Learning Mode Research Articles

The specifics of integrating distance learning technologies with traditional classroom instruction: How to design educational curricula in modern education?

The active and widespread transition to distance learning modalities was prompted by the COVID-19 pandemic and is currently considered a prospective paradigm for the development of the education system. This shift necessitates the creation of corresponding curricula and programs capable of fostering student competencies through online and blended learning. The purpose of this research is to examine the specifics and formulate an algorithm for the development of educational programs incorporating distance and blended learning technologies. Analytical, sociological (utilizing semi-structured surveys administered to 96 educators and 128 students on the subject of distance and blended learning and its methodological support), modeling, and mathematical-statistical methods (Student's t-test and analysis of variance ANOVA) were employed in this study. The survey confirmed the hypothesis of differences in attitudes toward distance learning among students and educators. Educational needs and challenges were identified, leading to the development of an algorithm for designing educational programs integrating distance and blended learning technologies. An algorithm has been devised for the development of educational programs based on the integration of distance and blended learning technologies. The study underscores the importance of continuity across educational levels and the early cultivation of distance learning skills. Prospective research endeavors are intended to be directed toward the examination of the organization of distance and blended learning for students with special educational needs.

Uncovering Reflective Practices of Educators In Teaching and Learning Process: a Phenomenological Study from Elementary School in The Philippines

Recent PISA results consistently show that 15-year-old students in the Philippines are five (5) to six (6) years behind in critical competencies, including mathematics, science, and reading—issues that predate the pandemic. Given teachers' enormous influence on students' academic success, the efficacy of their teaching tactics is becoming increasingly important. The advent of the epidemic and adjusting to a new normal posed significant hurdles to established information transfer techniques. This study investigates the reflective practices of educators at Los Baños Central Elementary School, Philippines, analyzing the evolution of these practices across three key periods: pre-pandemic, during the pandemic, and in the post-pandemic "new normal." It further examines the integration of three distinct learning modalities employed during the 2020-2021 and 2021-2022 academic years. Additionally, the study emphasizes the importance of ongoing reflection by educators on their instructional methods to more effectively meet the needs of their students. Using a transcendental phenomenological methodology, the researchers conducted in-depth interviews with seven (7) educators, resulting in the identification and analysis of major themes in their responses. Through the data collection process, this study revealed that, despite numerous challenges encountered during the pandemic, educators effectively managed the crisis by engaging in reflective practices to enhance their teaching methods. The findings underscore the pivotal role of reflective practices in advancing the teaching-learning process and improving student academic performance.

Tales of Online Learner Autonomy: Highlights and Challenges in the Disruptive Age

When the new normal learning mode capitalized on technologically mediated communication, it created a high learner-content interaction while honing critical thinking and collaborative skills to achieve optimal learning. The disruption brought about by the Covid-19 pandemic instilled a sense of independence and flexibility in learning. The aim of this autoethnography is to consider the accounts of the author’s independent learning throughout the pandemic in an online course. The author’s comments, insights, and observations, which formed dense descriptions of the lived realities and were interpreted and analyzed through an autoethnographic lens, constituted a significant portion of the data. The findings show that students who engage in online learner autonomy assume complete accountability and exercise control over the learning process, thereby strengthening their capacity for independent and cooperative learning. Students face difficulties when they are overly flexible and independent, which leads to uncritical assessment of the material covered. The problem can be solved by applying critical thinking.

Readiness and Satisfaction with Online Learning Among Medical Students Undergoing Clinical Rotation During the COVID-19 Pandemic

Online learning has become an important teaching method across academic programmes during the coronavirus disease 2019 (COVID-19) pandemic. Students’ readiness and satisfaction with online learning and their association with selected variables were examined. A cross-sectional study was conducted among medical students who undergo clinical rotation during restricted movement orders when face-to-face teaching and learning are converted into an online method. Participants were recruited conveniently by inviting students from targeted clinical years to fill up the Online Learning Readiness Scale (OLRS) and E-Course Satisfaction Scale (ECSS) distributed via the digital platform. One-hundred and eighty-three (n = 183) students in the clinical posting of Years 3 (33.9%), 4 (32.2%), and 5 (33.9%) completed the survey voluntarily. The majority were female (n = 142, 78%), with a mean age of 22.85 [standard deviation (SD) = 1.19]. Overall, they reported high readiness and satisfaction with online learning. A positive moderate to good correlation existed between readiness and satisfaction (r = 0.61, p < 0.001). Readiness was significantly associated with age (β = 1.12, p = 0.037), type of clinical posting (β = –4.09, p = 0.003), online attendance (β = 0.45, p = 0.008), and learning duration (β = 3.44, p = 0.036). Only the duration of learning showed a significant linear relationship with satisfaction. Medical students reported high levels of readiness and satisfaction with online learning, despite heavily relying on this online learning mode to complete their clinical posting during the COVID-19 pandemic.

Enhancing Education and Training for Professionals and Formal Carers: Implementing Microlearning

Abstract Background Current technological, economic and social changes trigger the need for new concepts and strategies to support lifelong learning. Education, including work-based learning, is in need of transformation, requiring renewal and innovative ways of relating appropriately to the way we live, work and learn today (Downes, 2005; Kuhlmann & Sauter 2008; Chisholm 2005). Staff shortages and heavier workloads has reduced the availability of health care staff to attend in-depth training courses. This, coupled with the recent moves away from traditional face-to-face learning to e-learning, we had to re-consider teaching theories and teaching methods. Methods In this poster I will present how we utilised microlearning to improve staff knowledge about dementia and nutrition. Microlearning is a method of delivering small, bite-sized pieces of information that can be easily consumed and retained by learners. It offers customised learning experiences that cater to the unique needs and preferences of each learner and provides an engaging and interactive learning experience through the use of multimedia, quizzes, and games. Results Microlearning facilitates self-directed lifelong learning, as short activities can be easily integrated into everyday activities. Small learning steps with small pieces of information can be used for learning in between and on-demand. In this way microlearning enables individuals to stay up to date in today’s knowledge society and offers a viable supplement to more time-consuming and formalized modes of learning, such as classroom courses or web-based trainings. Additionally, this poster will describe how we have applied microlearning as an emerging pedagogy that enables learners and clinicians to engage in short, focused, asynchronous and just-in-time learning. Conclusion Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions learners in performing procedures, retaining knowledge, studying, and engaging in collaborative learning.

Exploring undergraduate students’ connectedness in online learning

In recent years, higher learning institutions have been forced to integrate online learning into their curriculum. However, despite the increasing popularity of online learning, students' engagement and interaction within this environment remain a crucial aspect to explore. This study investigates how connected the students are during their online learning, focusing on teacher-student interaction, comfort level, and social media engagement. The sample comprised 73 undergraduate physics students from the Department of Science Education, University of Ilorin. A researcher-designed questionnaire was used for data collection, and the responses were analysed using frequency, percentages, mean, and standard deviation. The findings revealed that overall, the students were connected to their learning online. It was concluded that the students were highly connected to the online learning mode, particularly in terms of their comfort with the system and interaction with their teacher. However, limitations concerning live interactions, peer collaboration, and focus require attention. It was recommended that educators consider incorporating synchronous elements, such as live video sessions and interactive virtual whiteboards, to enhance real-time engagement and active demonstration of understanding in online classes.

Physical Education Curriculum Implementation Using Hyflex Learning Modality in the New Normal

In order to address issues on the delivery of quality education during the COVID-19 pandemic and to transition to post-pandemic teaching and learning delivery, hyflex was introduced in many schools all over the world. The purpose of this study is to explore the implementation of the physical education curriculum in junior high school using hyflex learning modality and identify the teaching practices, challenges and opportunities that teachers encountered during implementation. This study utilized a qualitative research method using a case study approach employing focus group interview with physical education teachers in a selected private school in Zamboanga City. Hyflex learning modality allows students to attend classes flexibly. The learning modality presented an avenue for teachers to become efficient in the digital age thus responding to a future-ready education landscape. Digital literacy and innovative pedagogical strategies among teachers were seen as opportunities in this modality. Challenges on internet connectivity, technological resources, assessment and monitoring of online distance learners (ODLs), and equity in learning need to be addressed first. The results of this study provided education administrators an overview and a guide in curriculum innovations in physical education to improve the delivery of the course in the context of new normal.

Lived Experiences of Parents in Teaching Children with Hearing Impairment

The worldwide health crisis has caused numerous alterations and transformations in the field of education. These profound shifts took place not only in the Philippines but also in other global education sectors and institutions. This study delved into parents' experiences teaching their children with hearing impairment amidst the pandemic using a modular printed platform in the Division of Danao City, Danao City, Cebu, in the school year 2020-2021. A qualitative phenomenological design was employed, involving the qualitative analysis and assessment of themes derived from semi-structured interviews, observation, and exploring the parents’ lived experiences to gather data on parents’ challenges and problems in teaching children with HI during the pandemic. The findings revealed several circumstantial actions. These experiences were perceived and formed (collaboration and interactions, direct instruction and tutorship, and communication), highlighting the need for a joint approach between parents and educators. Evidence of personal struggles (involvement to instructions, skills in motivating and adapting), academic deficits and incapacity (education, skills, and training), and financial struggles (finances for gadgets, technology, internet connectivity, and family) were also evident. Hence, the new learning modality and the use of modules have contributed to parents’ hardships in teaching all the subjects. Parental education, incapacity to decode the content, teaching, and busy schedules were also evident factors of challenges or problems parents encountered with their students during the pandemic. This study has proposed recommendations to help the participants and educators improve their ways of providing instructions or interventions.

B-learning in human anatomy: Comparative analysis of academic achievement between face-to-face and e-learning modalities

IntroductionIn recent years, modern technologies have become established in most educational fields. Thus, e-learning tends to be an integral part of the learner-centered learning process, with the teacher acting as a facilitator. However, the methodologies used to study the impact of e-learning have been varied and imprecise, making comparison and meta-analysis difficult. This study attempts to overcome these obstacles with a large and homogeneous sample to compare (1) the academic outcomes obtained with face-to-face and e-learning in a blended module of human anatomy and (2) the response attempts (response index) of each student in answering questions specific to each learning modality. Material and methodsThe results of the multiple-choice exams under study were collected. All students (n=1160) were from four consecutive academic years following the same teaching program with a b-learning method: 13 topics were presented face to face by the same lecturers, and six via e-learning with the same online resources. Two variables were compared: (1) the academic grade, based on the score for correct answers and the penalty for incorrect ones, and (2) the response index, based on the number of correct and incorrect answers. Results(1) 73.45 % of the examinees passed the test. In the sample as a whole, results were better in face-to-face than in e-learning. In the quartiles ordered by overall academic performance, this superiority was limited to the top half of the higher-performing students. In contrast, lower-scoring students performed better in e-learning. However, these differences were modest (≤ 0.54 points). (2) In proportion, the questions on topics learned face-to-face were the most frequently answered. A strong correlation was observed between the variables in the whole sample and the students with the highest academic scores (first quartile) on the global exam and the questions on topics learned in each modality. In the remaining quartiles, the correlation was also strong in the e-learning content. Conclusions(1) Both modalities included in b-learning are academically effective. (2) Proportionally, students take more risks when answering content questions learned in face-to-face classes, and there is a strong correlation between response attempts and academic grades, especially, on the brightest exams and e-learning content.

Teaching Reform and Practice of Soil Mechanics Course in the Context of Emerging Engineering Science

With the accelerated development of scientific and technological progress and industrial upgrading, Emerging Engineering Education has become the key to cultivate high-quality and innovative talents, and the teaching reform of the Soil Mechanics course, as a core basic course of civil engineering, is particularly important for adapting to the engineering needs of the new era. This paper discusses the teaching reform and practice of Soil Mechanics courses in the context of emerging engineering science, and puts forward the introduction of cutting-edge technology, updating course content, innovative teaching methods, the teaching quality of Soil Mechanics courses and the comprehensive quality of students, and other strategies, and seeks to promote the significant improvement of the quality of teaching and the quality of talents. Among them, the application of virtual reality and project-driven learning mode enhances students' practical ability and innovative thinking. The strengthening of practical teaching links and industry-university-research cooperation has enhanced the opportunities for students to participate in actual engineering projects, while the integration of Civic and Political Education has fostered students' professional ethics and sense of social responsibility. In the future, the course of Soil Mechanics will continue to adjust and optimise the teaching mode, cultivate high-quality civil engineering talents adapted to the needs of emerging engineering science, and provide powerful support for modern engineering construction.

Learners Attitude and Academic Success Towards Science

Aim. COVID-19 disrupted education, leading to new learning methods. Other factors like attitude are overlooked but can aid effective learning. This paper explores two major variables: the learners’ learning attitude and academic performance in science. The study analysed students’ learning attitude, academic performance, and relationships in a blended learning setting for science. Method. The study used a mixed-methods design, with both quantitative and qualitative phases. Participants were in a blended learning program. Results. Learning can happen in a blended learning modality, with the learners’ mean grade of 87.03 (Very Satisfactory). Learners have a favourable learning attitude towards science (3.49; moderate attitude). The highest aspect of the learning attitude of learners in the blended learning modality is affective (3.72; high attitude), followed by cognitive (3.62; moderate attitude) and behavioural (3.15; moderate attitude). Furthermore, there was a positive correlation, r(78) =.48, p < 0.01, between the LLATS and SAP of the learners in blended learning. Conclusion. Learning can effectively take place in a blended learning modality. Learners exhibit a positive attitude towards science learning in a blended learning environment, with affective attitudes ranking the highest, followed by cognitive and behavioural attitudes. This can be attributed to the teachers’ efforts in providing ample opportunities for the development of both affective and cognitive aspects of attitude. However, the pandemic has presented limitations in cultivating positive behaviour attitude. Learners persevered through challenges, thanks to dedicated teachers fostering positivity and academic growth.

Sterilization of image steganography using self-supervised convolutional neural network

Background With the development of steganography technology, lawbreakers can implement covert communication in social networks more easily, exacerbating network security risks. Sterilization of image steganography methods can eliminate secret messages to block the transmission of illegal covert communication. However, existing methods overly rely on cover-stego image pairs and are unable to sanitize unknown image, which reduces stego image blocking rate in social networks. Methods To address the above problems, this paper proposes an effective sterilization of image steganography method using self-supervised convolutional neural network (SS-Net), which does not require any prior knowledge of image steganography schemes. SS-Net includes a purification module and a refinement module. Firstly, the pixel-shuffle down-sampling in purification module is adopted to reduce the spatial correlation of pixels in the stgeo image, and improve the learning mode from supervised learning to self-supervised learning. Secondly, centrally masked convolutions and dilated convolution residual blocks are merged to eliminate secret messages and avoid image quality degradation. Finally, a refinement module is employed to improve image texture details and boundaries. Results A series of experiments show that SS-Net from BOSSbase test sets is able to balance the destruction of secret messages with image quality, achieving 100% blocking rate of stego image. Meanwhile, our method outperforms the state-of-the-art methods in secret messages elimination ability and image quality preserving ability.

The Role of Prior Online Learning Experience in Student Learning under ERT – A Comparative Study

The pandemic provided great research opportunities in learning/teaching. How was students’ learning experience under emergency remote teaching (ERT)? The purposes of this study are to explore students’ learning experience, and to observe any differences under two lenses – internationalization and prior online learning. An online study was conducted in the Management/Business programs of a major Canadian research university and four Russian universities in 2021. A total of 683 students participated in this study, two-thirds of which were Canadian and one-third were Russian. The degree of internationalization (e.g. international students) is higher in Canadian universities, while a higher percentage of Russian students had prior online learning experience before the pandemic in this study. The research findings showed that the degree of internationalization did not play a significant role in the difference of student learning; while the prior learning experience played a crucial role under ERT. Russian students adjusted better to the new learning mode, reported a more positive view of online learning, had a better learning experience and performance, and had a preference to continue with online learning post-pandemic. This research sheds light on students’ preference for online learning that was influenced by prior exposure to online learning.

Developing Scales of Learner Modality Preferences and Perspectives on Online Learning

While the COVID-19 pandemic significantly transformed post-secondary course delivery formats, little attention has been paid to post-pandemic learner preferences. To address this gap, we designed two scales to advance our understanding of learner preferences for online learning modalities: the Modalities of Digital Education – Learner Preference (MODE-LP) scale and the Perceptions of Online Learning Scale (POLS). In this proceeding, we describe the development and piloting of these scales, including how they can provide a nuanced understanding of learner preferences for online programs, courses, and course designs and the key underlying factors that impact them. We conclude with a snapshot of preliminary results and a discussion of future research.

The potential of a hygiene-based message, preferred learning modalities, and *iLubricarte, Liberarte, Lavarte+!" or L 3 + for the prevention of HIV/STI in Peru.

Hygiene-based practices of lubrication, genital cleansing, postcoital urination, and rectal douching are common behaviors among populations at higher risk of human immunodeficiency virus (HIV)/sexually transmitted infections (STI). Yet, the role these behaviors have on HIV/STI risk has not been well elucidated, especially among transgender women (TW) and gay, bisexual, and other men who have sex with men (GBMSM). Additionally, advances in biomedical strategies have heralded a new era of HIV/AIDS prevention that may be accompanied by behavioral changes that lead to decreases in condom usage and subsequent changes to STI sequelae. Nevertheless, many people at higher risk are not benefiting equally from these options, strengthening the need for more sustainable, evidence-based methods. This study explored the knowledge, attitudes, and behaviors of hygiene-based practices, proven preventative methods, and preferred learning methods among Peruvian TW and GBMSM. 30 interviews and 50 questionnaires were conducted with TW (N=35), GBMSM (N=35), healthcare providers (N=5), and key community informants (N=5). Most participants perceived hygiene-based practices to be common behaviors and a significant aspect of sexual wellbeing. Educational materials utilizing social media and hosting in-person events were also viewed favorably, with value to enhancing HIV/STI knowledge. Several barriers to autonomy surfaced in the data, including systemic disparities to adequate HIV/STI services, top vs. bottom social dynamics, and PrEP accessibility issues. Continued work is needed to address the barriers to the acceptability, feasibility, and potential efficacy of hygiene-based practices, biomedical/barrier strategies, and L 3 +.

Investigating the Impact of Learning Modality Shifts on K-12 Students’ Physical Activity Participation During the COVID-19 Pandemic

The COVID-19 pandemic created many challenges for K-12 schools during the 2020-2021 school year (e.g., establishing social dis-tancing measures, decisions regarding testing protocols, and transition from in-person to distance learning). Changes in teaching and learning modalities, from in-person to remote learning options, quickly became a reality for many students [an estimated 95%, according to Engzell et al. (2021)]. With an increase in distance learning came changes in stu-dents’ structured and unstructured physical activity participation. The impact of these changes is unknown and justifies research investigating the effect modality shifts held on students’ participation in physical activity and any associated outcomes. A mixed-methods survey was administered to examine changes in K-12 students’ learning modality, 521Chiara et al.participation in physical activity, and associated outcomes. Changes in learning modality from in-person to online were most frequently in-dicated (90%). Respondents stated both challenges and success stories associated with students’ participation in physical activities resulting from modality shifts (e.g., decreased social engagements, decreased ex-posure to structured and facilitated physical education, and increased outdoor play). Positive outcomes were most prevalent in children engaging in moderate PA. However, 85% of respondents indicated a decrease in their child’s physical activity participation. Our findings justify further investigation of the immediate and long-term impact of school modality shifts on students’ engagement in physical activities.

Patient learning choices in an online health infomediary

ABSTRACT Health infomediaries are online interactive platforms where patients learn about diseases, procedures, and treatments, but how the learning dynamics evolve to help patients make decisions is unknown. Investigating patient learning in health information is essential to enabling patient empowerment using these platforms. In this study, we theoretically anchor patients’ learning processes in a health infomediary to Nonaka-Takeuchi’s Socialization, Externalization, Combination, and Internalization (SECI) learning dynamics model, with the infomediary as the ba or collaborative space for learning. We posit that questions reflect externalization for a focal learning patient, while reviews and comments reflect socialization, driving patients’ knowledge internalization. Learning with more information aids patients in health-relevant choices and actions such as a doctor consultation in a health infomediary. Three hypotheses about continued learning choices are presented and tested using data from 8,900 reconstructive surgery health infomediary users, using a multichoice mixed logit model with panel estimations. Findings show patients continue to review and comment more than questions to learn about trendy surgeries, which is counterintuitive to existing insights, whereas questions lead to learning sentiment-laden information. Exploratory analyses suggest that learning through reviews regarding post-procedural services may deter, but other learning modes motivate patients to consult a doctor. We discuss the theoretical contributions and implications for infomediary design and research.

The Hybrid Modality Model in Higher Education Institutions

The aim of the article is to provide a research result to support the process of consensual and collegiate decision-making in order to mix study models in undergraduate degree courses and postgraduate projects in higher education. The deductive method was used as a starting point and a mixed phenomenological-hermeneutic approach was applied for the methodological design, based on the use of quantitative and qualitative techniques, for which a sample of undergraduate and postgraduate students was selected from the active student population in the year 2021. A structured survey was applied as a technique and a nominal scale was used to collect and analyse the data, which made it possible to determine the students' preferences according to the face-to-face or virtual modality, as well as the incidence of the mixture of both modalities for learning. The results of the research show that undergraduate students show a preference for the face-to-face modality, while postgraduate students prefer the virtual modality. From the examination of the problem, the analysis of the theoretical framework and the applied methodology, it is concluded that the results of the research can help in the process of collegiate decision making by the management agents of higher education institutions, to adequately dose the time load of the face-to-face or virtual modalities, as appropriate to the degree courses and projects.

Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model

Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, how these constructs interact with writing anxiety in longitudinal studies remains relatively understudied. Therefore, it is essential to develop a comprehensive understanding of metacognitive strategies and self-efficacy to effectively mitigate writing anxiety for English as a foreign language (EFL) learners. We administered three questionnaires on metacognitive strategies use, writing self-efficacy, and writing anxiety to 301 participants across online and offline learning modes. We employed a two-wave longitudinal model to explore the possible temporal correlations. The findings indicated negative reciprocal correlations between the metacognitive strategies use in writing context and writing anxiety. Writing self-efficacy positively predicted metacognitive strategies use and negatively predicted writing anxiety. Writing self-efficacy did not act as a moderator in the relationship between metacognitive strategies use and writing anxiety, implying that the impact of metacognitive strategies use on anxiety levels remains consistent regardless of learners' self-efficacy. The current study offers valuable insights to EFL educators on integrating metacognitive strategies and self-efficacy to mitigate learners' writing anxiety.

Correlation between learning styles and attitudes toward interprofessional education among medical students: a cross-sectional study

BackgroundInterprofessional teamwork improves patient care quality, safety, and health outcomes. Interprofessional education (IPE) is crucial in today’s medical education to prepare students for the workforce as integral members of a collaborative team. The diversity of IPE learners indicates the importance of exploring the relationship between learning styles and attitudes toward IPE. The purpose of this study was to investigate the relationship between learning styles and attitudes toward IPE.MethodsA cross-sectional study was conducted between August 2023 and September 2023 in 49 colleges located in the south-eastern region of China. A convenience sampling approach was employed, selecting 500 students majoring in Clinical Medicine and Nursing. The students completed an online questionnaire, which included sociodemographic characteristics, educational characteristics, interprofessional educational characteristics, learning styles, and the readiness for interprofessional learning scale, and Kolb’s learning style inventory. Descriptive statistics, Spearman’s correlation, and multiple linear regression analysis were used to analyze the data.ResultsThe most learners are diverger (93.2%), followed by assimilator (3.4%), accommodator (2.6%), and Converger (0.8%). The total score on the RIPLS was 69.70 (7.42), ranging from 48 to 88. A statistical relationship could be established between learning styles and attitudes toward IPE.Conclusion conceptualization and active experimentation learning modes and convergers were closely linked with positive attitudes toward IPE. Gender, age, and study stress can affect attitudes toward IPE. This study highlights the need for medical education curricula to integrate innovative teaching methods such as PBL, role-playing, scenario simulation and clinical early exposure to strengthen professional identity, and improve abilities related to interprofessional learning.