Design Of Learning Experiences Research Articles

Exploring what makes learning meaningful for postgraduate business students in higher education

AbstractWhile research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives on what is meaningful in higher education to inform the design of authentic and transformative learning experiences. Focus groups were conducted to gain insights into students’ most meaningful learning experiences across four postgraduate business subjects. We conducted a thematic analysis of the student data by inductively coding the transcripts and comments. Students derived the most value from learning experiences that incorporated real-world connections, social encounters, or productive challenges. We also found that students’ discussions of meaningfulness were relatively superficial, suggesting that postgraduate students may not be primed to consider meaningfulness in relation to their learning. We thus problematise the term meaningful and conclude by proposing ‘learning highs’ as a new tentative conceptual frame for future research identifying learning situations in which meaningful experiences occur.

Personnel Management Practices in Relation to Teachers’ Teaching and School Performance

The purpose of this study was to determine the personnel management practices and its relation to teachers’ teaching and school performance of the public elementary and secondary school teachers in Garcia-Hernandez district. School administrator’s personnel management practices affects teachers’ performance and school performance. The study was conducted in Garcia-Hernandez district, particularly to the two hundred fifty (250) respondents who were the school heads/principals, teaching, and non-teaching personnel for 2022-2023 academic year. This study utilized the descriptive-survey design employing the total population sampling technique with the use of a modified standard research tool from the IEA Teaching and Learning International Survey (TALIS) (2001) for the Personnel Management Practices, Teacher’s Self-Assessment Rubrics (TSAR)” by Hrushikesh Senapaty (2019) for the Teachers’ Teaching Performance, and Achievement Integration Program-School Staff Survey Questionnaire by the Minnesota Department of Education (2009) for the School Performance. The results showed that personnel management practices of the school administrators in Garcia-Hernandez district were very satisfactory. Teachers’ level of performance in terms of designing learning experiences, knowledge and understanding of the subject matter, strategies for facilitating learning, interpersonal relationship, professional and school development were very satisfactory. Likewise, the respondents’ perception on school performance in terms of climate and environment, leadership and government, professional learning, data-based decision-making, improvement initiatives, family and community partnership were also very satisfactory. There is a significant relationship between personnel management practices to teachers’ level of performance and school performance. This study concludes that effective personnel management practices positively influence the performance of both teachers and schools. The study showed that when school leaders engage in discussions with teachers to establish educational goals, provide opportunities for professional development, and encourage participation in school decision-making processes, it results in better teacher performance and contributes to a more positive school environment. Furthermore, it indicated that when teachers design learning experiences that incorporate the knowledge and experiences of their students, foster interpersonal relationships, and engage in ongoing professional development, these lead to better student outcomes and contribute to school improvement. It was recommended that school heads/principals may assign available teaching staff ahead of time in the absence of the regular teacher. The available teacher shall provide modules for the student’s activity in order for them to learn, and to make sure that teaching-learning process continues. Teachers are highly encouraged to pursue graduate and post-graduate studies. Further, schools should have quarterly monitoring and evaluation on their programs, activities and projects for school development.

“Why did we do that?” A Systematic Approach to Tracking Decisions in the Design and Iteration of Learning Experiences

Practitioners today are often tasked with designing learning experiences situated in increasingly complex contexts where defining the challenge, understanding learners and stakeholders, and being informed by theory and evidence must all be taken into consideration when planning and implementing a solution. The Learning Engineering Evidence and Decision (LEED) tracker is one possible tool for managing these various channels of influence by recording, revisiting, and iterating upon actionable design decisions in an evidence-grounded way. Emerging from specific examples of LEED tracker use by a learning engineering team at the Massachusetts Institute of Technology are general benefits for others engaging in design for learning: it concretizes decisions grounded in understandings of pedagogical approaches and context, facilitates iteration and improvement based on data, and serves as a communication tool among stakeholders.

Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning

PurposeThis research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.Design/methodology/approachEmploying a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.FindingsDuring the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.Practical implicationsThe deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.Originality/valueThis paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.

Uncovering the dynamic relationship between intrinsic motivation and basic softball skills: An exploratory analysis

Physical education (PE) is a pivotal domain, offering students valuable opportunities for excelling in multiple sports performances when harmonized with contemporary curricula that emphasize cognitive engagement through intrinsic motivation. This blend has the potential to enhance not only softball skills but also performance across various sports. This study investigated the relationship between intrinsic motivation (interest, enjoyment, and personal challenge) and fundamental softball performance skills among 30 active students (F = 15; M = 15) enrolled in the Indonesian University of Education’s physical education program. It employed an ex post facto research design and quantitative method, utilizing the Sport Motivation Scale (SMS) (0.779 > 0.05) and O’Donnell Softball Test (0.701 > 0.05), both instruments demonstrated good reliability and validity. Results from data analysis in IBM SPSS 25.0, reveal that interest and enjoyment moderately correlate but lack of significant impact softball skills. However, personal challenge shows a strong positive correlation with interest and enjoyment. Although personal challenge does not directly influence softball skills, it plays a crucial role in fostering interest and enjoyment in sports. Understanding intrinsic motivation's impact on skill development can inform effective teaching methods and encourage greater engagement in physical activities for improved overall well-being. This research provides insights for educators and coaches to design learning experiences that incorporate challenges and promote intrinsic motivation, enhancing students’ engagement and skill development in physical education activities. Future research could explore intrinsic motivation's impact on softball skills across diverse skill levels, considering factors like the learning environment, individual differences, and coaching styles for optimized skill development.

Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review.

This systematic literature review discusses the use of spherical video-based virtual reality (SVVR) as a training and therapy intervention for autistic individuals. The authors emphasize the need for an evidence-based framework with guidelines and design considerations to help developers and educators tailor SVVR to the diverse needs of autistic learners. The paper highlights the unique benefits of SVVR, such as being relatively easier to develop compared to other VR technologies and high compatibility with various devices, making it more affordable for educational settings. The authors also discuss the importance of the STP (Sociotechnical-Pedagogical) framework for evaluating and designing social aspects of SVVR interventions for autistic individuals.

Students’ perception of attending online learning sessions post-pandemic

Online learning platforms have become integral to modern education, especially during the COVID-19 pandemic, as they offer a dynamic environment for remote education. This study focused on evaluating postgraduate students' and Ph.D. scholars' perceptions of online learning platforms at the Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, School of Management Studies. Employing a descriptive research design, this study utilized convenience sampling and distributed a Google Forms to 218 students in March 2023. In total, 104 responses were received. However, 101 questionnaires were found to be valid and fit the analysis. The study used a five-point Likert-scale questionnaire to collect data on students' perceptions of four factors (educational system quality, information quality, ease of use, and usefulness). The study employed statistical packages for social sciences (SPSS) and SmartPLS4 were used for data analysis. The study used data analysis techniques such as descriptive statistics, Pearson correlation, construct reliability and validity, convergent validity, outer loadings, R-square, and f-square to evaluate the reliability, data quality, and fitness of the model. Apart from that, path coefficient was run to examine the level of influence of the independent variables on students' perceptions. The findings supported the hypotheses related to the positive correlation between educational system quality, ease of use, and overall satisfaction with online learning. However, this study challenged the hypothesis that information quality significantly affects student perceptions of online learning. While this study did not provide strong statistical evidence for the positive relationship between the perception of information quality and students' intention to attend online learning sessions, it highlights the importance of ensuring high-quality educational materials and considering other factors that influence students' decisions in online learning. The findings suggest that focusing on these aspects can enhance student satisfaction, engagement, and motivation in online learning environments. Moreover, educators and institutions should capitalize on the unique advantages of online learning, such as flexibility and multimedia-rich content. In conclusion, this study provides valuable insights into the complex interplay between students' perceptions of online learning platforms and their intentions and behaviors. The implications discussed offer guidance to educators and platform developers to enhance the design, implementation, and effectiveness of online learning experiences. This study also identified future research directions, emphasizing the need for more comprehensive studies, considering additional predictor variables, incorporating qualitative data, and conducting longitudinal research.

Engaging in online peer-led group reflective practice through the share your research ideas project: students’ and tutors’ reflective accounts

ABSTRACT This paper presents the retrospective reflective accounts of three master’s alumni and their tutor who openly shared their thoughts on their experience of engaging in online peer-led group reflective practice through the ‘Share Your Research Ideas’ (SYRI) project. This project ran at the University of Manchester during the second half of the academic year 2019–2020, a time of the COVID-19 pandemic. It consisted of a series of online seminar sessions, which offered a space for students to reflect individually and in groups upon their experience of undertaking educational research. The contribution of this reflective piece is threefold, it aims to: 1) illustrate how the ‘Peer-Led Group Reflective Practice’ (PLGRP) pedagogical approach can be monitored and facilitated in an online learning environment, 2) identify the influence of such a pedagogical approach on those students who engaged in the project and, 3) show how reflective conversations between tutor and students over time as well as the learnings obtained from them can inform course design and shape subsequent learning experience. Thus, our goals are to document how the reflective conversations undertaken during and after the SYRI project contributed to significant student experience and life-long learning and to draw implications for future practice.

Learning experience design (LXD) professional competencies: an exploratory job announcement analysis

Learning experience design (LXD) professional competencies: an exploratory job announcement analysis

Sinergi Antara Pelaksanaan Pembelajaran Berdiferensiasi dengan Teaching at The Right Level dalam Menghadirkan Lingkungan Belajar Inklusif

The current learning paradigm has shifted towards student-centered learning. Therefore, teachers need to design learning experiences while considering the characteristics of students comprehensively. This study aims to identify the positive impacts that arise from students and teachers during the implementation of differentiated learning activities with the Teaching at the Right Level (TaRL) approach in the classroom. The research method used is qualitative with a descriptive approach. The research subjects were the 11th-grade students of MIPA 5 at SMAN 1 Tanggul. The observation results indicate that students are more active in learning activities, and their participation in learning is better monitored. Based on the research results presented, it is evident that the implementation of differentiated learning with the TaRL approach has a positive impact on learning and helps create an inclusive and responsive learning environment to meet the needs of the students.

Learning about what is most important: incorporating values into the design of learning experiences

PurposeThe purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools.Design/methodology/approachA participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions.FindingsStudents indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold.Originality/valueThis study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

A systematic review of digital innovations in technology-enhanced learning designs in higher education

In the years prior to the COVID-19 pandemic, there was considerable innovation in designing and implementing teaching and learning with technology in fully online, face-to-face and blended modes. To provide an overview of technology-enhanced learning in higher education, we conducted a systematic literature review following PRISMA guidelines of digital innovations in learning designs between 2014 and 2019, prior to emergency remote teaching responses to the COVID-19 pandemic. From 130 publications, we identified eight overlapping categories of digital technologies being deployed across higher education fields: simulation and augmented or virtual reality; Web 2.0; learning management systems; mobile learning; gamification and serious games; various technologies in classrooms; massive open online courses; and other software, websites, applications and cloud computing. We use these publications, supplemented with findings from selected meta-analyses and systematic reviews of specific technologies, as examples to guide educators designing technology-enhanced learning activities in changing circumstances that may require blended or fully online delivery. As the 130 publications had mixed perceived quality, levels of evidence and details of learning designs and evaluation presented, we suggest educators share their innovations following reporting guidelines relevant to their research methodologies, enabling others to consider transferability to other contexts and to build on their work. Implications for practice or policy: Leaders and administrators should support staff development of technological pedagogical content knowledge and teaching as design for student learning. Educators and instructional designers, in designing learning experiences, should consider adult learning theories, inclusive practices and digital equity and leverage multiple technologies to facilitate students learning their curricula. In educational research or scholarship of teaching and learning, researchers should provide sufficient detail to enable readers to assess transferability to their own contexts.

Beyond the dawn of virtualized learning environments: A comparative study of video and augmented reality information delivery on student engagement and knowledge retention

AbstractBackgroundEducation is, after gaming, the second largest sector embracing augmented reality (AR) at an accelerated pace, yet studies on AR's potential as an efficient learning environment had mixed results.ObjectivesThis study's primary objective is to test students' interaction with graphical 3D elements in AR and its impact on information retention. The second objective is to compare information retention from AR engagement with information retention from exposure to identical 3D content delivered via instructional video. Finally, the third objective explores students' perceptions of AR as a learning environment.MethodsSixty‐five college students participated in a two‐arm experiment followed by semi‐structured interviews.Results and ConclusionAR can efficiently deliver a meaningful learning experience and promotes information retention. Nevertheless, AR's interactive features and novelty may distract learners while they engage with the virtual environment. Objective data obtained through eye tracking and video monitoring showed similar levels of engagement with a 3D model for both environments. While both AR and video groups showed significant knowledge gain from pre to post‐intervention, the video format was overall significantly more effective than AR in increasing topic‐related information retention. However, participants preferred the AR learning environment significantly more than the video.TakeawaysAlthough effective, AR is still a distracting instructional environment. Designing learning experiences tailored explicitly for AR environments requires additional research to ensure its successful deployment as a learning tool.

Upaya Guru SDN 012 Labuhan Tangga Kecil Terhadap Perencanaan Kurikulum Merdeka Belajar


 
 
 
 This research aims to describe teacher readiness and the factors that influence teacher readiness in planning the independent learning curriculum at SDN 012 Labuhan Tangga Kecil. This type of research is descriptive qualitative research. The data sources in this research are grade 1 teachers and grade 4 teachers at SDN 012 Labuhan Tangga Kecil. Data collection techniques use observation, interviews and documentation review. Data analysis uses the Miles and Huberman model. The results of the research show that the teachers at SDN 012 Labuhan Tangga Kecil have demonstrated quite good readiness and understanding regarding the implementation of the Independent Learning Curriculum. They have an awareness of the importance of effective learning planning and have demonstrated a commitment to designing learning experiences that are varied and focused on student understanding. Even though they experience challenges such as limited infrastructure and technology, they try to overcome these obstacles with creativity and collaboration. Their critical, reflective and open attitude shows readiness in the spirit of learning and continuous improvement in delivering more effective learning. The teachers also showed openness to exploring different learning methods, including the use of Teaching Modules (MA).
 
 
 

A systematic review of changing conceptual to practice in learning experience design: Text mining and bibliometric analysis

Learning experience design (LXD) is a new wave in educational technology and learning design. This study was conducted to clarify conceptual change to practice by applying a systematic literature review to a combination text mining and bibliometric analysis technique to visualization network. Based on the study selection articles from SCOPUS. Our research questions focused on the changing concept, the elements of dimensionality, and the process or practice of LXD. The findings showed that 152 articles were finally selected to be analyzed. Conceptualizing LXD is currently underway in design thinking and user research methods with emphasis on the empathize process. Moreover, three dimensions to consider including (1) design dimension focus on user experience design in a technology context, (2) learning dimension focus on instructional design and learning theory, and (3) standard dimension focus on assessment and evaluation in learning goal and project management. In addition, five steps cycle for practice follows: research learners as users and learning goals, design with ideate, develop prototyping, validity testing, and launch and follow-up. These factors enhance learning engagement and aesthetics for a great learner experience and learning efficacy.

Designing an Online Learning Experience to Scaffold a Field-Based Practicum for School Librarianship: Our Reflections and Student Responses

This article details the context and design considerations for an online course accompanying a field-based practicum for a school librarian certification program at a regional university in Texas. These strategies could be helpful to other library science educators designing learning experiences that support fieldwork. We conclude by discussing benefits to designing activities that scaffold fieldwork and prompt metacognitive reflection on learning in the field.

No Solamente Ellos Aprenden, Aprendemos Nosotros También: Latina Mothers’ Experiences with Co-Design Approaches in Creating a Math Activity for Their Children

ABSTRACT Co-design approaches have roots in participatory research design methodologies, amplifying participants’ experiences, cultures, and beliefs by co-designing or co-creating an artifact or activity for and with other people. Little research has incorporated Spanish-speaking Latine families in co-designing early math tools and resources. Therefore, this study explored how six Latina mothers engaged in co-creating a math activity for their children. The results revealed that Latina mothers used cultural repertoires to navigate the co-design sessions and construct mathematical knowledge. Additionally, this study found that co-design methods centered Latina mothers as designers and users of their own math learning experience, positioning them as experts in their own learning and allowing for the co-creation of a meaningful math learning experience. These results provide insights into how co-design methods herald a different, more engaging way to involve Latine families in the design of math learning experiences and tools to standard family engagement interventions.

Creating sensory-rich experiences to convey qualitative research messages: using 360-degree video as part of an experiential relationship-based practice learning design

ABSTRACT Technology-based immersive learning is an emerging field in social work training and education. This article outlines how findings from a published research project about long-term relationship-based practices in child protection were conveyed to newly qualified social workers using 360-degree videos as part of an experiential learning design. The rationale, production process and the learning design are outlined to demonstrate how learning through sensory-rich observations took place. A mixed methods evaluation from questionnaires and focus groups of the social workers experiences suggests that they felt virtually ‘present’, ‘immersed’ and able to ‘experience the emotions’ of the re-created research scenes through ‘sensory-rich observation’. This article explores how these experiences resulted in social workers taking on board the research messages and being motivated to change existing practices to enable them to work in relationship-based ways with managers, other professionals and children and families.

Implementasi Augmented Reality dalam Mata Pelajaran Pekerjaan Dasar Teknik Mesin di SMK Negeri 1 Sumatera Barat

Students' understanding of science is limited because the teacher's lecturing teaching method. This method makes students uninterested in following the learning process. This research is aiming to see what extent the Augmented Reality(AR) applicationcan influence students' learning perceptions. In this research, total sampling method was used with a case study approach. Data was collected through classroom observations, interviews with students, and content analysis of student responses to the use of AR as a learning media. The collected data was analyzed thematically to identify patterns of students' perceptions regarding the benefits, constraints, and responses to using AR. Results from 35 students showed that the use of AR in Mechanical Engineering Basic Work subject received positive responses with 92.5% in scores. Students report that using AR increases interest and engagement in learning, and helps them understand technical concepts better. However, several obstacles such as device limitations and initial training in the use of the technology were also identified. This research emphasizes the importance of integrating AR technology in mechanical engineering education at the vocational school level. These findings provide a vision of the impact of using AR in practical and technical learning, and provide a basis for the development of more better learning strategies. Overall, this study provides valuable insights into students' perceptions of using AR in the context of mechanical engineering education. The implications of these findings can help educators and curriculum developers to design learning experiences that are more engaging and effective in preparing students for future technical challenges.

Pendampingan Green School Melalui Pengolahan Sampah di SMK Bina Husada Indonesia

Green school or adiwiyata is a school that supports global sustainability in everythingthat start with thingking aboaut the future, designing learning experiences for students that prepare them to lead the world towards a healthier, cleaner and more sustainable future (Kemdikbud, 2020). In other words, a green school is a school that is commited to developing programs to internalize environmental valuesinto all school activities. Garbage in the school environment must be controlled through rule of policies made by the school. These rules or policies must be implemented by all parties related to the school, starting from the principal, teachers, students, school official, student guardians and the community around the school. Assistance in establishing a green school will be carried out starting from 1. Brainstorming to the school about green schools, 2. Waste management workshops and training for teachers and students, 3. Green school assistance, 4. Results of activities. Brainstorming resulted in three agreements namely, teacher and student’ knowledge of green schools was still low, there was no waste management at schools and green schools had not yet been formed at SMK Bina Husada Mandiri. Waste processing workshops and training produce ecobricks made from plastic waste. Green school assitence produse three products namely ecobricksofas, a one day no plastic policy every Monday and Thursday and the green school organizational structure. The existing green school program can be maintained by the school as the person in charge of the school and still needs to develop other green school programs such as reforestation etc.
 
 Keywords : green school, adiwiyata