Learning In Education Research Articles

Provision of Coaching and Mentoring Experiences: Narratives of Public Elementary School Teachers

This study narrated the lived experiences of public elementary school teachers who have undergone coaching and mentoring, shedding light on their coping strategies for addressing weaknesses and their insights into educational learning. This employed qualitative phenomenological research. Ten participants, recipients of coaching and mentoring, provided rich narratives that coalesced around three primary themes: engagement in professional development, adequacy of training resources, and the demands of the work environment. Concurrently, coping strategies for the challenges associated with coaching revealed three major themes: establishing teaching competence, demonstrating collaborative practices, and embracing reflective practices. Furthermore, the study identified two overarching learning insights derived from teachers' lived experiences: a dedication to being work-oriented and motivated. School leaders must recognize the transformative potential of coaching and mentoring in enhancing teaching practices. Teachers, in turn, should actively embrace and participate in any technical assistance provided. The Department of Education officials are urged to leverage the study's findings to develop a centralized professional development program that aligns with teachers' competencies and needs. Finally, students are encouraged to actively engage in classroom activities to foster a meaningful and holistic educational outcome.

Achieving Sustainable Quality Education Targets: a Case Study in East Java, Indonesia

Objectives: This article aims to analyze the implementation of education policies designed to introduce quality education and identify barriers at the local level. The study focuses on an elementary school in Probolinggo City, East Java Province, Indonesia, to understand how these policies are being executed and the challenges faced. Methods: Interviews were conducted with various stakeholders, including school representatives, education office officials, and local government authorities. The study utilizes two types of data: primary data collected through interviews and secondary data from existing records and reports. Results: The findings reveal that the implementation of quality education policies at the primary school level is suboptimal in achieving the Sustainable Development Goals (SDGs) targets. This inadequacy is primarily due to weak coordination between education offices and schools. The study highlights that this poor coordination affects the ability to achieve inclusive and equitable quality education and support lifelong learning opportunities for all. Conclusion: The study concludes that the weak working relationship between schools and education offices significantly impacts the sensitivity of education office policies to school needs, thereby hindering the achievement of SDGs at the local level. The results emphasize the need for improved coordination and communication to ensure effective policy implementation. This study contributes to the development of policy implementation theory by providing insights into the sustainable strengthening of educational development strategies and expands theoretical and practical knowledge on local government policy implementation in the context of quality school education in Indonesia under the SDGs framework.

Development Of Islamic Religious Education Learning Modules Based On Local Wisdom

Islamic Religious Education (PAI) has great potential to increase understanding and application of religious values that are in line with local wisdom. However, existing learning modules often do not integrate these two aspects explicitly, resulting in a gap between theory and practice. This research aims to develop a PAI learning module based on local wisdom and assess its effectiveness in increasing student understanding and engagement.This research uses literature research methods, by collecting and analyzing sources relevant to the development of PAI modules and local wisdom. The research results show that learning that integrates PAI with local wisdom not only enriches students' religious knowledge but also increases their understanding of the application of these values in their social and cultural context. The module developed successfully integrates examples of local wisdom that are relevant to PAI subject matter. Initial assessments show positive responses from students as well as increased interest and participation in the learning process.

Social Constructivism in Learning Islamic Religious Education in State Senior High Schools in Palu City, Indonesia

This study explores the perspectives and implementation of social constructivism in the context of Islamic Education learning in State Senior High Schools in Palu City. The research method applied is a qualitative multi-case study. Data was gathered through direct observation, in-depth interviews, and written document analysis. Interviews involve two school principals and fifteen Islamic education teachers from two State Senior High Schools. The data was then analyzed using thematic analysis. This study found that the paradigm of the school principals demonstrates an understanding and support that needs improvement to delve into and precisely support the theory of social constructivism in the teaching of Islamic religious education. Nonetheless, the school principals also exhibit awareness of the significance of applying the principles of social constructivism in the context of Islamic education. In both schools, the teachers still need to understand social constructivism thoroughly. The teaching practices still rely on lecture methods as the primary approach, leading to the teacher's role primarily focused on imparting information, with collaborative learning implemented as question-and-answer sessions and group discussions. Limitations in assigning collaborative tasks and projects result in the potential for developing the Zone of Proximal Development (ZPD) among students, which needs to be fully optimized. The concept of scaffolding is only provided to students who inquire; thus, the principles of social constructivism in learning still need to be fully optimized. This study concluded that academics have the opportunity to enrich their knowledge, education practitioners can improve teaching skills, and policymakers can design more effective educational strategies and programs. Joint efforts are needed to enhance the understanding and implementation of social constructivism in Islamic Education learning in State Senior High Schools in Palu City.

Temporal dimension in recognition of prior learning (RPL) in vocational education and training from a social justice perspective

ABSTRACT An international movement is underway to promote the recognition of prior learning (RPL) as a means of social justice, especially for disadvantaged populations. This article examines the duration of the RPL pathway towards the upper secondary VET diploma from a social justice perspective. Grounded in the Sen’s capability approach (CA) and using survival analysis with administrative data, the results show that, under certain conditions, the RPL helps promote access to an upper secondary vocational education and training (VET) diploma, especially for experienced workers without a diploma. Indeed, some personal (e.g. immigration status) and social conversion factors (e.g. involvement of employers in the RPL pathway) are associated with the time until graduation through RPL. The discussion highlights the relevance of using survival analysis when examining the association between conversion factors and the RPL pathway. The conclusion sheds light on the relevance of incorporating a temporal dimension when analysing pathway in RPL and under CA framework.

Faculty-student rapport, student engagement, and approaches to collegiate learning: exploring a mediational model

AbstractStudents value a close, supportive relationship with their professors, which has been shown to enhance their learning in higher education. However, more needs to be known about how quality faculty-student relationships shape students’ engagement and approaches to learning in higher education. In a diverse sample of 966 undergraduates from two different institutions of higher education, the current study explored the relationship between faculty-student rapport, student engagement, and deep and surface approaches to learning. Faculty-student rapport was positively correlated with student engagement (r = .50) and deep learning (r = .30), and negatively correlated with surface learning (r = -.21). Student engagement was positively correlated with deep learning (r = .70) and negatively with surface learning (r = -.32). Using multilevel modelling with students nested within classrooms, engagement was shown to mediate the effects of rapport on greater levels of deep learning (β = .31) and lower levels of surface learning (β = -.12). Although results held up across a range of demographic characteristics, some differences were noted for rapport-building among Asian American students and engagement across men versus women. These results have important implications for how faculty can engage students in the learning process by developing close, supportive relationships with their students and by extending their relationship with their students outside the classroom.

Navigating the paradox: Exploring resident experiences of vulnerability.

Learning and growth in postgraduate medical education (PGME) often require vulnerability, defined as a state of openness to uncertainty, risk, and emotional exposure. However, vulnerability can threaten a resident's credibility and professional identity. Despite this tension, studies examining vulnerability in PGME are limited. As such, this study aims to explore residents' experiences of vulnerability, including the factors that influence vulnerability in PGME. Using a constructivist grounded theory approach, individual semi-structured interviews were conducted with 15 residents from 10 different specialities. Interview transcripts were coded and analysed iteratively. Themes were identified and relationships among themes were examined to develop a theory describing vulnerability in PGME. Residents characterised vulnerability as a paradox represented by two overarching themes. 'Experiencing the tensions of vulnerability' explores the polarities between being a fallible, authentic learner and an infallible, competent professional. 'Navigating the vulnerability paradox' outlines the factors influencing the experience of vulnerability and its associated outcomes at the intrapersonal, interpersonal, and systems levels. Residents described needing to have the bandwidth to face the risks and emotional labour of vulnerability. Opportunities to build connections with social agents, including clinical teachers and peers, facilitated vulnerability. The sociocultural context shaped both the experience and outcomes of vulnerability as residents faced the symbolic mask of professionalism. Residents experience vulnerability as a paradox shaped by intrapersonal, interpersonal, and systems level factors. These findings capture the nuance and complexity of vulnerability in PGME and offer insight into creating supportive learning environments that leverage the benefits of vulnerability while acknowledging its risks. There is a need to translate this understanding into systems-based change to create supportive PGME environments, which value and celebrate vulnerability.

The Difference of Chinese High School Students' Attitude Towards Chinese Traditional Learning Pattern and Project-based Learning

The exam-oriented Chinese education has a long history in China. After the introduction of Project-based learning, an educational method contrary to Chinese education, into China, many scholars and even parents began to compare the two methods and analyze their advantages and disadvantages. As the subject of education, students' opinions on educational methods are crucial. This study collected 31 participants who had experienced two educational methods, Chinese education, and project-based learning, and investigated their approval and affection of these two educational methods, as well as the effectiveness of their learning and their preference between the two methods through questionnaires. participants were asked what they thought were the advantages and disadvantages of the two methods of education using multiple choice questions. The survey results show that participants generally prefer project-based learning because of its relaxed classroom atmosphere. However, some of them think that in project-based learning, there are always team members who will delay the progress or quality of the project.

Lessons Learned-A Case for Required Student Services 1:1 Orientation.

Both faculty and student learners associated with physician assistant/associate (PA) programs continue to suffer from the effects of the ongoing mental health crisis. Furthermore, student learners may have other personal needs impacting their potential success in PA school (ie, financial, academic, or other). A proactive approach to supporting student learners early in their PA educational journey is warranted. Required 1:1 face-to-face orientations between incoming PA students and a representative from the Office of Wellness and Academic Support (OWAS) were implemented during the first week of PA program orientation. Students were allowed time and space to privately share their individual experiences and concerns as they entered PA school. In addition, the student services representative from OWAS was able to provide customized education on the variety of resources available for students. The student services representative from OWAS established personal relationships with each of the incoming PA students. Multiple follow-up appointments and referrals were made to various service lines including tutoring, learner accommodations, and mental health counseling. The implementation of required 1:1 face-to-face orientations between incoming PA students and student services during the first week of PA program orientation was highly effective. The primary lesson learned is that a simple, preventative, proactive approach can be extremely impactful if we are willing to view the challenges of student learners in PA education through a different lens.

Evaluating the difference in perception of the Akinosi technique among dentistry students: A comparison between theoretical and practical learning.

Effective pain control is crucial in dental practice; thus, local anesthetic techniques have been extensively taught. The Halstead technique is the most commonly used inferior alveolar nerve block despite its relatively high failure rate. On the other hand, the Vazirani‒Akinosi technique (VAT) is less commonly taught. This study evaluated changes in final-year students' perceptions of VAT after a period of active learning. This prospective randomized study was performed in 2022 and included fifth-year dental students (n=91). The study group (n=49) received practical VAT training during oral surgery internships, whereas the control group (n=42) did not. A Likert-scale questionnaire assessed students' perceptions, theoretical knowledge, and difficulty levels. An independent sample t-test was used for comparison and the statistical significance level was set at p<0.05. The survey response rate was 100%. Statistical analysis revealed significant differences between the groups for seven of the 12 questionnaire statements (p<0.05). Overall, perception scores favored the study group, indicating a more positive response. The statements related to theoretical knowledge, except for one statement, showed no significant differences (p>0.05). Practical training significantly improved students' perceptions of VAT, demonstrating the importance of active learning in dental education. Faculties should integrate active learning methods to enhance students' clinical skills and prepare them for professional practice.

Evaluation of the Implementation of Pre-Primary Education in the South-East Geopolitical Zone of Nigeria

Pre-primary education is globally recognized as important stage in the life of a growing child. This is because experiences at this stage have far-reaching effects on the behaviour of the child as adult member of the society. This study is an evaluation research which focused on the implementation of pre-primary education using policy stipulations as the standards. It is also a survey study because the researchers went to the field to meet the things on the ground with instruments that enable data collection and reports are presented as seen without manipulations. The area of the study is Imo State in the South-East geopolitical zone of Nigeria. The population of teachers in the four hundred and seventy threee-primary schools in the State is Five Hundred and Forty One. The sample size is One Hundred and seventy eight teachers in 38 pre-primary schools drawn using proportionate cluster random sampling techniques. This is to achieve a good spread across the three education zones of the state and each zone was represented in the sample according to its school population. Instruments for data collection were school records, interview and observation checklists and a proforma for abstracting the teachers qualifications. Four research questions guided the study. Findings include that 93.26% of the teachers were not trained to teach in the pre-primary education level, teaching and learning materials were far inadequate, and the teachers focused more on getting the pupils learn to carry out written works, thus maintaining strict academic work and strong discipline as opposed to independent activities that boost initiatives and creativity. It was recommended that teachers should be sponsored to go back to school and get training in the early childhood education among other recommendations.

Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS

IntroductionThe needs of today’s higher education have changed and higher education does not need a one-way communication from teacher to student but rather learn to appreciate the new role of the teacher as a facilitator with mutual responsibilities toward the creation of knowledge. Heutagogy, which emphasizes learner autonomy and the creation of self-determined learners, has garnered attention as a potential solution to address the evolving needs of teacher preparation. However, empirical research on the beliefs and attitudes of Heutagogy within the teacher education context remains limited. This study aimed to fill this gap by exploring the beliefs and attitudes of lecturers and pre-service teachers of the School of Education and Life-Long Learning (SoELL) at SDD-UBIDS.MethodsConvergent mixed method design with both quantitative and qualitative data analysis, the study collected both quantitative and qualitative data on 513 Pre-service teachers and 30 Lecturers from SoELL, SDD-UBIDS using a four-point Likert scale questionnaire and interview.ResultsThe findings revealed diverse perspectives among Lecturers and Pre-service Teachers regarding Heutagogy, with varying levels of understanding, acceptance, and readiness for implementation. Lecturers expressed enthusiasm for Heutagogy’s potential to foster learner autonomy and critical thinking skills, while pre-service teachers demonstrated varying levels of readiness and comfort with self-directed learning approaches.DiscussionLecturers and Pre-service teachers expressed willingness to embrace a self-determined approach in which the learner reflects on what is learned and how it is learned and where the Lecturers teach the learners how to learn by themselves. The cognitive conflict and the inadequacy of pre-service teachers’ preparedness will necessitate a shift in their attitudes toward developing autonomy skills to effectively navigate the challenges of the 21st-century knowledge economy.

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

This research aims to examine differences in Physical Education (PE) learning outcomes for high school students based on gender and learning motivation. The sample in this research was 84 high school students in Yogyakarta and was taken using a simple random sampling system. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students in the low learning motivation category was 86.29 and female students in the low learning motivation category was 83.71. The mean score for male students in the moderate learning motivation category was 83.21 and female students in the moderate learning motivation category was 84.14. The mean score for male students in the high learning motivation category is 85.64 and female students in the high learning motivation category is 82.64. The results of the Anova test on the learning motivation factor variable value Sig. 0.42 &lt; 0.05 means that there is a significant difference or influence between students' learning motivation (low, medium and high) on PE learning outcomes. In the gender factor variable, the Sig. value 0.001 &lt; 0.05 means that there is a significant difference or influence between gender (male and female) on PE learning achievement. Next, on the variables of learning motivation and gender, the Sig. value 0.000 &lt; 0.05 means that there is an influence or interaction between learning motivation factors and gender on students' PE learning outcomes. The conclusion is that PE design needs to take into account the specifics of gender and type of sport. This is so that male and female students have the right to exercise according to their portion in order to benefit from the PE program at school. Apart from that, it is also to provide maximum enjoyment and achievement for students in various games and sports activities in PE without any pressure. The conclusion is that motivational factors and gender significantly interact and influence students' PE learning outcomes. Therefore, it is important for teachers to consider these two factors in designing and implementing effective PE learning, paying special attention to the specific needs and conditions of each student based on their respective learning motivation and gender. Keywords: Achievement, Learning Results, Physical Education, Students, Gender, Learning Motivation

Assessment of learning levels of students using ‘Dennis Congo study skill inventory’ &amp; evaluation of protocol for slow, average &amp; advanced learners in medical education

: Students starting their medical education congregate from diverse educational environments and varied learning experiences. Hence, they would have developed individual preferences in learning styles for obtaining and refining information. Some students need accelerated approach so that they can learn things in the syllabus at their own speed. While some lack focus and understand topics at a slower pace compared to their peers. The process of assessment of the learning levels of students and conduction of activities for them can open up a new window for the teachers in adopting different teaching learning methods and result in more dynamic classroom interaction. This also paves way for adoption of appropriate strategies to address the concerns of all learners. The study was done with the aim to explore the study skills and determine any correlation between study skills of the students and their academic performance. This is a cross-sectional observational, questionnaire - based descriptive study involving undergraduate students enrolled in medical college. A predesigned, pretested structured and validated questionnaire, the Denis Congo Study Skills Inventory was administered on the sample. Study Skills Efficacy Scores were determined using the same. Learners were categorized as slow, average and advanced based on their scores in the first internal examination. These scores were aligned with the study skills used by the learner and the data was analysed using Microsoft Excel 2010 &amp; IBM SPSS Statistics 28.0.1.1 Windows software to find out any correlation.: It was found that all the six skills included in the Dennis Congo study skill inventory may need to be developed in slow learners with equal emphasis so as to facilitate them in becoming average learners. All the six skills also require improvement in average learners to become advanced learners, however our study shows that more emphasis needs to be laid on the development of skills of note-taking, memory enhancement, test preparation and concentration. Out of these, note-taking and test preparation are skills which might be easier to work on as compared to memory and concentration, as a part of these skills are inherent to the individual. Teachers can play a significant role in helping the students in acquiring the skills. : Factors affecting student academic performances is a multidimensional issue which has to be identified at individual level. Deficient study skills appear to be a statistically significant cause for poor academic performance. With the objective to change the learner’s behaviour, it can be conveyed to learners what exactly is to be accomplished by providing a direction in the planning of a learning activity.This study assesses student learning levels in medical education using the 'Dennis Congo Study Skill Inventory'. It further evaluates a tailored protocol designed for slow, average, and advanced learners, aiming to enhance learning outcomes across diverse proficiency levels."

Digital content on YouTube channels: A boon or bane to teaching and learning in medical education

Digital content on YouTube channels: A boon or bane to teaching and learning in medical education

Reflections on Transformation, Teamwork, and Mentoring: Student Teachers’ Self-Assessed Learning, Equality, and Equity in Competence-Based Education

&lt;p style="text-align:justify"&gt;This research concentrated on observing academic student teachers’ teamwork, especially its effectiveness and their attitudes to collaboration and transformation, as well as their reflective, written self-assessments in relation to teamwork. Teams have been studied widely, but these kinds of special contexts are rare. The target group was higher education teachers, the context was an introduction of a new pedagogical program, and the teams acted under the guidance of mentors and occasional lecturers. Besides the content analysis, the study method was a deep analysis of the essays. The most effective positive influencers proved to be social exchanges, including mentoring, peer support, input for learning and the experiences of wellbeing. Individual distrust of working methods in teams, and emotional suspicions of their self-efficacy in transformational settings emerged as latent factors, revealing mainly the difficulty of changing traditional mindsets. The analyses offered individual and community-wide opportunities to steer education in the future.&lt;/p&gt;

Caring for our planet: a world apart or same difference? A global music collaboration

PurposeThe impact and collective threat of climate change is of key concern to all. Music and arts education can play a role by responding to the ongoing climate crisis through the creation of artworks as activism. This paper discusses a collaborative online international music project and its potential contribution to sustainable development education.Design/methodology/approach 10,427 miles and 11 hours apart, music education students undertook the project, working in groups with a mix of students from Aberdeen, Scotland and Melbourne, Australia in each group. Each student collected video footage that captured their experience of climate concerns related to their environment. Students combined and edited the footage then collaboratively composed music to accompany the footage. This research was conceived as a collaborative self-study project undertaken by the authors as music teacher educators.FindingsThe results show a range of musical and extra musical outcomes and challenges. Evidence suggests that a collaborative online international music learning experience may contribute to sustainable development education and regenerative practice more broadly. Students began to develop their practice as educators for school and community contexts embedding learning for sustainability and climate consciousness, thus enabling them to develop as active global citizens.Originality/valueThis paper argues for greater attention to the affordances of digital collaborative music technology tools to facilitate creative projects as well as the need to reimagine musical experience, drawing together strands of music, sustainability education, technology and global citizenship. This paper also argues for the importance of embedding the UN Sustainable Development Goals in teaching and learning in Higher Education.

Protocol for a scoping review study on learning plan use in undergraduate medical education

BackgroundThe current paradigm of competency-based medical education and learner-centredness requires learners to take an active role in their training. However, deliberate and planned continual assessment and performance improvement is hindered by the fragmented nature of many medical training programs. Attempts to bridge this continuity gap between supervision and feedback through learner handover have been controversial. Learning plans are an alternate educational tool that helps trainees identify their learning needs and facilitate longitudinal assessment by providing supervisors with a roadmap of their goals. Informed by self-regulated learning theory, learning plans may be the answer to track trainees’ progress along their learning trajectory. The purpose of this study is to summarise the literature regarding learning plan use specifically in undergraduate medical education and explore the student’s role in all stages of learning plan development and implementation.MethodsFollowing Arksey and O’Malley’s framework, a scoping review will be conducted to explore the use of learning plans in undergraduate medical education. Literature searches will be conducted using multiple databases by a librarian with expertise in scoping reviews. Through an iterative process, inclusion and exclusion criteria will be developed and a data extraction form refined. Data will be analysed using quantitative and qualitative content analyses.DiscussionBy summarising the literature on learning plan use in undergraduate medical education, this study aims to better understand how to support self-regulated learning in undergraduate medical education. The results from this project will inform future scholarly work in competency-based medical education at the undergraduate level and have implications for improving feedback and supporting learners at all levels of competence.Scoping review registration:Open Science Framework osf.io/wvzbx.

Teachers’ belief and practice in environmental education: evidence from an Indonesian Islamic primary school

ABSTRACT Environmental education (EE) has been extensively implemented in various education settings for decades. However, a study investigating the belief and practice of EE in Islamic school contexts is rare. Thus, this interview study examines how Islamic primary school teachers’ belief of EE impacts on their pedagogical content knowledge and practices in promoting environmental literacy. Anchored in education for sustainability framework [Warwick (2016). “An Integrated Leadership Model for Leading Education for Sustainability in Higher Education and the Vital Role of Students as Change Agents.” Management in Education 30 (3): 105–111. https://doi.org/10.1177/0892020616653463], an interview protocol was designed. Three female teachers of an Islamic primary school in East Java, Indonesia, were recruited and interviewed to examine their beliefs and practices in the enactment of EE. The findings of the study show three key themes: (1) holistic education and experiential learning; (2) environmental literacy development; and (3) character formation and values education. This study provides practical contributions on how EE can be enacted to foster primary school students’ environmental literacy for sustainable school and community.

Impact of Psychological Factors on Physical Education Learning Outcomes

This research aims to analyze the impact of students' perceptions and learning motivation as the main factors that influence physical education learning outcomes. Affective learning is reported to be one of the key factors in achieving physical education learning outcomes. A correlation design using the associative causal method has been used to collect information from a sample of 63 public elementary school students. Data collection was carried out through questionnaires and focus group discussions. Next, to examine the impact of this study, we utilized IBM SPSS software. The results show that there is a different correlation between physical education learning outcomes and predictors of student perception and learning motivation. The strength of the direct influence identifies that there is a significant positive influence on students' perceptions and learning motivation on physical education learning outcomes. Therefore, the components of student perception and learning motivation are the main factors in physical education learning outcomes.