Learning Course Research Articles

Integrating Industry 4.0 into Higher Education: A Case Study of a Drone Course for Multidisciplinary Learning Course

Integrating Industry 4.0 into Higher Education: A Case Study of a Drone Course for Multidisciplinary Learning Course

Digital Learning Strategy during COVID – Survey among 4th year Dental Students in Casablanca

Introduction: The use of new technologies in the academic learning has largely taken place during the COVID 19 health crisis, opening up new perspectives for learning in 100% online or in hybrid mode.This change in teaching mode led us to ask ourselves about the impact of these learning methods and what recommendations could we propose to improve our current teaching strategies? This work allowed us to evaluate the degree of satisfaction with the different teaching strategies adopted by conservative odontology department during the pandemic period. Material and Methods: A descriptive cross-sectional study was carried out over a period of 2 months from December 2022 to January 2023 among 4th year students of the dental faculty of Casablanca. Data collection with a four-page questionnaire, written in French, self-administered to 4th year students. Results: A response rate of 80.6% was recorded, 66% did not attend the lectures, 52% were quite satisfied with the lectures. On a scale of 1 to 10, 59% of students had a level of satisfaction between [5-7] for face-to-face teaching. 56% were quite satisfied with the Moodle tool, 46% were quite satisfied with the Webinars, 52% were quite satisfied with the Virtual Classes, 46% consulted the platform after the course, 27% of students were able to express themselves during the course, 28% of students said that the professors were available after the course, with an overall degree of satisfaction with distance mode located between [5-7] by 54%. 74% of students thought that face-to-face teaching can certainly be replaced by distance learning courses reinforced by face-to-face teaching. Conclusion: It is essential to recognize that this generation of students, referred to as “Gen Z” are technology natives, meaning they are familiar with ICT. This could play a role in making it easier to adapt to distance mode learning.

Possibilities for integrating massive open online courses for language learning in higher education

Possibilities for integrating massive open online courses for language learning in higher education

Students’s Attitudes Toward the Use of CANVAS in the EFL Virtual Learning Environment

This study examines students’ attitudes toward the Learning Management System (hereafter LMS) CANVAS in the Virtual Learning Environment (henceforth VLE). This study used mixed methods in nature, which used a survey to collect data on the attitudes of 118 EFL students who enrolled in the Technology Enhanced Language Learning (hereafter TELL) course. Researchers gathered data through a questionnaire and semi-structured interviews to assess students’ attitudes using the Technology Acceptance Model (TAM). The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. Based on the research findings, the TAM framework identifies two main categories: Perceived Usefulness and Perceived Ease of Use. The Perceive Usefulness category comprises four categories: CANVAS Engagement Time, CANVAS Enhances Interaction, Learning Efficacy, and Effective Communication, CANVAS Enhances Language Learning, and CANVAS Boosting Students’ Confidence and Motivation in a Fun Way. In addition, the Perceive Ease of Use category comprises three categories: CANVAS Usability in Mobile Learning Environments, CANVAS User-Friendly Design, and CANVAS Seamless Navigation and Accessibility.

Design and Development of a Professional Skills Coaching Framework for Engineering and Computing Degree Apprenticeship (DA) Programmes at Aston University

Aston University has provided Work-Based Learning (WBL) courses since the 1960’s. The introduction of Degree Apprenticeship (DA) levy funding in 2015 has led to a change of focus at Aston University from delivery of traditional WBL programmes to development of more than ten level 6 and 7 Engineering and Computing programmes in the College of Engineering and Physical Sciences (EPS). These programmes were designed and developed organically over the years leading to different student support mechanisms and practice across the varying DA programmes. The growth of these programmes led to the establishment of the Aston Professional Engineering Centre (APEC) as a department in late 2020, overseeing all Engineering and Computing DA and non-DA programmes in the College. This, together with the regulatory aspects of DA programmes, in turn, led to investigating the historic role of the Professional Supervisor. This investigation combined with the prospective Ofsted New Provider Monitoring Visit (NPMV) in 2022 instigated a need for a shift from solely utilising professional supervisory roles for WBL activities to a consistent framework for skills-based, systems level thinking approaches, conducive to the corporate environment, via Professional Skills Coach adoption. This concept paper presents our innovative approach in supporting Engineering and Computing DA learners at Aston University by designing and developing a Professional Skills Coaching framework in 2022, underpinned by the pedagogical coaching approaches, as well as the way in which the model concept could be adopted by other STEM educators to support learners.

Does a junior doctor focused ‘Bootcamp’ improve the confidence and preparedness of newly appointed ENT registrars to perform their job roles?

BackgroundTo assess changes in confidence and preparedness after conducting a 2-day induction bootcamp for novice Ear Nose and Throat (ENT) first year specialty trainee registrars (ST3s) in the United Kingdom (UK). The bootcamp covered common ENT presentations on the ward, and in the elective and emergency settings.MethodsA total of 32 trainees (ST3 or research fellow) voluntarily registered via an online application form to the Southern ST3 accelerated learning course bootcamp through ENT UK. ENT UK is a membership body that supports ENT trainees throughout their careers. They completed a two-day bootcamp that was hosted at St Mary’s Hospital, London and 10 skills sessions were delivered by either a senior ENT registrar or an ENT consultant. A pre-session questionnaire was distributed to all participants and a post-session questionnaire was provided that assessed the changes in confidence and preparedness of the participants, if any. The responses were scored by a 10-point Likert scale. Only participants who fully completed the pre and post questionnaire were included, which was 29 in total.ResultsParticipants self-reported a significant increase in confidence (p < 0.001) and preparedness (p < 0.001) following the bootcamp course. The greatest improvements in comparison to all other stations were self-preparedness in the rigid bronchoscopy station and self-confidence in the sphenopalatine artery (SPA) ligation station.ConclusionThe use of a two-day bootcamp improved confidence and preparedness of managing common ENT presentations in the ward, elective and emergency settings for ENT ST3s. It provides a useful adjunct in the acquisition of technical and non-technical skills alongside the traditional surgical apprenticeship. In the future, more work is required to assess the impact of bootcamps on patient outcomes and long-term benefits on trainees’ skill retention and clinical proficiency.

Implementing online learning of Diagnostic Criteria for the Temporomandibular Disorders (DC/TMD) protocol in undergraduate dental education.

The Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) is part of the undergraduate dental curriculum. Online teaching has nowadays become common also in dentistry. To compare undergraduate students' self-assessed ability and satisfaction with learning DC/TMD Axis I between traditional and online learning and to evaluate the possible gains of online teaching. Third-year undergraduate dental students in 2018 (traditional learning, Group 1, n = 43/50) and in 2019 (online learning, Group 2, n = 34/50) at the University of Oulu, Finland evaluated their self-assessed ability and satisfaction with learning DC/TMD clinical examination and diagnostics on a 10-point scale. Additionally, those participating in online courses answered to two open-ended questions; Group 2 (n = 50) and another group from the University of Eastern Finland in 2019 and 2020 (n = 75, Group 3). Total of 105/125 students (84%) responded. Content analysis was used to open-ended responses. The online course reported significantly higher self-assessed ability in measurements (p = 0.004), identifying referred pain (p = 0.043) and statement for the diagnostics (p = 0.017) and also higher self-assessed satisfaction in measurements (p = 0.046). According to the content analysis, essential gains of online teaching were efficient learning, videos and exercises, and adjustability to own timetable. The online learning course can be considered as a good option for traditional learning of the DC/TMD protocol.

Creating authentic remote work integrated learning: A new approach using HyFlex classrooms

This article reflects on the experience of a multi-disciplinary teaching team delivering an applied project course in a business master’s program. This capstone course was developed to address industry and government expectations for work-ready graduates. In the course students act as consultants for business clients, completing a project over two semesters to recommend solutions for real business issues. The focus of this article is on the innovative delivery of the course utilizing newly built HyFlex technology-enabled classrooms and how this multimedia technology presented opportunities and learnings for future work-integrated learning (WIL) courses.

Metode Saintifik Dalam Pembelajaran Bahasa Jerman Dengan Tema Unterwegs

This study to explore the application of scientific methods in German language learning with the theme "Unterwegs". The research was conducted in the context of a Micro Learning course involving 34 students. By implementing 11 indicators of the scientific approach and five main steps, namely observation/observation, asking questions, gathering information, association/information gathering and communication. This research shows that the scientific method can improve learning quality and student engagement. The results confirm that the scientific approach applied flexibly and creatively is not only effective but can also deepen students' understanding of the material. The findings provide important insights for the development of more effective and engaging language teaching methods.

Exploring Teaching Pathways for Deep Learning and Smart Tourism Based on Project-Based Learning

This paper uses the Deep Learning course at Guilin Tourism University as a case study to start from understanding the application scenarios of deep learning in the tourism industry. It deeply analyzes the problems and challenges of the existing teaching models, introduces the goal design, content design, and the assessment and feedback mechanisms of the course. It discusses how to use deep learning technology to achieve smart tourism, optimize the teaching pathway, and improve teaching quality and effectiveness. The focus is on innovative practices in project-based learning and practical teaching. The paper also provides a forward-looking perspective on the development direction of deep learning and tourism education in the context of AI-enabled industries, offering valuable ideas and references for the continuous reform and innovation of smart tourism education.

Experimental and machine learning comparison for measurement the machinability of nickel based alloy in pursuit of sustainability

Inconel 718 super alloy, which is widely used in the aerospace industry, has a high fracture resistance, and withstand to high temperatures. The alloy contains mainly Nickel, Chromium and Molybdenum elements in its chemical composition put it among difficult to cut materials. In this context, this study aims to improve the machinability of Inconel 718 superalloy by examining the effect of dry and MQL machining environments while measuring machinability indicators during milling. Tribological aspects considered since the wear, friction and lubrication behavior have a dramatic impact on responses such as tool wear, surface integrity and chip morphology. Microstructural and graphical results were assessed in terms of varying levels of cutting parameters and lubrication conditions. Comparison analysis between MQL and dry media indicated that MQL produces better surface topography and chip morphology, longer tool life in addition to improvement on surface roughness (up to 23.7 %) and cutting temperatures (up to 27.4 %). The root mean square error (RMSE) and coefficient of determination (R2) metrics were utilized to evaluate the findings in the course of machine learning. According to the mean and 95 % confidence interval of RMSE, error rates were found to be good and R2 varied between 67 % and 98 %. Predicted results are in a good agreement with the experimental data which indicated the applicability of machine learning algorithms on sustainable methods of machining.

Engaging Global Health Pedagogy: The Story Behind an Transborder online problem-based learning course between Canadian and Haitian Occupational Therapy Students

International and intercultural educational partnerships facilitate exporting a curriculum or course from a home university situated in a developed country (North) to a host university situated in a low-income country (South). Decolonization of health pedagogy principles were applied throughout a synchronous virtual cross-border intercultural course by videoconference (SVCIV) was carried out. The aim of this study was to determine the feasibility and to identify facilitators and barriers to conducting a SVCIV involving students in Quebec and in Haiti. Five Quebec students and five Haitian students, all volunteers, took part in a 3-weeks course using problem-based learning (PBL) methods. A thematic analysis of data drawn from a 120-minute recorded focus group discussion held one week after the SVCIV reveals the feasibility issues regarding implementing an international cross-cultural North-South educational collaborative project. In order to successfully replicate such a project, the criteria deemed important relate to: 1) the attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies. In addition to the acquisition of course content not readily available in Haiti, the social interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy and contribute greatly to strengthening the students’ professional identity.

Development of a Flipped Learning Instructional Design Model for Clinical Reasoning Development in Preclinical Students Based on Illness Scripts

Objectives Recent educational demands have arisen in medical schools to systematically and directly teach clinical reasoning skills to preclinical medical students. This has highlighted the need for instructional design models to guide clinical professors in designing such educational programs. Instructional design models can reduce the challenges faced by clinical professors during course design by providing comprehensive guidance on the process. However, despite this practical necessity, research in this area is lacking. Thus, this study aimed to develop and validate an instructional design model and accompanying detailed design guidelines for developing a flipped learning course aimed at enhancing clinical reasoning skills in preclinical medical students based on illness scripts. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. Methods To achieve this goal, developmental research, including model development and validation, was employed. The instructional design model and detailed design guidelines were developed based on literature reviews and a case study, and model validation was conducted through two rounds of expert validation and a usability test. Results The developed instructional design model was structured as a procedural model explaining the steps of instructional design, and designed at two levels (course and individual class). Furthermore, the model comprises six stages and 22 major design activities, while the detailed design guidelines include comprehensive explanations of design activities carried out in each stage of instructional design. Conclusions The developed instructional design model and detailed design guidelines can provide clinical professors with practical assistance in systematically designing flipped learning to enhance clinical reasoning skills in preclinical medical students based on illness scripts.

Machine Learning and Applications a Review Study

The proliferation of information and the construction of many databases have made the extraction of data from usable information a pressing issue that has to be addressed. Machine learning is the central focus of research in artificial intelligence. This paper provides an introduction to the definition of machine learning and its fundamental structure. Machine learning techniques including rote learning, inductive learning, explanatory learning, learning using neural networks, and knowledge discovery are also covered. In addition to outlining the present course of machine learning's progress, this article provides an introduction to its aims.

Individual differences in working memory impact the trajectory of non-native speech category learning.

What is the role of working memory over the course of non-native speech category learning? Prior work has predominantly focused on how working memory might influence learning assessed at a single timepoint. Here, we substantially extend this prior work by examining the role of working memory on speech learning performance over time (i.e., over several months) and leverage a multifaceted approach that provides key insights into how working memory influences learning accuracy, maintenance of knowledge over time, generalization ability, and decision processes. We found that the role of working memory in non-native speech learning depends on the timepoint of learning and whether individuals learned the categories at all. Among learners, across all stages of learning, working memory was associated with higher accuracy as well as faster and slightly more cautious decision making. Further, while learners and non-learners did not have substantially different working memory performance, learners had faster evidence accumulation and more cautious decision thresholds throughout all sessions. Working memory may enhance learning by facilitating rapid category acquisition in initial stages and enabling faster and slightly more careful decision-making strategies that may reduce the overall effort needed to learn. Our results have important implications for developing interventions to improve learning in naturalistic language contexts.

Optimizing Components Selection in Blended Learning: Toward Sustainable Students Engagement and Success

Selecting the most appropriate components for a blended learning course is a multifaceted challenge influenced by various criteria. The impact of these influential criteria on the design process is not always obvious. The aim of this study is to assist academics in designing sustainable and engaging blended courses by investigating the impact of these criteria on the selection of blended learning components. By selecting the right mix of components, academics can foster a sustainable and meaningful involvement of students in their learning process over time, ensuring that students’ engagement is both enduring and beneficial in achieving academic success. A modified Delphi survey was utilized in this study, involving the participation of eighteen experts experienced in instructional design and online teaching. The analysis primarily relied on quantitative methods, utilizing the mean (to indicate central tendency) and standard deviation (to measure dispersion) for presenting the experts’ responses. Additionally, qualitative analysis of experts’ comments provided deeper insights into their quantitative ratings. Findings indicate that face-to-face collaborative activities should be the preferred method of delivery for academics aiming to enhance students’ engagement and foster their higher-order thinking skills, which students often find challenging. However, this approach is most effective when the group size is manageable. For larger student groups, online collaborative work can be a suitable alternative, provided there is ample online resource support. The results also indicate that online self-paced learning can be advantageous for lower-order thinking learning outcomes, particularly in situations where teaching staff is limited.

Less to produce and less to consume: the advantage of pure question-based learning

ABSTRACT This study is the first to investigate how an online course consisting solely of multiple-choice questions and detailed formative feedback compares to an online course format that was previously shown to be highly effective. Specifically, a pure question-based learning (pQBL) version of a course was compared to a question-based learning course (QBL) which consisted of the same questions and feedback as the pQBL course, but also included ordinary texts about the subject. To explore how pQBL and QBL compared in terms of learning outcomes and completion time, 492 employees at the Swedish Employment Agency were randomized to either a pQBL or a QBL version of a course about IT security. The results indicate that the pQBL course resulted in equally good or better learning outcomes compared to the QBL course. This result was robust to changes in how course quality was defined. In addition, participants completed the pQBL course slightly faster. Because a pQBL course requires less resources to produce, there are benefits to relying on the pQBL method when teachers or students have limited time. Further benefits that come with the flexibility of the pQBL method are discussed.

Towards teaching strategies addressing online learning in blended learning courses for adult-learners

Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no clear teaching strategies that address this concern. Literature relating to adult-learners’ educational needs and online interaction was consulted in order to design teaching strategies that foster adult-learners’ online interaction. The aim of this study is to further validate these teaching strategies, hence a multiple case study was carried out using a mixed method approach. As such, eight teachers and sixteen students from four courses across three universities in Belgium and the Netherlands were interviewed. Additionally, a questionnaire testing a pre-defined set of variables was distributed to 84 students. The results lead to a set of validated teaching strategies that help teachers to further develop their professional skills and expertise. The teaching strategies can be grouped into three categories, namely 1) the teacher's online presence, 2) collaborative learning activities and preparatory learning activities, and 3) the distribution of learning content and learning activities across online and in-class learning. An elaborate set of validated teaching strategies is included. This study aids towards teacher professional development and adds evidence-based knowledge to teaching strategies and instructional frameworks for adult-learners in higher education.Teaching/learning strategies, adult-learning, cooperative/collaborative learning, teacher professional development, online learning.

Evaluating the impact of distance learning on gender-affirming healthcare competence: knowledge acquisition and satisfaction among healthcare professionals in Italy.

Transgender and gender diverse (TGD) individuals face significant healthcare barriers, with one of the most critical being the inadequate knowledge and skills of healthcare professionals (HCPs) in TGD health. To address this issue, we undertook a project to develop a distance learning course for all healthcare professions, encompassing a comprehensive range of topics related to TGD health issues. This study aimed to evaluate the impact of a course on gender-affirming healthcare competence, with a focus on knowledge acquisition and satisfaction levels. The hypothesis was that participating in the course would enhance the participants' knowledge on the covered topics. A distance learning course, designed for all Continuing Medical Education professions, was conducted between March and September 2023. The course was structured according to the Problem-Based Learning methodology. We implemented a pre-test vs. post-test study design to evaluate the enhancement of knowledge, based on a set of Multiple Choice Questions (MCQs), and investigated users' satisfaction through the administration of a semi-structured questionnaire. We examined the pre- and post-course proportions of correct responses to questions, along with the mean score difference, categorized by learners' sex, age, and geographical area. Eventually, a Satisfaction Training Index was created. The maximum capacity was reached, with 29,998 out of 30,000 available spots filled. Of those enrolled, 18,282 HCPs successfully completed the training. Post-test results revealed an increase in correct answers across all MCQs, with overall mean score rising from 48.8 to 68.0 (p < 0.001). Stratified analysis indicated improvements across all participant categories. A higher average increase among female (19.87) compared to male enrollees (17.06) was detected (p < 0.001). Both "over 55" and "46-55" age groups showed the greatest score increases compared to "35-46" and "under 35" groups, despite no significant differences in pre-test scores. Course satisfaction was high, averaging 4.38 out of 5. Top-rated aspects included "learning new concepts" (4.49), "accessibility" (4.46), and "platform functionality" (4.46). Our research hypothesis was confirmed by the significant increase in knowledge going from pre-test to post-test and by the high level of user satisfaction. The obtained results serve as a foundation for planning additional professional education in TGD health.

Assessing the Initial Outcomes of a Blended Learning Course for Teachers Facilitating Astronomy Activities for Young Children

Globally, astronomy education is being promoted through curricula. Research indicates that educators need support to fundamentally comprehend and gain knowledge of astronomy as well as pedagogical expertise to organize and facilitate astronomy-related activities in the classroom. In response to this notable demand, we have designed a coherent training program that addresses both the foundational and pedagogical content knowledge necessary to instruct astronomy subjects at the pre-primary and early school levels. This program is constructed in a blended learning format, which combines online and in-person training with practical implementations in the classroom. We trained both professional and student kindergarten teachers, and we used questionnaires and interviews to evaluate and improve our training program. In this article, we present the results of our initial evaluation. We found that the student teachers showed a more significant improvement in their content knowledge, pedagogical content knowledge, and instruction preferences compared to the professional teachers. However, we identified several areas for improvement, which will be addressed in future cycles of the program for further evaluation.