Large Group Learning Research Articles

INVESTIGATING THE STUDENTS’ NEED IN LEARNING ENGLISH VOCABULARY: NEED ANALYSIS FOR SPECIAL NEEDS STUDENTS

This research aimed at finding out the learning needs of deaf students in learning English vocabulary using digital book at SLB Negeri 1 Makassar. The participants of the research were chosen by using total sampling The students’ criteria who experience a loss of hearing and speech impairments may face various challenges in their educational journey were the participant this research were thirty students of junior high school and senior high school SLB Negeri 1 Makassar. The data was collected through questionnaire and interview. The results of this research showed that deaf students was Important purpose in learning English for deaf students was to succeed in college, to succeed in career, for information exchange, to get a scholarship, and for personal needs. Deaf students are having barriers to writing, reading, speaking and listening skills. vocabulary important materials for deaf students were vocabulary at school, in the classroom, school equipment, at school, subjects, classroom activities, school uniform, extracurricular, school environment, profession, family, daily activity, month and day vocabulary. Learning models that were important to deaf students in their vocabulary learning preferences in the classroom include learning alone, learning in a pair, learning in small groups, and learning in large groups. Deaf learning activities and media in vocabulary learning in the classroom were using sign language and digital-based learning. An important place to learn vocabulary for deaf students is in the school area. The teacher said that all activities and learning processes students use smartphone as media. Technology strongly supports media in teaching English which will enrich the repertoire of learning and facilitate teachers in the teaching process and the use of smartphones can be one of the media that can attract or motivate students in learning English.

State of lifestyle medicine education in Saudi medical schools: A descriptive study.

Lifestyle medicine (LM) is a patient-centric, evidence-based clinical practice supporting adopting and sustaining of healthy behaviours and improving health-related living standards. Unfortunately, even in developed nations, medical curricula have largely ignored the LM concepts. Some LM components have been incorporated into the medical curriculum in the Kingdom of Saudi Arabia to determine the general status of teaching LM competency domains in undergraduate curricula in medical colleges. A cross-sectional, descriptive survey was conducted in English and distributed from January to March 2022. In this study, only administrative position holders were included. The administrative directors (such as deans, vice-deans, and program directors) play a significant role and are responsible for policymaking in medical education. There are 38 undergraduate medical programs across private and public medical colleges in Saudi Arabia. MCQs, OSCE, Essay, SEQ/SAQ, Assignments, and OSPE, were the assessment techniques of the LM domains. The response rate of the survey was 78.3%. Of all respondents, 61% were aware of LM domains. Twenty-four colleges teach one or more of the LM domains; the nutrition domain was the most common one. Mostly followed the traditional method (75%) and small group learning activities (71%). Programs also used large group learning activities and clinical teaching (35% each), followed by practical laboratory activities (19%) and other methods on very few occasions. The current study also shows that LM is not taught effectively in medical schools in Saudi Arabia, although the results illustrate an increased interest and awareness among administrators. This study identified the general situation of teaching LM in medical schools. These findings provide valuable insights for shaping the future direction of medical education.

Five practical strategies to get a grip on large group cooperative virtual learning in medical education.

The COVID-19 pandemic has led to the rapid replacement of in-person classroom learning with virtual large group learning. Done well, virtual large group learning can be an effective tool that provides flexibility, accessibility, and collaboration between learners. However, despite its potential benefits, human and technological challenges limit engagement and overall efficacy of large group virtual learning. The following account provides an evidence-based framework to maximize cooperative learning, learner engagement and retention of medical education in the virtual setting.

Philosophy of Teaching as an ESOL Teacher (A study on curriculum development in adult education)

Philosophies and theories of teaching are not mutually exclusive, but each educator can select what philosophy or theory of teaching suits him or her depending on the learning atmosphere, small or large group of learners, the subject and material of teaching. All theories are just different ways to look at how personality develops and mostly they come from different perspectives of psychology such as the humanistic philosophy states: individuals especially adults have free-will and that we can actively develop themselves to the highest potential whilst the Behaviorist articulates: if something is not noticed then it will be learned. This paper, will try to identify a philosophical perspective on adult education as English for speakers of other Languages (ESOL) teacher and present a stance as for an experienced adult educator having five years of teaching experience in this field. Furthermore, will state a set of guiding principles for teachings that to believe in, such as management, trust, and respect, empowering, engaging, nurturing and teaching not lecturing the learners in the teaching process. Moreover, will illustrate views of different scholars who write on humanistic philosophy and behaviorist theory of teaching, such as Maslow, Chomsky, Bandura and others. In addition, will discuss other themes that show the practice of teaching such as audiolingual, learning environment in classes, the dynamic in small and large classes. Material and design of classes, the learners’ autonomy and the relationship with learners, activities, assessment and feedback plans will be discussed in different paragraphs. Finally, will state an opinion about the values, ethics, and professionalism in teaching followed by a conclusion of a philosophy of teaching and a descriptive figure of figured philosophy (Figure 1, p. 13).

Livestreamed cross-institutional hybrid simulations on healthcare inequality: a time, cost and environmentally friendly opportunity for large group learning?

Students intercalating in BSc Urgent and Emergency Care/BSc Critical Care degrees undertake placements in 32 NHS Trusts across the UK. A collaborative simulation day was planned between the University and a geographically distant hospital, aiming to explore bias within healthcare. Inequality has been examined through simulation previously and recommendations exist on maximising simulation effectiveness [1]. A hybrid simulation day took place with 11 students present ‘in-situ’ and 49 remote students across the UK joining a livestream. High-definition cameras provided multi-angle simulation views plus a patient monitor with separate audio from ceiling-mounted boundary microphones. A webcam and cardioid microphone captured the debriefing. The free programme OBS Studio controlled the livestream as a single ‘virtual camera’, with test results overlaid as appropriate. Scenarios involved an atypical myocardial infarction, sickle cell crisis, and female genital mutilation/trauma in pregnancy. Feedback from learners (n=21) rated the content most useful for ‘trauma in pregnancy’ (2.95/5) and ‘teamworking’ (2.90/5), whilst ‘networking with peers’ was lowest rated (2.21/5). Scenarios were realistic (75%) and appropriate for training level (86%). However, the audio-visual system was rated adequate by only 57%. Comments described difficulty with simultaneous speech during the simulation. Satisfaction with reflective debriefing was 76%, however free-text comments revealed verbal feedback delivered to simulation teams by ‘remote’ peers was perceived more critically than feedback received from local faculty. A novel technological setup with OBS Studio was used for a collaborative simulation event viewed across the UK. Scenarios were rated positively. There was difficulty discerning multiple audio streams during the simulation. We plan to provide team leaders with dedicated microphones for overall commentary. We recognised the lack of diversity in simulation manikins within the host hospital and, as recommended [1], are now arranging representative manikins that can be used routinely and not for stereotypical scenarios. Feedback from a remote group to a smaller ‘in-situ’ participant group can feel daunting and direct. This may reflect the challenging topics explored, but also difficulties recognising the nuances of nonverbal cues in a virtual space. As such, care must be taken with ground rules, and facilitating appropriate exploration of learning points. Although feedback has identified areas for improvement, hybrid simulation can deliver immersive experiences to geographically-dispersed learners which are time- and cost-effective, with reduced environmental impact from travel. Alongside allowing physical-distancing, it may support distance-learning and facilitate cross-institutional collaborations. We recommend exploring OBS Studio for livestreaming simulations [2]. 1. Vora S, Dahlen B, Adler M, Kessler DO, Jones VF, Kimble S, Calhoun A. Recommendations and Guidelines for the Use of Simulation to Address Structural Racism and Implicit Bias. Simulation in Healthcare. 2021;16(4):275–294. 2. Gumble E. Setting up for remote simulation using OBS Studio. 2021.

Development of Scribe Video Learning Media Based on Problem Based Learning (PBL) in Economic Learning

This research is a development research with the aim of knowing the development and feasibility of Problem Based Learning-based video-text learning media in the learning media course and the development of teaching materials. The research method used was a Research and Development (R&D) approach with a modified Thiagarajan 4D model. The data analysis used descriptive quantitative and qualitative data analysis techniques. Based on the results of the study, it shows that the development of Problem Based Learning-based video-text learning media in economic learning in instructional media courses and the development of teaching materials can clarify concepts and motivate student learning. For product quality, it is considered feasible to be developed with the criteria of validity, practicality, effectiveness. The validity value is shown from the score of the material and design expert team at the very valid validity level. The results of the practicality test processing showed that the responses of lecturers and students stated that the media was very practical. In terms of effectiveness, the learning outcomes obtained by an average student score were satisfactory and entered the criteria very effectively. The video scribe media was tested in small groups and gave a positive response and was declared fit for use in large group learning groups. Keywords: learning media, video scribe, PBL.

Evaluating Autostereoscopy (AlioscopyTM) Use for Anatomy Education

IntroductionTraditional anatomy learning relies on models and cadaveric specimens that are time and resource intensive to produce, which compromises their accessibility. To mitigate this, the use of three‐dimensional visualization technology (3DVT) to learn anatomy has substantially increased. Still, learning in an immersive virtual reality (VR) environment may pose new challenges, including increased self‐reported levels of cognitive load and cybersickness likely due to its immersive nature that isolates the learner from their surroundings. Autostereoscopy is a novel and potential solution, as it provides a headset‐free stereoscopic view of a three‐dimensional (3D) model. There is, however, a paucity of information about the use and educational efficacy of autostereoscopic 3DVT. The purpose of this study is to examine the strengths and limitations of implementing a non‐immersive autostereoscopic (AlioscopyTM) screen for learning anatomy.MethodsA large‐scale study on the efficacy of VR, autostereoscopy, and 3D printed physical models for learning anatomy is currently underway. We suspect that cognitive load and cybersickness may compete with learning capacity. Based on the literature, we hypothesize the AlioscopyTM screen to represent a sort of middle‐of‐the‐road option, with moderate cognitive load and cybersickness levels (VR>AlioscopyTM>physical), that supports large‐group learning (as opposed to single‐user immersive VR) yet retains the accessibility associated with digital assets (as compared to physical specimens). As such, it is prudent to consider the feasibility of implementing an AlioscopyTM screen for anatomical teaching and summarize the strengths and limitations of the technology.ResultsAccording to the company’s website, 3D images on the 42” AlioscopyTM display we are using can be viewed from 2.5m to 9.0m away, with optimal results at 4.0m, by a theoretical maximum of “20 to 50 people spread over an area of 90°”. We suspect a practical limit of 14 people per display (2 people for each of the 7 viewing zones) and a comfortable limit of 7 (1 per zone). This allows viewers to comfortably situate themselves in a “sweet spot” where each of their eyes receives a clear, distinct image, which is required for the stereoscopic effect. The stereo‐3D effect is prominent, with objects allowed to both protrude from and recess into the display considerably. Display content was created using a plugin (provided by AlioscopyTM) for the videogame engine Unity, allowing existing Unity content to function on the modality easily.ConclusionThe AlioscopyTMscreen represents a novel approach to promoting material accessibility and viewing 3D stereoscopic images in a group setting. The nature of this set up may both decrease the inherent issues most immersive 3DVT impose and offer an opportunity for collaborative learning not available with the use of single‐user headsets.

94 Phygital Simulation for a Large Group of Learners in a Regional Teaching

Over the years, knowledge-based simulation has been a valuable way of delivering certain content of the syllabus in medical education. There have been challenges to undertake any form of educational activities during the COVID-19 pandemic due to a global shutdown The aims of the study were to deliver an inclusive and effective simulation session to a large cohort of trainees in emergency medicine and to provide an immersive learning environment to learners by enhancing their feeling of being present in the simulation hub.We delivered a phygital simulation with the aid of digital technology in a way that encouraged participation from all attendees. We sought to overcome known challenges of simulation teaching during the peak period of COVID-19 and identified newer challenges unique to the situation and suggestions for future improvements or simulation.During the simulation, we utilized a standardized patient (SP) (who did not require further training for our method) and various equipment/components of the room including cameras for the different views required. The room had a limit of five persons (as per COVID-19 restrictions) so we designed a teaching method that enabled us to cater efficiently for the remaining 33 participants of the scheduled regional teaching session. A volunteer candidate was chosen from the online audience to lead in the simulation. Prior to selection, all candidates were shown the brief which explained the expectation of leading and the different camera views available to aid their performance. They viewed the whole room with separate focuses on the SP, the device required to perform a procedure, and their appointed physical presence (PP) who they will instruct to perform the procedure. We identified advantages, challenges and areas of future development and believe that this type of teaching can be applied to a wide range of simulations that required demonstration.

Enhancing productive skills in EFL with CIRIPI: a didactic sequence established within the flipped classroom Approach

This paper reports a case study about a teaching and learning strategy in English Foreign Language (EFL) with 42 university students of the level A2. It was aimed to determine the effectiveness of a didactic sequence that integrated one element of digital technology (website) with one of analog technology (learning journal) within the Flipped Classroom Approach. The data were collected by using the learning journal, two focus groups, and a pretest and a posttest. The results showed that, although productive skills (speaking and writing) are the most difficult to develop in large groups of learners, these can be enhanced when there is a dynamic sequencing of the different class elements.

The student as lecturer: building confidence, collaboration, and community in first year undergraduate law lectures

ABSTRACT Should first year undergraduate students be involved in the delivery of lectures? This paper reports on the development of a project to instil student leadership in large group learning (lectures). The initiative draws from an experimental student-run lecture in the spring of 2018, when the six undergraduate co-authors took the opportunity to stand in as the lecturer in a core first year module. The results of that experiment led us, in 2019, to explore formal opportunities for student leadership in first year lectures. In this model, the teacher–student relationship becomes one of collaboration: the lecturer mentors rather than presents. Our findings contribute to the literature on student-led teaching, corroborating accounts that report greater participation and collaboration as a result of student-led teaching. The novelty of our model is that it reimagines learning roles, positioning students as lecturers at the point where students first encounter material and at an early stage of undergraduate study. Dismantling traditional learning hierarchies in this way has the potential to encourage a collaborative relationship between teachers and learners, nurturing student confidence and fostering a stronger learning community. This paper is an extension of such a collaboration, being written collectively by six undergraduate students and our lecturer.

Interactive Annotation Is an Effective Tool for Delivering Virtual Pharmacology Large Group Sessions

Introduction COVID-19 has had a tremendous impact on medical education. Following the New York State guidelines for schools, Zucker School of Medicine (ZSOM) made a quick transition from in-person classes to virtual sessions to minimize the disruption of teaching and assessment. This has challenged both learners’ and educationists’ ability to adapt to the critical situation that has arisen. Pharmacology is a crucial component of undergraduate medical education. The foundational principles of Pharmacology, including Pharmacodynamics (PD) and Pharmacokinetics (PK) are among the most challenging subjects for students. These contents were delivered entirely online this year. It is therefore important to evaluate the effectiveness of online teaching strategies and their adequacy for medical students. Method The current study was conducted in the present first-year medical students (class 2024) at ZSOM. Pharmacology contents of PK, PD and drugs used in the autonomic nervous system were delivered online via Zoom. Students were assigned pre-read work before the classes. Annotation features of Zoom were used throughout the classes to promote students’ interaction and engagement. For example, a dose-response curve of a full agonist was shown on the faculty's shared screen, and then the students were asked to draw on the screen how the curve would change if the system was pretreated with a fixed dose of an antagonist, a partial agonist, or an inverse agonist. The students could also answer questions using annotation. All students could respond at the same time. Upon collecting enough responses, the faculty facilitated a class discussion on the topics. At the end of the course, we conducted a virtual learning survey to explore the effectiveness of these virtual teaching strategies. Furthermore, we compared the final exam results of the current class (2024) with that of the previous class (2023) which was taught in-person by the same faculty. Results Eighty-eight out of 103 students completed and submitted the end of course virtual learning survey. Seventy-eight percent of the students agreed/strongly agreed that the virtual large group learning environment was engaging and promoted learning, and 75% of students also agreed/strongly agreed that the virtual large group learning environment provided opportunities to interact with the professor. Only 53% of students agreed/strongly agreed that the virtual large group learning was an equivalent learning experience to in-person large group learning. The majority of the students commented positively on the utilization of annotation features during the classes in terms of promoting students’ interaction, engagement, and learning. Furthermore, analysis of the final exam results shows no significant difference between the two classes in the understanding of the pharmacology content and the final exam grades (Figure 1). Conclusion This study reveals a positive attitude from the first-year students at ZSOM toward virtual pharmacology large group sessions. Although online teaching/learning is not the same as in-person, it is a sufficient alternative platform to deliver pharmacology education to medical students when necessary. Annotation features of Zoom are effective in engaging and interacting with students, as well as promoting learning.

Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education

ABSTRACT Large-group activities have increased in higher education since 2000. Research focused on the possibility to have positive effects on students’ learning, regardless of the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarises the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of 78 articles met the inclusion criteria and were selected for thematic analysis. These studies came from a wide range of disciplines, types of institutions, and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student–teacher and student–student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students’ motivation and commitment, and (5) the use of online teaching resources. The discussion is centred on the conditions by which large-group activities can be effective learning strategies in terms of student’s achievement of learning outcomes.

USE OF ACTIVE LEARNING STRATEGIES TO IMPROVE LEARNING EFFECTIVENESS AND LEARNING INTEREST OF CLASS X STUDENTS OF VOCATIONAL SCHOOL 46 JAKARTA IN LOGARITHM STUDIES

In general, students of SMK Negeri 46 Jakarta in mathematics have experienced a decline in learning outcomes, especially in logarithmic materials, to overcome this problem SMK 46 conducts research in order to obtain the most effective teaching to be used both on current and future occasions. On this occasion the researcher conducted a study on the students' low mastery of logarithmic material, and what became the focus of this study was the ineffectiveness of the teaching carried out by the teacher in teaching the logarithmic material. The ineffectiveness of the teaching carried out by the teacher is thought to be due to the ineffectiveness of teachers in using learning strategies. This is indicated by the tendency of the teacher to teach the material using the classical lecture method. Based on the desire to find appropriate and efficient learning strategies to improve the results of the mastery score of logarithmic material from class X students of SMK Negeri 46 Jakarta, the researchers felt the need to conduct this research. The improvement of learning outcomes on logarithmic material and learning effectiveness that is expected by researchers is by directing active student learning in large groups and in small groups. In addition to the expectations that have been stated above, this research is expected to change the paradigm of teachers in carrying out learning from the teacher as a learning center so that it switches to students. In order to realize the expectations desired by researchers as above, the researcher applies active learning strategies using large group learning techniques and small group learning

The impact of integrating environmental health into medical school curricula: a survey-based study

BackgroundInclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention.MethodsEnvironmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives.Results36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling.When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted.ConclusionsOur conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health.Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

Redesigning continuing professional development: Harnessing design thinking to go from needs assessment to mandate.

BackgroundThe world of medicine is constantly changing, and with it the continuing professional development (CPD) needs of physicians. As the CPD landscape is shifting away from unidirectional delivery of knowledge through live large group learning (conferences) and is placing increased emphasis on new approaches for skills training not taught a decade ago, a new approach is needed.ApproachUsing design thinking techniques, we hosted a full-day retreat for emergency medicine stakeholders in Hamilton and the surrounding region. Prior to the retreat we collected medico-legal data on emergency physicians in our region and performed a needs assessment survey. At the retreat, we had participants brainstorm ideas for CPD, generate archetypes for end-users, then generate solutions to the problems they had identified. These proposals were presented to the larger group for feedback and refinement.EvaluationThe Design Thinking Retreat generated five main pillars for action by our CPD team. 1) Simulation/procedural learning (staff simulation, procedural skills day, in situ simulation); 2) Asynchronous learning (website and podcast); 3) Synchronous learning (small group sessions for staff); 4) Community connectivity (online platform for collaboration and communication); and 5) Coaching & mentorship (focused coaching for specific practice improvement, improved onboarding for new staff).ReflectionThese ideas have vastly increased engagement in CPD. Stakeholder consultation via design thinking may be a key approach for educators to use.Electronic supplementary materialThe online version of this article (10.1007/s40037-020-00604-1) contains supplementary material, which is available to authorized users.

Comparing Two Resources Used to Teach Pulmonary Patterns for a Flipped Veterinary Radiology Course.

The flipped classroom has been gaining momentum within medical education circles. Pre-class assignments are an important component of this pedagogical approach. In this study, a section of the introductory course to veterinary medical imaging was taught using a flipped classroom, and the effectiveness of two different pre-classroom assignments was evaluated. The pre-classroom assignments consisted of either short videos or readings. Both had similar content, which included basic information about pulmonary patterns of disease on chest radiographs. Learning outcomes were assessed by in-classroom and final examination questions. Student learning self-assessments and student satisfaction were also evaluated via an online survey. Students in the video group answered more of the in-classroom questions correctly (71% video vs. 63% reading group; p = .01) and had higher scores on the final examination (83% video vs. 75% reading group; p = .02). There was also a higher student satisfaction with the videos versus the reading assignment. However, we found no significant difference in the student self-assessments of learning or participation in class. An additional finding of this study related to the ongoing difficulties students were having with the learning objectives, including differentiating a pathological process from a normal, or normal variant, recognizing the different pulmonary patterns, and developing a differential diagnoses list, despite the pre-classroom assignments and large group learning sessions. This speaks to the difficulty in developing confidence in pulmonary pattern recognition on chest radiographs, a skill that requires considerable training and time investment.

Learner centric feedback-based learning analytics

Now a day, E-learning is a widely used way of learning. After the wide spread availability of Internet, e-learning became the first choice of a large group of learners as it provides the facility to learn anytime anywhere. The only thing that makes a difference in e -learning and traditional face- to- face learning is learner gets the proper feedback from teachers in traditional way of learning, but today’s e-learning systems also facilitates the feedback-based guidance to the learners. In this paper, we collected feedbacks of 120 undergraduate students of Department of Computer Science, Aligarh Muslim University, India and analyzed the role of learner centric feedback and proposed learner centric feedback based e-learning model to facilitate the overall e-learning objectives and improved performance of learner consequently to enhance learner’s cognitive abilities. Learner centric feedback-based e-Learning Model facilitates to achieve multidimensional improvement in learner. Learner centric feedback provided by different stakeholders makes this model special. A prediction system has been developed to predict low performance learner on the basis of analysis of feedback given by the learners on different video tutorials using various machine learning algorithms. Results and findings of our study conclude that Support Vector Machine classifier chives the accuracy of 91.30% that is the highest among other classifiers used in this study. This study specifies the importance and requirement of learner centric feedback in e-learning tutorials and the scope of personalized feedbacks. This model can be further improved for analyzing audio and video feedbacks.

Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations

Disruption education is now affecting to learning environments and its changes make education reforming. Learning competency in this era should be enhanced in thinking skills and creating innovation to society. This research aims to enhance innovative thinking of Thai pre-service teachers. Participants were 128 pre-service teachers who enrolled in the second semester in the academic year 2018 from a university in the northeast of Thailand. Research tools consisted of observation form, interviewing form, and open-ended questionnaires. Participants were divided into 3 groups by large, small, and individual learning. Data were collected and analyzed by qualitative and quantitative explanations and some remarks in the implementation period. Six steps of learning activities consisted of setting goals, brainstorming, innovation design, 4 reflection, teaching strategies, and evaluation. Also, educational innovation had 5 components: instructional media, guideline, online link, application technology, and lesson plans. Instructional media were pop-up, paper mace, slide card, learning cycle, digital media and electronic book. The innovative thinking of large group learning showed the highest score, pop-up fit to small group learning, and digital media was suitable for individual learning.

The Large Group Experience: Affiliation in a Learning Community

ABSTRACT This article is designed to orient prospective members of a large group convened for educational purposes. The authors frame the experience as one of affiliation within a learning community, emphasizing relational processes to facilitate group-as-a-whole understanding, civic mindedness, and systemic change. They provide an historical overview of large group work, a description of basic learning goals and relevant concepts from social psychology, and an elaboration of their relational team model of consultancy. A summary of the large group convened at the Annual Meeting of the American Group Psychotherapy Association, AGPA Connect 2018, includes in-session material and integrative commentary. Reflective questions are offered to help readers consider the relevance of large group learning to their professional development as group therapists.

Designing an Online Quranic Recitation (<i>Qirā’āt</i>) Framework Using Massive Open Online Courses

Understanding variations in Quranic recitations is essential in ensuring that the recitations convey the actual meaning of Quranic verses. Traditionally, in increasing the levels of accuracy and precision of the verses, extensive practice sessions are conducted with instructors via individual face-to-face session. Yet, this is problematic with large groups of learners, as individualized learning sessions cannot be conducted. Moreover, there is also the issue of pace of learning in which some learners require higher levels of learning times that are compared to others. Previous studies have indicated that integration of technology via massive open online courses could potentially solve these problems. As such, this study proposes a Design Framework to develop MOOCs for Quranic recitation. This design was based on findings gathered from experts’ judgement and consensus. Various approaches and different learning activities have resulted in the failure of correct pronunciation in Quranic recitation. Therefore, Focus Group Discussion (FGD) was used to determine suitable elements for MOOC learning content design with regards to Quranic recitation learning. 15 experts from different fields of study were involved as experts in the FGD session. The findings were analyzed using a thematic analysis. This study concludes by highlighting the proposed framework by verifying Quranic recitation (Qirā’āt) constructs needed for the development of MOOC.