persons with disabilities are the main goal of the inclusion program, the high dropout rate has forced the government to make new policies related to education. Feelings of insecurity are the biggest cause for children with disabilities preferring to drop out of school. This problem continues to this day, so educational facilities that are comfortable for them must be put forward immediately for the sake of better equality of national education and intelligence.

Use of ICT in Teaching Islamic Studies in Higher Education Schools

Information and Communication Technology is currently recognized as a viable and correct educational tool. The application of ICT makes the teaching and learning process simpler, closer, and easier to do anytime and anywhere. The availability and use of ICT tools in the teaching and learning arena is said to be one of the main determinants of the effectiveness of teaching and learning at all levels of education. Islamic Studies is one of the study programs offered in colleges of education in Nigeria that can be taught using ICT. Therefore, this study aims to examine the influence of ICT on the teaching of Islamic studies in universities of education. Three study objectives and research questions were formulated in this research. Descriptive survey research was adopted in this study. The population of this study were all Islamic Studies lecturers in all colleges of education in Kwara State and purposive sampling technique was used to sample respondents in this study. An adapted questionnaire entitled Uses of ICT in Teaching Islamic Studies was used. The main results of the study show that ICT has a significant positive impact on the effectiveness of teaching and learning. This research reveals that the use of ICT, such as computers, the internet, and educational software, has increased student participation and their understanding of Islamic study material. The implication of this research is that these findings highlight the urgent need to strengthen ICT infrastructure and provide adequate access to digital resources to improve the quality of teaching and learning.

Mapping interaction quality for nursing and medical students in primary care placement in municipal emergency care units: a systematic observational study.

Primary care placement for nursing and medical students is vital for developing the competence to accommodate the increasing number of patients with multimorbid and complex conditions. Prior studies have suggested that interaction quality in primary care placement empowers learning. However, research mapping interaction quality in primary care placements in municipal emergency care units is lacking. This study aimed to systematically map interaction quality for nursing and medical students in primary care placement in two municipal emergency care units. This study adopted a systematic descriptive observational design. Systematic observations (n = 201 cycles) of eight nursing students (n = 103 cycles) and six medical students (n = 98 cycles) were used to map interaction quality across six learning situations between March and May 2019. Observations were coded using the Classroom Assessment Scoring System-Secondary (CLASS-S). Data were analyzed using descriptive statistics and Spearman correlations. Interaction quality is described in three domains: (I) emotional support, (II) framework for learning, and (III) instructional support, and the overall measure, student engagement. The results indicated middle-quality interactions in the emotional and instructional support domains and high quality in the framework for learning domain and student engagement. Correlations exhibited similar patterns and ranged from non-significant to strong correlations. The interaction qualities indicated a generally positive and supportive learning environment contributing to nursing and medical students' learning and active participation in work tasks related to their professional roles. Thus, this new form for primary care placement for nursing and medical students in the municipal emergency care units was found to be a positive learning arena. These results may enhance nursing and medical education programs in countries with similar health services and education. Health education, supervisors, peers, and others contributing to students' learning should recognize which interaction qualities may affect learning and how to improve quality, thus affecting supervisors' approach to training students. While the CLASS-S showed potential for mapping interaction qualities for nursing and medical students in primary care placement in municipal emergency care units, further studies are needed to validate the CLASS-S for use in clinical placement settings.