Learning In Years Research Articles

Comparing Online and Face-to-Face Performance in Scientific Courses: A Retrospective Comparative Gender Study of Year-1 Students.

As a result of COVID-19 pandemic, medical education at the Arabian Gulf University was instructed to apply online teaching instead of face-to-face for all phases of teaching at the University. Phase-1 is concerned with basic science courses delivered to year 1 students. We conducted this study to detect if there are any differences in the performance of medical students between online and face-to-face ways of learning. Also, a comparison between male and female performance in scientific courses was carried out in pre and during COVID-19 periods. The participant were first year students for pre COVID-19 period from 2018 to 2019 and during COVID-19 period from 2020 to 2021. The university used Moodle and Zoom as an online way of teaching. The students' performance in the year 1 (three-semester) -online period of teaching were compared with a three-semester-performance of conventional teaching prior to COVID-19. This is a retrospective study that attempts to shed some light on the efficiency of AGU experience in online learning for year 1 (Phase I) students. This study evaluates the outcome of both, online and face-to-face examinations for scientific courses. The results showed that the mean performance of year one medical students in all basic scientific courses (Phase I) during the coronavirus pandemic was greater than the mean performance before the pandemic with the exception of the Biostatistics course. The results by gender showed that the mean performance of females was better than males across all scientific courses before coronavirus. Also, during the COVID pandemic, the mean performance of females was better than males in all basic science courses. Year -1 students' performance in science courses during the coronavirus period seems better than pre COVID19 era. Females' performance was better than males' in both periods; pre and during COVID -19 periods.

Problem Based Learning menggunakan Kompetensi 4C: Implementasi pada Pembelajaran Ekonomi

This study aims to determine the effect of the 4C (Collaboration, Critical Thinking, Creativity, and Communication) problem-based learning model on the results of economic learning in year XI IPS MAN 2 Kota Padang. The quasi-experimental population of the study consists of students in the all-year XI IPS MAN 2 Kota Padang community. Technique used was purposeful sampling. The trial used a nonequivalent control group design. Prior to using the t-test statistic for hypothesis testing, the normality test and homogeneity test, both having a sig. 5%, were employed as analytical tests. The results of the study showed that the average post-test score for the experimental class, which was 84.50, was higher than the average score for the control class, which was 77.10, according to the study's findings. According to the t-test, tcount = 5,4 and tcount is greater than ttabel. H0 is disapproved whereas this Ha is accepted. Consequently, it was determined that the Problem-Based Learning model had an impact using 4C (Collaboration, Critical Thinking, Creativity, Communication) on student learning outcomes than a conventional model.

If we assess, will they learn? Students' perspectives on the complexities of assessment-for-learning.

Assessment can positively influence learning, however designing effective assessment-for-learning interventions has proved challenging. We implemented a mandatory assessment-for-learning system comprising a workplace-based assessment of non-medical expert competencies and a progress test in undergraduate medical education and evaluated its impact. We conducted semi-structured interviews with year-3 and 4 medical students at McGill University to explore how the assessment system had influenced their learning in year 3. We conducted theory-informed thematic analysis of the data. Eleven students participated, revealing that the assessment influenced learning through several mechanisms. Some required little student engagement (i.e., feed-up, test-enhanced learning, looking things up after an exam). Others required substantial engagement (e.g., studying for tests, selecting raters for quality feedback, using feedback). Student engagement was moderated by the perceived credibility of the system and of the costs and benefits of engagement. Credibility was shaped by students' goals-in-context: becoming a good doctor, contributing to the healthcare team, succeeding in assessments. Our assessment system failed to engage students enough to leverage its full potential. We discuss the inherent flaws and external factors that hindered student engagement. Assessment designers should leverage easy-to-control mechanisms to support assessment-for-learning and anticipate significant collaborative work to modify learning cultures.

Exploring the relative contributions of learning motivations and test perceptions to autonomous English as a foreign language learning and achievement.

Past studies on the contributions of language learning motivations and test perceptions to language learning have been conducted relatively independently, with few simultaneously gauging the relative effects of these two types of variables on learning behaviors and outcome. In contexts where testing plays a significant role in language education, it is argued that both types of variables are likely to influence language learning. Through a series of multiple regression analyses, this study juxtaposed the relative effects of three types of language learning motivation (i.e., integrative, development and requirement motivation) and two types of perception of a high-stakes English test on Chinese high school students' (n = 3,105) EFL learning practice and achievement, casting fresh lights on the motivational factors that may drive EFL learning. More specifically, it was found that integrative and development motivations were the major drives behind students' overall effort expenditure on EFL learning for Year 1 students. For students from higher grades who were more closely confronted with the test, however, the effect of development motivation diminished and that of perceived test validity increased. The same pattern applied to students' reported learning achievement. The motivational profiles behind each specific type of learning practice and their variational patterns across grades were also found to differ. Implications for both research and educational practice are discussed.

Fossilization Analysis on Segmental and Suprasegmental Features of EFL Learners (Javanese-English): A Comparative Study

EFL learners ( Javanese-English) have the same background in that their mother tongue is Javanese. Although students of the English Education Study Program (hereafter PBI) have experienced English learning for years, their pronunciation remains suboptimal. The aims of the study were to compare the fossilization of the students majoring English Education Study Program and Javanese Education Study Program (hereafter PBSD) in Universitas PGRI Semarang, focusing on segmental and suprasegmental features and to describe their perception of fossilization. Descriptive qualitative methods were employed with percentages to show the comparison clearly. The data from 57 respondents were collected using a test of pronouncing academic vocabulary and a questionnaire. The vowels, diphthongs, and consonants were categorized as Segmental Features data, while the pitch and intensity of typical suprasegmental features were detected through a voice spectrogram software named PRAAT. The results showed that PBSD students have higher fossilization than PBI with the percentage of vowels (73.88% > 46.86%), diphthongs (73.71% > 42.55%), and consonants (87.86% > 39.87%). Meanwhile, EFL learners have typical segmental features in pitch and intensity, which are different from native speakers. The pitch of native speakers was 201.5 Hz, while PBI’s was 208.5 Hz and PBSD’s was 220.3 Hz. The results showed that the native speaker’s intensity obtained 74,35714286, while PBI’s was 66,35714286, and PBSD’s was 66,71428571. The results also showed that PBSD students had more difficulty with pronunciation. Therefore, it can be concluded that PBSD has a higher level of fossilization compared to PBI on segmental and suprasegmental features, even though they got the same mother tongue background since PBI students have been learning English for years and they have already familiar with the words. The findings of the current study will be proceeded by the researchers to design a concept of Javanese fossilization.
 Keywords: fossilization; segmental; suprasegmental; EFL; Javanese-English

Situated learning in community environments (SLICE): Systems design of an immersive and integrated curriculum for community-based learning

Purpose We sought to design a micro-curriculum to structure supervised clinical placements for junior medical students within a variety of community-based settings of differing clinical disciplines. Given the gaps in the literature, this paper reflects on the opportunities and challenges of our design, implementation, and evaluation strategies in constructing an integrated task-based micro-curriculum for interprofessional community-based learning in year 2 of a four-year graduate entry program. Methods The design was informed by a systems thinking framework and guided by contemporary curricular theories on self-directed and interprofessional learning. Extensive consultations with stakeholders were undertaken. Alignment with relevant national level documents and curricular frameworks was ensured. Results The systems thinking approach provided first, an experience of applying thinking tools for a deeper understanding of how various parts of this micro-curriculum and subsystems should be integrated. Second, applying the toolkit uncovered tension points on which leverage could optimise future enhancements. Eighteen types of health professions were recruited including 105 general practitioners and 253 healthcare practitioners from a range of disciplines. Conclusion Systems thinking allows for the identification of various interacting elements within the curriculum to be considered as part of an integrated whole. Insights from this model could inform the design of similar innovative curricula.

Can an Understanding of Personal Barriers to Coaching be Transposed to Provide an Understanding of Personal Barriers to Learning for English Boys in a Post-16 Education Context?

The purpose of this exploratory study was to examine whether some personal inner and outer barriers found in coaching are reflected as personal inner and outer barriers to learning for boys in a post-16 education setting. The study predominantly sits within the interpretivist paradigm. This was an action research focus group case study that utilised a single qualitative methods approach. Participants, boys, engaged in a semi-structured interview that specifically examined their views relating to some personal inner and outer barriers to learning. It is a single-site, multi-voice study. ‘Positions of Consensus’ and individual comments are presented in relation to experiences of some inner and outer barriers to learning and the impact of these on engagement with learning. The results suggest that some inner and outer barriers identified in coaching can be transposed to aid understanding of some inner and outer barriers to learning. The outcome of this research provides some speculative evidence for boys, educationalists, managers, teachers and parents that some inner and outer barriers to learning impact negatively on engagement with learning for year 13 boys (boys between 17 and 19 years of age).

Reversed Subtitling and Foreign Language Learning: Investigating the Applications of Reversed Subtitling in Formal Language Learning Environments in Greece

In light of the current generation’s extensive familiarization with technology and exposure to a vast amount of audiovisual materials daily, researchers have been investigating the effects of subtitled audiovisual products in foreign language learning for years. It has been generally found that the polysemiotic nature of subtitled audiovisual content (Lertola 2019) enhances foreign language learning, as the message conveyed is supported by the audio and the visual and textual information (Talaván Zanόn 2006) presented on screen. The relevant studies show that the various modes of subtitling (interlingual, intralingual, and reversed interlingual subtitling) offer benefits in different aspects of language learning, with reversed interlingual subtitling (L1 audio with subtitles in L2) having demonstrable advantages in the vocabulary and grammar acquisition of less advanced learners. A study was conducted to examine the current state of the integration of reversed subtitled material in the Greek learners’ foreign language learning experience. This study investigated the perceptions and practices of Greek teachers who teach English as a Foreign Language (EFL) with regards to using reversed subtitles as a teaching method. It was revealed that the majority of the teachers participating in the study had not used this mode as a teaching practice due to their unfamiliarity with its educational potentials. Motivated by the findings, the paper concludes with suggestions of informal learning spaces where learners could have access to reversed subtitled materials and yield their language learning benefits incidentally.

Strategi Peningkatan Mutu Pembelajaran Al-qur’an di Sekolah Menengah Kejuruan An nur Bululawang Malang

Many formal schools in Indonesia such as An-NurBululawang Vocational School implemented Al-Qur'an learning programs for students. This school has been implementing Al-Quran learning for years but the learning management still has problems.This study uses a qualitative method with the type of case study research which aims to develop strategies for improving the quality of Al-Qur'an learning. Data analysis uses the Miles and Huberman model, namely data collection, data reduction, data presentation and conclusion drawing and verification. The results of this study indicate that: 1) The steps to improve the quality of Al-Qur'anlearning in Vocational High School An-NurBululawang Malang consist of: a) Planning. b) Implementation. c) Evaluation. d) Follow-up; 2) The implications of improving the quality of Al-Qur'an learning for Vocational High School An-NurBululawang Malang include a) Expansion of the organizational structure. b) Determination of quality standards for Al-Qur'an learning. c) Building the image of the school, and d) Implementation of continuous supervision and evaluation. The previous problem was that the teacher still had difficulty determining the appropriate method. This new strategy makes it easier for teachers to manage Al-Qur'an learning by grouping students according to their respective abilities. This new management strategy improved the quality of Al-Qur'an learning.

What We Talk about When We Talk about Rigor: Examining Conceptions of Academic Rigor

ABSTRACT Academic rigor has long been considered important for students’ learning and development in higher education. However, findings about students’ outcomes from previous studies of rigor are mixed, in part because of varying conceptions of what constitutes rigor. In quantitative research, rigor is often operationalized in one of two ways: through students’ workload in courses or through their instructors’ expectations for course learning in the form of cognitive challenge. This study employed data from a multi-institutional, longitudinal study of undergraduates in the United States to examine the relationship of both conceptions of rigor with students’ cognitive development, including their critical thinking skills and two measures of self-motivated learning (need for cognition and positive attitudes toward literacy). Workload was related to four-year growth in positive attitudes about reading and writing, while cognitive challenge was related to self-motivated learning in year one and all three aspects of cognitive development in year four. In particular, the amount of reading that students completed was the only measure of workload positively associated with outcomes, while both challenge in class and in exams and assignments played a role. These findings have implications for instructors, instructional developers, institutional leaders, and researchers in higher education.

Evaluation of a 12-Week Classroom-Based Gross Motor Program Designed to Enhance Motor Proficiency, Mathematics and Reading Outcomes of Year 1 School Children: A Pilot Study

This study explored whether Year 1 school children exposed to a 12-week classroom-based gross motor program progressed differently than Year 1 children undertaking their regular school program in motor proficiency, mathematics, and reading outcomes. Fifty-five Australian Year 1 school children (25 boys, 30 girls, mean age 6.77 ± 0.40 years) were exposed to either (i) their normal school program (Class N) or (ii) a 12-week program comprised of gross motor circuits and physically active: a) reading lessons (Class R) or b) mathematics lessons (Class M). Motor proficiency and academic performance in mathematics and reading were assessed using the Bruininks–Oseretsky Test of Motor Proficiency (2nd Edition) and the Wechsler Individual Achievement Test—2nd Edition—Australian Standardised Edition, respectively. Differences in outcomes between classes following the 12-week program were assessed. Mean change scores for the mathematics composite were significantly greater for participants in Class R (9.61 ± 5.62, p = .001) and Class M (7.57 ± 5.79, p = .019) than for participants in Class N (0.76 ± 8.00). Mean change scores for reading (11.54 ± 7.51, p = .017) and total motor composites (6.12 ± 5.07, p = .034) were also significantly greater for participants in Class M than Class N (4.47 ± 3.50 and 0.82 ± 4.38 respectively). A 12-week classroom-based gross motor program may be beneficial for motor skill development and learning in Year 1 school children. This pilot evaluation may usefully inform future experimental studies to further investigate whether classroom-based motor skill programs have a beneficial effect on motor proficiency and academic outcomes in children in the early years of primary school.

Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown

DALDIS is a three-year EU-funded Erasmus+ Project on Digital Assessment for Learning (2019–2022) involving five European countries. DALDIS is pilot testing a digital assessment for learning solution focused on Science and Modern Foreign Language Learning in years 5–9. Underpinned by the Study Quest technology, which is designed to drive students’ learning progression using well-designed question-sets and student feedback, DALDIS is built on the principle that formative assessment is one of the best methods to encourage student achievement. Although Assessment for Learning (AFL) using technology has great potential for learning, it is not widely used in Europe. As the project lead Ireland was responsible for the first adaptation of StudyQuest, known as JCQuest for its Junior Cycle science and French curriculum. Unexpectedly, the commencement of DALDIS coincided with school closures due to Covid-19 and this appears to have influenced the uptake in student usage of JCQuest to support online learning and exam preparation. This paper provides an insight into how students engaged with JCQuest, key usage patterns and types of devices used based on Google Analytics data during two crucial school closure periods during Ireland’s pandemic.

Sikap Peserta Diklat PIM Tingkat IV terhadap Model Pembelajaran Blended Learning

ATTITUDES OF LEVEL IV PIM TRAINING PARTICIPANTS TOWARDS BLENDED LEARNING LEARNING MODEL. The development of Information Technology is one of the driving forces behind e-government adoption. Nevertheless, the learning process of Government officials capability creation is already conceivably undertaken electronically. This study aims to discover perceptions of government officials towards mixed learning in year 2018 group of 40 DIKLAT PIM IV training participants. This research takes a quantitative approach using descriptive statistics and Analysis of Variance as analysis tool. The T-test tested the first testing hypotheses. A one-way ANOVA was conducted to test second hypotheses. The outcome indicates a constructive attitude towards blended learning among DIKLAT PIM IV 2018 training participants. Gender-based attitudes about blended learning are substantially different.

Why Can’t We Learn Foreign Languages in Turkey? Some Psychological Reasons Behind It

Foreign language learning is one of the most significant endeavours for people in all countries in the world. Turkey has given importance to foreign language learning for years. Nevertheless, it has been an unresolved problem for Turkish people. The purpose of the present study is to determine why people fail to learn foreign languages in Turkey and the psychological reasons behind it by focussing on perception, foreign language anxiety and learned helplessness. The participants were 100 volunteer students (56 female, 44 male) who were selected randomly from different faculties and departments at Bursa Uludag University. The data were collected from a questionnaire, which consisted of five main sections to identify participants’ background, perception of foreign language learning, level of foreign language anxiety, and level of learned helplessness. Both quantitative and qualitative data were collected. The data were analysed in relation to the research questions that guided the study. The results indicated that the participants’ perceptions of foreign language learning were positive owing to past positive experiences, but their level of foreign language anxiety was high due to lack of practice in language skills in the past; and their level of learned helplessness was low because of the positive perceptions they possessed. In addition, the findings suggested that the four language skills should be taken into consideration when the contents of foreign language lessons at schools and foreign language courses at universities are prepared and determined.

Quantitative analysis of the development of self-regulated learning in year 1 medical students

Quantitative analysis of the development of self-regulated learning in year 1 medical students

Western University Schulich School of Medicine & Dentistry.

Western University Schulich School of Medicine & Dentistry.

Student perceptions of learning challenges in year 7

This paper explores student perceptions regarding their learning in year 7, with a focus on challenges they experienced midway through their first year of secondary school. The study used a predominantly qualitative approach to collect data from a cohort of 178 students attending an Australian secondary school. The cohort completed a survey asking students to identify challenges with schoolwork and strategies that might be helpful. Data were processed by coding all responses for a content analysis before conducting a thematic analysis on the coded data. Students were concerned about their understanding of and connection to curriculum and identified challenges in managing tasks in the time allocated. They indicated that improving their organisational skills and focus might assist them. However, thematic analysis results indicated that a lack of connection to the curriculum had an impact on the students’ confidence as learners.

The effectiveness of local instruction theory for solid geometry topic using a realistic mathematics education approach

One of the efforts carried out to improve problem-solving in solid geometry is by using a realistic mathematics education approach. The Curriculum 2013 mandates the solid geometry learning in Year 5 of elementary school involving solving problems related to their traditions or local culture. This research aimed to examine the relevance of the LIT of solid geometry material between the Curriculum 2013 (revised 2016) and the Curriculum 2013 (revised 2014) and to review the effectiveness of LIT. This research employed a qualitative approach using the design research method consisting of three phases, namely: preparing, Hypothetical Learning Trajectory (HLT) test, and retrospective analysis. The pilot project was carried out in the Year 5 of three elementary schools located in Pidie District. The instruments involved student worksheet, student activity observation sheet, student conformity sheet comparing the observed and expected activity, problem-solving skill test, student questionnaire, and teacher questionnaire. The results indicated that: 1) The LIT of geometry topic of the Curriculum 2013 (revised 2016) was relevant to Curriculum 2013 (revised 2014), 2) The LIT developed satisfied six effectiveness indicators. Thus, the LIT developed can be disseminated to be used by elementary school teachers at schools.

Can an authentic EPortfolio succeed in First Year Medicine?

This article was migrated. The article was not marked as recommended. Introduction Despite evidence supporting ePortfolio use to promote reflective practice, most published studies focus on its use in senior years. This study explored how well the introduction of the Undergraduate Medical ePortfolio (UMeP) in Year 1 of an early clinical contact curriculum met its aims of supporting reflective practice and introducing portfolio learning. Effective mentoring, organisational support, authenticity and adequate time are key to success. Methods A constructivist study heard the voices of students n=14 (2 focus groups) and tutors n=6 (semi-structured interviews) who had used the UMeP in its first introductory year. Thus, triangulation was employed to gain a deeper appreciation. Results Analysis uncovered four major themes- Reflective Practice , Support/Training , ePortfolio functions,and Feedback/Assessment. The study revealed support for the introduction of portfolio learning in Year 1 Medicine, for its role in promoting reflective practice and for maintaining formative assessment. Discussion EPortfolio introduction in Year 1 provided a valuable early introduction to reflection and life-long-learning habits. Regular small group tutor support and feedback were positive factors. The study revealed a need for tutor training on reflection feedback. Introduced at a stage without the weight of clinical commitments, this ePortfolio's limited demands allowed students time to learn and become accustomed to its requirements. Scaffold boxes in ePortfolio forms facilitated reflective writing. Use of an authentic portfolio linked to a professional version was a key engagement factor. Through sharing submissions students learned from each other about reflective writing and confidentiality. Better curriculum integration is needed to develop its potential.

Citizen science – bridging the gap between scientists and amateurs

Abstract The European Union has been facing common issues such as early school leaving and lifelong learning for years. They are main targets that remain on the EU agenda and all good practice examples are welcome. Citizen science is one of the approaches that seems to have great potential to draw a wide group of people to science in a popular way. People can easily become a part of a scientific team and contribute to research that could hardly be carried out by one small team. Many citizen science researchers deal with issues that are attractive for people because of their usefulness or application (gathering ticks, taking photographs of surroundings) and/or because of the accessibility of the data (typical for biological issues). This aspect also supports bridging the gap between citizens-amateurs and scientists-professionals, as well as lifelong learning. Chemistry is a natural science subject that is rarely performed in citizen science, and little research is devoted to the educational aspect of citizen science projects. Therefore, we present here a brief overview of an increasing scientific design that is widely used in natural science, although rarely in chemistry. Citizen science seems to be a potentially useful tool for improving chemistry education.