Aspects Of Learning Research Articles

Secondary teachers’ disparate understandings of student engagement

ABSTRACT Student engagement is currently a topical aspect of teaching and learning due to its influence on students’ learning experiences and outcomes. The literature delineates student engagement as a malleable construct, involving a student’s behaviour, emotions, and cognitions, all of which are influenced by the learning context, and more specifically, by the teacher. Indeed, teachers are pivotal in fostering engagement in the classroom, and their pedagogical decisions can significantly impact on a student’s engagement. The aim of this study was to investigate secondary teachers’ understandings of student engagement in relation to three dimensions (behavioural, emotional, and cognitive engagement) using an online questionnaire (n = 223). The study findings indicated that teachers describe an engaged student and define student engagement in different ways. Some teachers described student engagement as including only behavioural or emotional or cognitive dimensions, others described it as involving more than one dimension, while yet others defined engagement as including all three dimensions. This research supports the view that teachers’ conceptual understandings may play a key role in teachers’ prioritisation of strategies to foster engagement in their classrooms. These findings contribute new insights to existing research, prompting a reimagining of effective approaches to support student engagement in the classroom.

Psycho-Didactic Dimensions of Various Opening and Closing Surahs of the Al-Qurán and Their Implementation in PAI Learning in Madrasas

Education is a complex and dynamic process that aims to shape individuals with character and broad knowledge. In the educational process, teachers play a central role in guiding and leading students to achieve learning objectives. One of the important aspects of learning is the teacher's skill in opening and closing lessons. This skill is very important to attract students' attention, motivate them to learn, and help them understand the lesson material better. The Quran, as a guide for Muslims, has values that can be applied in various aspects of life, including in the field of education. Various openings and closings of Quranic surah contain psycho-didactic dimensions that can be applied to improve the quality of learning. This study aims to examine the psycho-didactic dimensions in various openings and closings of Quranic surah and their implementation in opening and closing lesson skills. This study uses qualitative and quantitative methods. Qualitative methods are used to find classifications of various openings and closings of Quranic surah and to analyze the psycho-didactic dimensions in various openings and closings of Quranic surah, while quantitative methods are used to analyze the implementation of psycho-didactic dimensions in opening and closing lesson skills. Data were collected through questionnaires, observations, interviews, and documentation. The results of the study show that various openings and closings of the Quranic surah contain psycho-didactic dimensions, especially affective and psychomotor dimensions. The implementation of psycho-didactic dimensions in opening and closing lesson skills shows positive results. Students are more motivated and enthusiastic in participating in learning and have a better understanding of the lesson material. The psycho-didactic dimensions in various openings and closings of Quranic surah can be applied to improve the quality of learning. The implementation of psycho-didactic dimensions in opening and closing lesson skills has proven to be effective in increasing interest, motivation, and enthusiasm.

Mukhlis Knowledge Donating Towards Employee Performance

This research aims to describe how internalizing "mukhlis" Islamic values contributes to Employee Performance. Mukhlis Knowledge Contributing (MKD) is the skill of donating knowledge with the earnest intention of pleasing Allah.The concept of Mukhlis Information Donating is the contribution of genuine and relevant knowledge to enhance Employee Performance.Mukhlis Knowledge Donating is activated by one of the Organizational Learning Dimensions, specifically Team Learning and the worth of Taqorrub (getting closer to Allah).This article has consequences for the capacity of Human Resources to provide true, sincere knowledge for the benefit of the world and the hereafter, in the hope of Allah's grace.The contribution of this study to Resource-Based Theory is the function of mukhlis Islamic values in the honest donation of knowledge, as evidenced by the application of Organizational Learning aspects Team Learning and Taqorrub values.

Peningkatan Hasil Belajar Peserta Didik dengan Model Index Card Match pada Pembelajaran Pendidikan Pancasila di Kelas V SDN 05 Tarok Dipo Kota Bukittinggi

This research was motivated by the low learning outcomes of students and this condition was caused by the fact that during the preparation of learning planning it was found that the attachments to the teaching modules were incomplete because they were not accompanied by learning media attachments, the eval_uation questions had not been differentiated between formative and summative, the learning activities had not been explained. which are included in the Pancasila student profile and many still use the word student which should be replaced with student. The aim of this research is to describe the improvement in student learning outcomes through the Index Card Match model in Pancasila education learning in class V at SDN 05 Tarok Dipo, Bukittinggi City. This research is classroom action research (PTK) which uses qualitative and quantitative approaches. This research was carried out in two cycles, namely cycle I consisting of 2 meetings and cycle II consisting of 1 meeting. Each cycle includes four stages, namely planning, implementation, observation and reflection. The subjects of this research were teachers and students of class V SDN 05 Tarok Dipo with a total of 25 students. Data collection techniques include observation, tests and non-tests. The results of the research showed an increase in a) the Teaching Module in cycle I with an average of 89.3% (Good), and in cycle II 96.4% (Very Good), b) implementation of learning in the teacher aspect of cycle I with an average of 73, 6% (Fair) and cycle II 93.2%, (Very Good) while the implementation of learning aspects for students in cycle I averaged 73.6% (Fair), cycle II 93.2% (Very Good), c) Student learning outcomes in cycle I averaged 74 (Fair) and cycle II 87.9 (Good). Based on these results, it can be concluded that through the Index Card Match model, student learning outcomes in Pancasila Education lessons can improve.

The effect of form presentation mode and language learning aptitude on the learning burden and decay of L2 vocabulary knowledge

Abstract L2 words vary in how hard they are to learn and how quickly they are forgotten. This study explored two factors that may contribute to this variance: form presentation mode and language learning aptitude. English learners studied 32 words using electronic flashcard software in two conditions: unimodal (written form) and bimodal (spoken and written form). The frequency of exposure needed to learn each word was measured and used to determine learning burden. Learners, L2 users of English studying at a British university, completed immediate and two-week delayed tests, which were used to track any decay that occurred. Aptitude was measured using the LLAMA battery and incorporated into statistical modelling. The results showed that form presentation mode (bimodal > unimodal) and some aspects of aptitude impacted learning. No effects were found on decay. Pedagogical implications are discussed.

Beyond COVID-19 Lockdowns: Rethinking Mathematics Education from a Student Perspective

The COVID-19 pandemic has recently reshaped education and life around the world. Undoubtedly, the return to face-to-face learning has been affected after two years of distance learning. However, research that focuses on post-COVID-19 is still limited. Therefore, this study investigates how students perceive the experience of returning to face-to-face learning after distance learning within the context of the United Arab Emirates (UAE). It emphasizes the possibilities and challenges that could be faced in improving face-to-face mathematics education. This study applied an exploratory sequential mixed-method approach, which involved collecting qualitative data from 13 students through a focus group, and then quantitative data was collected from 243 Cycle 2 and 3 students. The qualitative data were coded and analyzed thematically, while descriptive analysis was used to analyze the quantitative data. The qualitative and quantitative results revealed consensus on the main challenges that students experience as they return to face-to-face learning. On top of these challenges are students' lack of study skills, excessive use of technology, and high levels of math test anxiety. Research findings showed students’ preference for face-to-face learning while adding some aspects of distance learning. The results of this study are also expected to be a reference in the development of a new sustainable paradigm of face-to-face learning and as study material for subsequent research related to rethinking math education after COVID-19. Doi: 10.28991/ESJ-2024-SIED1-010 Full Text: PDF

Educational psychology for the effective management of medical-psycho-pedagogical centres: a correlation study

Introduction. Educational psychology focuses on the psychological aspects of learning and teaching to optimise education by understanding how individuals develop skills and acquire knowledge in an educational context.Aim. The study aims to understand how educational psychology can help the effective management of medical-psycho-pedagogical centres (CMPPs) and to identify the links and synergies between the principles of educational psychology and the practice of managerial aspects within such centres.Research methodology and methods. The authors used a quantitative methodology based on a non-experimental correlational study. The sample included 100 CMPPs in the Ile-de-France region. The directors of these centres were invited to complete the questionnaire hosted on the Google Forms platform. The results were processed using IBM SPSS 29.Results and scientific novelty. Of the six relationships studied, the results revealed four significant relationships between the “psychology of education” variable and managerial aspects, namely team structure and management, quality and safety of care, patient data management and interprofessional cooperation. The above-mentioned relationships represent 80% of the significant relationships between educational psychology and managerial aspects. The scientific novelty of the research lies in examining the relationship between educational psychology and managerial dimensions, providing a clear vision of the essential role of educational psychology in the management of CMPPs.Practical significance. These results underline the importance for each country of integrating the principles of educational psychology into the development of their CMPPs. This is particularly crucial for Morocco, in alignment with the 2015–2030 strategic vision to establish these centres.

Performance Tasks in EFL Classes: Massive Open Online Courses (MOOCs)

This study aims to investigate the integration of massive open online courses (MOOCs) as performance tasks at the K12 level in EFL classes during COVID-19. A pre/post survey including open-ended questions was developed for pilot testing, 110 K-12 students in Turkey in the 2020-2021 school year during the spread of Covid-19 completed these surveys. Both qualitative and quantitative data were used in data collection. Statistical analysis was used in the analysis of the quantitative data, and descriptive and content analysis was used in the analysis of qualitative data. It is thought that the results of the research will guide researchers and practitioners in the theoretical and practical aspects of online and blended learning at the K12 level.

Analisis Kesulitan Belajar Siswa Pada Mata Pelajaran Ekonomi Kelas XI IPS Di SMA Negeri 6 Kota Bengkulu

This research aims to identify students' difficulties in studying economics subjects in class XI IPS at SMAN 6 Bengkulu City and identify factors that cause learning difficulties in economics subjects at SMA Negeri 6 Bengkulu City. This type of research is qualitative descriptive research. The population in this research is all Class people, IPS D 32 people and IPS E 35 people. Data collection techniques use observation, interviews and documentation. The results of the research show that there are quite a lot of difficulties in studying economics subjects in class that most students experience difficulties in various aspects of economics learning.

Techno-solutionism a Fact or Farce? A Critical Assessment of GenAI in Open and Distance Education

Techno-solutionism (Ts) amplifies academic integrity issues endemic to using Generative AI in Open and Distance education (ODE). It (Ts) induces in Higher education (HE) the disposition that technology can and should be employed in every aspect of teaching, learning, and assessment. The prevalence of Ts in ODE and the consequence of undermining academic integrity is found in the surge in published papers. A 2023 study by Nature of over 1600 scientists reports that nearly 30% use GenAI to write papers, and 5% use it in grant applications. A 2024 Originality.ai report on 13,000 analysed papers on arXiv indicates a sudden increase of 200.42%, 44.68% and 22.04%, respectively, in Computer Science, Physics and Mathematics in papers published in Jan. 2019 and those published in Nov. 2023. Apr. 2024 paper on arXiv notes Computer Science to be the most prolific in LLM usage with up to 17.5% increase. The problem this study addresses is balancing the challenges and opportunities of GenAI in ODE. Is there a limit to AI use in ODE? How can we upsurge academic integrity in the age of AI? How might we rethink the culture of publish or perish in the age of AI? Adopting the scoping review methodology and discourse analysis, this paper analyses the gains and pains of AI in ODE. Leveraging the critical theory of technology, it recommends clear green and red lines on using AI in teaching, research, and assessment.

Digital Game-Based Learning in Higher Education: ESL Teachers and Students Perceptions

Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike previous studies that focus solely on the positive aspects of DGBL, this research highlights both the benefits and potential drawbacks of integrating digital games into English language education. By comparing teachers’ and students’ perspectives, the findings emphasize the importance of careful selection and integration of digital games and reveal significant insights into the cognitive, affective, and social aspects of digital game-based language learning. These insights are crucial for guiding policy decisions, instructional practices, and resource development in language education. The study underscores the value of digital games as innovative educational tools and advocates for their thoughtful adoption of digital and technology-based teaching and learning in 21st-century in ELT practices can enhance multidisciplinary skill development.

Real-Time Precision in 3D Concrete Printing: Controlling Layer Morphology via Machine Vision and Learning Algorithms

3D concrete printing (3DCP) requires precise adjustments to parameters to ensure accurate and high-quality prints. However, despite technological advancements, manual intervention still plays a prominent role in this process, leading to errors and inconsistencies in the final printed part. To address this issue, machine learning vision models have been developed and utilized to analyze captured images and videos of the printing process, detecting defects and deviations. The data collected enable automatic adjustments to print settings, improving quality without the need for human intervention. This work first examines various techniques for real-time and offline corrections. It then introduces a specialized computer vision setup designed for real-time control in robotic 3DCP. Our main focus is on a specific aspect of machine learning (ML) within this system, called speed control, which regulates layer width by adjusting the robot motion speed or material flow rate. The proposed framework consists of three main elements: (1) a data acquisition and processing pipeline for extracting printing parameters and constructing a synthetic training dataset, (2) a real-time ML model for parameter optimization, and (3) a depth camera installed on a customized 3D-printed rotary mechanism for close-range monitoring of the printed layer.

Bridging the Gap : Aligning Teachers’ Pedagogical Beliefs with Learners’ Preferences of English Language Learning in The Adaptive Learning Era

This study aims to investigate the differing viewpoints of teachers and students regarding classroom participation, material delivery, teaching media, and assessment methods in the adaptive learning era. The study employs quantitative method, which involves the systematic collection and analysis of numerical data through statistical techniques. This study includes 10 teachers and 50 EFL undergraduate students from two universities in Indonesia, using a Likert scale questionnaire to collect data on various aspects of English language learning. The data were analysed using a t-test to find the mean, standards deviation, and p value of the responses in order to ascertained significant differences between the teachers and the students. The results reveal significant disparities between teachers' and students' perceptions across different dimensions of learning. While teachers prioritize delivery strategies and assessment methods, students focus more on delivery modes and traditional assessment types. However, both groups acknowledge the importance of autonomous learning and the effectiveness of diverse teaching media in enhancing engagement and motivation. The findings underscore the need for a balanced approach to learning that integrates both teacher preferences and student needs. Ultimately, understanding and addressing these discrepancies is essential for promoting meaningful and inclusive educational experiences in the adaptive learning era.

Classroom Climate and Student–Teacher Relationship: A Study Among Students and Teachers in Slovenia

<p style="text-align:justify">The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the "Classroom Climate Questionnaire", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.</p>

Application of Style Leadership Transformational in Islamic Education Institutions

This research aims to analyze the application of transformational leadership style in Islamic educational institutions. In the context of Islamic educational institutions, the application of this leadership style is expected to improve the quality of education, build a positive work culture, and encourage the holistic development of the potential of students and staff. This research aims to explore the importance of the role of transformational leadership in Islamic educational institutions and its impact on various aspects of operations and learning. The research uses a qualitative approach with this type of literature study research using data collection techniques using several literature studies such as books, scientific journals, and supporting documentation. The results of this research show that transformational leadership is critical in facing contemporary challenges and ensuring that Islamic educational institutions do not only focus on academic achievement but also on developing student character through Islamic values. There are many phenomena that researchers have found in several Islamic educational institutions, for example: many teachers resign every year, they lack motivation and awareness of their duties as teachers or carry out their duties only because of rewards or punishments, and a lack of trust and loyalty towards school institutions. By implementing this transformational leadership style, it provides several positive impacts, the role of the principal is a model, encouraging subordinate performance, harmonizing the work environment, empowering employees, acting based on a value system, continuously improving their abilities, and having the ability to overcome complex situations. So with this research, it is hoped that the results of this research will be that this transformational leadership style can be applied to Islamic educational institutions, that have not yet used this leadership style, especially institutions that have a large number of students, both private and state because the results show that the transformational leadership style is very effectively applied to educational institutions today.

FUNCTIONING OF AN EDUCATOR IN A DIGITAL ENVIRONMENT

In the current period of development of higher education in Ukraine, there is active integration of digital technologies, which radically change the usual pedagogical approaches and methods of teaching. Digitalization of education opens paths to autonomy in learning and individualization of the educational process, simultaneously generating challenges associated with the need to adapt to a rapidly changing educational environment. The main goal of this article is to analyze the new opportunities and challenges arising from the implementation of digital technologies in the sphere of higher education. Particular attention is paid to the educator’s image and the legislation regulating this process, including legislative norms that establish criteria for quality and directions for the development of education in the digital era. An important aspect of the article is the study of the psychological and cultural challenges of digitalization, including the adaptive barriers faced by educators and students. Recent research results indicate a complex balance between the positive and negative aspects of digital learning, which is of strategic importance for the development of online education in Ukraine. The conclusion of the article offers recommendations for the effective implementation of digital technologies in higher education, emphasizing the importance of developing digital competencies among all participants in the educational process and improving the infrastructure necessary to support continuous education. The subject of the study is the impact of digital technologies on the educational process in higher education, analyzing changes in pedagogical methods and the adaptation of educators to new teaching conditions. The object of the study is the formation of elite and burlesque meta-linguistic personalities (mMP) of educators in the digital environment. The scientific novelty of the article lies in the introduction into scientific circulation of the concept of "burlesque meta-linguistic personality" (burlesque mMP), which until now had no clear definition in linguistics and cultural studies. The concept of burlesque mMP allows for a deeper understanding of the dynamics of language transformations in the digital environment, where ironic and parodic use of language becomes a significant communication tool. The article details the main characteristics and features of the burlesque mMP, including its impact on the stylistic and ideological diversity of contemporary linguistic practice, which is conditioned by unconventional ways of using language that traditionally were not considered "literary". Such research opens new possibilities for analyzing digital communication and the interaction of linguistic identities in the virtual space.

Joint training strategy of unimodal and multimodal for multimodal sentiment analysis

With the explosive growth of social media video content, research on multimodal sentiment analysis (MSA) has attracted considerable attention recently. Despite significant progress in MSA, there remains challenges: current research mostly focuses on learning either unimodal features or aspects of multimodal interactions, neglecting the importance of simultaneously considering both unimodal features and intermodal interactions. To address the aforementioned challenges, this paper proposes a fusion strategy called Joint Training of Unimodal and Multimodal (JTUM). Specifically, this strategy combines unimodal label generation module with cross-modal transformer. The unimodal label generation module aims to generate more distinctive labels for each unimodal input, facilitating more effective learning of unimodal representations. Meanwhile, cross-modal transformer is designed to treat each modality as a target modality and optimize it using other modalities as source modalities, thereby learning the interactions between each pair of modalities. By jointly training unimodal and multimodal tasks, our model can focus on individual modality features while learning the interactions between modalities. Finally, to better capture temporal information and make predictions, we also added self-attention transformer as sequence models. Experimental results on the CMU-MOSI and CMU-MOSEI datasets demonstrate that JTUM outperforms current main methods.

Teacher wellbeing in the Chinese Universities of the Third Age: An elicited metaphor analysis

ABSTRACT This paper investigated teacher wellbeing in a rapidly expanding educational context of Universities of the Third Age in China. Based on the analysis of 48 metaphors innovatively elicited from 27 teacher participants, important cognitive, affective and social aspects of teaching and learning that configure teacher wellbeing have been outlined. It is argued that teaching is a cognitive development in which new knowledge, ways of teaching and understanding of self are progressively gained in the classrooms where students are often more senior and experienced. Teaching is also an emotional labor where passion, empathy, companionship and patience are crucial in facilitating successful later-life learning and aging. Furthermore, teaching realizes social functions, including but not limited to enlightening older adults, creating a synergized learning environment and fulfilling multiple social responsibilities as a good teacher, a cultural disseminator and a Chinese citizen. Findings suggest the need to understand these under-represented teachers for quality elderly education in the global trend of population aging.

Instrumen Inovatif untuk Mengembangkan Asesmen Praktik dan Produk dalam Pembelajaran Bahasa Indonesia di Era Digital

In the current era of globalization and digitalization, the teaching of the Indonesian language needs to adapt to technological advancements and innovative teaching methods. An important aspect of learning is assessment. Assessment not only measures students’ abilities but also serves as a tool to motivate and guide learning. This article describes various innovative tools that can be used to develop practical tests and learning products for the Indonesian language. Emphasis is placed on the application of digital technology, such as interactive applications and e-learning platforms, and alternative assessment methods, such as collaboration-based projects, digital portfolios, and performance-based assessments. These tools not only enhance student engagement and motivation but also provide more comprehensive and detailed feedback on students’ skills and development. With these innovative tools, it is hoped that learning the Indonesian language will become more meaningful, effective, and enjoyable for students.

Towards a Converged Post-Covid Journalism Training in Africa: A Case Study of South Africa, Zimbabwe and Eswatini

ABSTRACT Our study on the experiences of selected African journalism educators during the Covid-19 pandemic period offer valuable insights into the future of journalism education in Africa, where convergent learning holds prospects in an increasingly digitised world. A convergent teaching and learning approach, combining face-to-face and online teaching, is crucial for the delivery of quality journalism training during periods of macro shocks in Africa. This qualitative study used three country case studies of Zimbabwe, South Africa and Eswatini to understand the reconfigurations accompanying convergence in teaching and learning and offering prospects for the future. Our findings show that the most affected learning aspects were courses involving practical learning as well as the internship component that requires students to be seconded to media houses of choice to develop a practical feel for the newsroom. We learnt that journalism’s practical components make it hard for instructors to conduct convergent learning because of resource constraints and limited literacy in some technology. However, and far from the discourse of scarcity and impoverishment, educators displayed high levels of creativity, adaptability and agency beyond the structuring influence of deprivation, presenting prospects for convergence in teaching and learning in post-Covid Africa.