Learning Opportunities Research Articles

The Meaning of School program: A controlled before-after study enhancing growth mindset in priority education schools

ObjectiveExperiences at school have an impact on youths’ development, global quality of life, and life trajectory. The "Meaning of School" program adopts a collaborative approach to enhance students' motivation and satisfaction at school. It fosters a growth mindset and aligns learning with students' personal interests and values, drawing from the Self-Determination Theory. This study aims to evaluate the program's effectiveness in improving school motivation and satisfaction by meeting the students' fundamental psychological needs for autonomy and competence and increasing growth mindset. MethodsThe intervention offered to students aged 9 to 11 the opportunity to become aware of their role as students, the importance of education, and their potential contribution to the world by encouraging them to reflect both together and individually. The intervention was proposed in ten schools in France, including those in 'Priority Education Networks' (Réseau d’Éducation Prioritaire), a French initiative that designates schools in underserved or low-income areas with additional resources and support to address educational inequalities. The study encompassed 311 students (4th and 5th grades), divided into experimental and control groups, and employed a mixed-methods approach, integrating quantitative analyses through pre- and post-program questionnaires and qualitative insights from semi-structured interviews. ResultsQuantitative results revealed a significant impact of the workshop on the growth mindset of students, while other measures like motivation, satisfaction, and classroom climate showed no significant changes. Qualitative data, however, highlighted improvements in classroom climate, motivation, and positive school-related emotions post-intervention. Students reported enhanced sense of belonging, perception of intelligence, and a shift towards viewing mistakes as learning opportunities. ConclusionThe study underscores the possibility of school-based interventions to foster a growth mindset, which can be an important dimension to improve academic engagement and success. It suggests the potential for such programs to contribute to academic perseverance and overall student well-being. Future research may focus on long-term effects, incorporate teacher perspectives, and explore broader application in varied educational settings.

Active versus passive learning: Comparative case study of problem-solving competencies in stoichiometry

Teaching methods can help learners to develop problem-solving skills and enhance their achievement in stoichiometry. Process oriented guided inquiry learning (POGIL) is one of the teaching methods that promote problem-solving skills because it provides opportunities for learners to work with many formulae through many steps in solving problems such as stoichiometric calculations of number of moles and concentration of solutions. To understand how POGIL can improve learners’ achievement and develop problem-solving skills, four grade 11 physical sciences classes of mixed gender and multicultural black learners were purposefully and conventional sampled from four different township schools in Pretoria, South Africa. Through pre- and post-test case study and lesson observations, two different independent groups (POGIL group and lecture group) were included in the study. POGIL group constituted 48 students, while lecture group 62 students taught by their respective teachers at their schools for three weeks using English second language. The results from the pre-test suggest that learners in all the four classes lacked problem-solving competencies in solving both the low-order and the high-order stoichiometry questions. According to the research interpretation, lesson observations of POGIL were active learning while lecture method was passive learning. The post-test results indicate statistically significant greater problem-solving competencies in POGIL group than in the lecture group. The study recommends the use of POGIL in teaching stoichiometry.

Enhancing registration systems: Implementing database systems in digital boarding schools

Islamic boarding schools, known as pondok pesantren are specialized schools for Islamic education in Indonesia. With the community's increasing interest in religious education, some pesantren have begun to offer online learning opportunities. Pondok Pesantren Bayt Tamyiz is a Islamic boarding school that has started developing online pesantren education under the name Tamyiz Digittren. This program aims to enhance understanding and translation of the Qur'an using the Tamyiz method. The pondok pesantren requires significant changes in its administrative systems, including the registration process. Information system development is often challenging for the pesantren staffs and software developers. One of the fundamental difficulties lies in the user requirement process. Typically, pesantren need help to provide the information system they need. Such difficulties hinder the development process as developers must conduct numerous experiments. This research aims to design and implement a suitable database for the new student registration system with minimal information and limited time development. The research follows a database development method divided into three stages: Requirement Collection and Analysis, Conceptual Database Design, and Logical Database Design. Database development utilizes MySQL as the Database Management System (DBMS) and PHP as the programming language. This research results in a database design capable of storing and managing student data, payments, and other registration information. We expect the results of this database development to be effective in supporting the registration system and in the future development of information systems at Pondok Pesantren Bayt Tamyiz.

REVOLUTIONIZING HEALTHCARE THROUGH AUGMENTED REALITY INTEGRATION IN MEDICAL TRAINING

Through the transformation of conventional anatomy education techniques, the incorporation of augmented reality (AR) into medical training is revolutionising healthcare education. This creative method uses augmented reality (AR) tools, such as Microsoft® HoloLens II, to improve anatomy lab courses and give students a more engaging and dynamic learning environment. Medical schools can simplify anatomy instruction by using holograms to replicate human dissection. This allows students to study intricate anatomical structures in a step-by-step three-dimensional presentation. In addition to optimising the amount of time spent on dissection, this move towards AR-based learning creates new opportunities for remote and independent learning that meet the needs and preferences of a wide range of learners. Furthermore, the challenges that traditional cadaver-based anatomy instruction faces are addressed by integrating AR into medical education. AR offers a thorough and captivating learning environment because it can present anatomical material in different sequences, from superficial to deep structures, or by creating functional body units. Clinical correlations can be easily incorporated into lessons to improve students' comprehension and memorization of anatomy. The future of augmented reality (AR) in medical education appears bright, with potential breakthroughs in pathology, histology, and surgical applications, despite obstacles like realism constraints and technological complexity. Key Words: Augmented Reality (AR), Medical Training, Healthcare Education, Microsoft HoloLens, Anatomy Education, Validation Process

Global consensus statement on simulation-based practice in healthcare

Simulation plays a pivotal role in addressing universal healthcare challenges, reducing education inequities, and improving mortality, morbidity and patient experiences. It enhances healthcare processes and systems, contributing significantly to the development of a safety culture within organizations. It has proven to be cost-effective and successful in enhancing team performance, fostering workforce resilience and improving patient outcomes.Through an international collaborative effort, an iterative consultation process was conducted with 50 societies operating across 67 countries within six continents. This process revealed common healthcare challenges and simulation practices worldwide. The intended audience for this statement includes policymakers, healthcare organization leaders, health education institutions, and simulation practitioners. It aims to establish a consensus on the key priorities for the broad adoption of exemplary simulation practice that benefits patients and healthcare workforces globally.Key recommendations Advocating for the benefits that simulation provides to patients, staff and organizations is crucial, as well as promoting its adoption and integration into daily learning and practice throughout the healthcare spectrum. Low-cost, high-impact simulation methods should be leveraged to expand global accessibility and integrate into system improvement processes as well as undergraduate and postgraduate curricula. Support at institutional and governmental level is essential, necessitating a unified and concerted approach in terms of political, strategic and financial commitment.It is imperative that simulation is used appropriately, employing evidence-based quality assurance approaches that adhere to recognized standards of best practice. These standards include faculty development, evaluation, accrediting, credentialing, and certification.We must endeavor to provide equitable and sustainable access to high-quality, contextually relevant simulation-based learning opportunities, firmly upholding the principles of equity, diversity and inclusion. This should be complemented with a renewed emphasis on research and scholarship in this field.Call for action We urge policymakers and leaders to formally acknowledge and embrace the benefits of simulation in healthcare practice and education. This includes a commitment to sustained support and a mandate for the application of simulation within education, training, and clinical environments.We advocate for healthcare systems and education institutions to commit themselves to the goal of high-quality healthcare and improved patient outcomes. This commitment should encompass the promotion and resource support of simulation-based learning opportunities for individuals and interprofessional teams throughout all stages and levels of a caregiver’s career, in alignment with best practice standards.We call upon simulation practitioners to champion healthcare simulation as an indispensable learning tool, adhere to best practice standards, maintain a commitment to lifelong learning, and persist in their fervent advocacy for patient safety.This statement, the result of an international collaborative effort, aims to establish a consensus on the key priorities for the broad adoption of exemplary simulation practice that benefits patients and healthcare workforces globally.

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

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

DOLPHIN: A Mixed-Methods Study of a Parenting App to Nurture the First Two Years of Life in the Indian Context

Background: The first two years of life are critical for brain development. Experiences and exposures during this period can have long-term effects on an individual’s health. Therefore, we aim to develop a program for new parents in the Indian context to help them understand their developing infant’s needs and provide the best possible care grounded in traditional practices to ensure healthy developmental outcomes. Materials and Methods: The program was developed using the exploratory–confirmatory framework grounded in qualitative methods—(a) collection of empiric evidence base by conducting a thorough literature review, (b) tacit experience, and (c) focus group discussions with relevant stakeholders. Picture-based content (one picture per day for two years) was created, and the program was expert-validated. A web-based application was developed to make it available to parents, and the program was translated into three regional languages to improve its reach. A telephonic user feedback survey was carried out, and descriptive statistics were used to present the findings from the survey. Results: DOLPHIN stands for “Developing Opportunities of Learning for Parents to Help Infant Nurture.” Over 600 parents accessed the program. Feedback is positive in the domains of parental satisfaction and user-friendliness. Discussion: The program primarily focuses on ensuring appropriate sensorimotor stimulation and meeting the socioemotional needs of the growing infant through the first two years, emphasizing healthy nutrition and hygiene to ensure holistic development. Therefore, its approach is health-promotive and disease-preventive. It incorporates traditional child-rearing practices of India rich in stimulation, promoting secure attachment, and incidental learning: “readiness.” Conclusion: The DOLPHIN program demonstrates a promising approach to supporting new parents in nurturing their infants during the critical first two years of life. With positive feedback and a focus on traditional practices and evidence-based content, it holds potential as a health-promotive and preventive intervention for holistic child development in the Indian context.

Efektivitas Metode Problem Based Learning dengan Brainstorming dalam Bingkai Bimbingan Kelompok untuk Meningkatkan Pemahaman Materi Pendidikan Pancasila Tingkat Sekolah Dasar

Pancasila education is a basic thing that must be learned in the world of education. Through Pancasila education, students can gain knowledge and basic values of the Indonesian nation. Teachers have an important role in encouraging and providing facilities for students to actively participate in learning activities. The PBL model is an effective method in developing these abilities through independent learning, investigation, and problem solving in small groups under the guidance of the teacher. Researchers used quantitative methods and literature studies in the article we wrote. With the results that can be concluded that at SDN Gununganyar 273, before the teacher establishes the PBL method with brainstorming, students are not maximized in understanding Pancasila education lessons. But after the teacher applied the PBL method, the students' understanding of Pancasila education increased slightly. In applying the PBL method strategy as well as the brainstorming method can help students understand concepts better because it provides opportunities for learners to build their own concepts by finding solutions to the problems given. However, both methods also have advantages and disadvantages, one of the advantages is that students become more active in learning activities, while the disadvantage is that students who are rarely active will be left behind in learning activities.

ROLE-PLAYING METHODS IN SECOND LANGUAGE LEARNING

This article describes the activities that can be carried out during the application of the role-playing method in teaching a second language. The theory used is Stephen Krashen's second language learning theory. This research is a literature study research. The results of this study describe the activities that can be carried out during the application of the role playing method, namely by listening to a short dialogue and then playing a role. Second, reading storybooks in the target language and then choosing important events in the story to act out. The use of this role-playing game provides a great opportunity for learners to communicate even though they have limited second language vocabulary. Therefore, role-playing encourages students to be brave in communicating, so that it will be easier to understand the second language they are learning. Teachers can use this method in teaching a second language.

Adaptive Learning to Maximize Gifted Education: Teacher Perceptions, Practices, and Experiences

This study explores teachers’ perceptions, strategies, and experiences integrating adaptive learning (AL) in gifted education. The results revealed that teachers regard AL as a valuable technology-driven approach to enhance quality teaching and student outcomes for all students, not just gifted learners. Teachers employ multiple strategies to implement AL and cite multiple benefits, including personalization of instruction, promoting independent learning, tailored feedback, creating stimulating learning opportunities, and streamlining evaluative procedures, especially when combined with more traditional pedagogical approaches. However, teachers also face challenges derived from insufficient training, limited access to technology, uncertainty in selecting materials, and maintaining students engaged over extended periods. Additionally, teachers are aware of potential risks to student health, relationships, and academic integrity. Findings are discussed, and implications for the effective implementation of AL in gifted education are presented.

Teachers’ Views on the Integration of Information and Communication Technology in the Teaching of Slovene (First Language) in Primary School

<p style="text-align:justify">Information and Communication Technology (ICT) brings modern learning approaches, forms and methods to education, and with them new opportunities for learning and teaching. The use of ICT in the classroom motivates students, enables them to participate, provides individualisation and differentiation, interactivity, and encourages creativity and critical thinking. Teachers play a very important role in this, as they are the ones who can provide students with a stimulating learning environment, including through the use of ICT. As Slovene (first language) is the subject with the most teaching hours in public primary schools in the Republic of Slovenia, we conducted an empirical study on the views of general and subject teachers of Slovene (N = 190) on the integration of information and communication technology in teaching. Teachers’ opinions were investigated through quantitative research. We found that teachers frequently use ICT in Slovene lessons, namely for repeating and consolidating learning material and for presenting new learning material, and that ICT is used most often in frontal forms of learning. Teachers mostly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings and videos. We also found that teachers are moderately satisfied with the available ICT equipment and e-materials, and that they feel moderately competent when it comes to using ICT in Slovene lessons. Teachers also used ICT during the COVID-19 epidemic. We also found that there are no statistically significant differences in the use of ICT between teachers teaching Slovene according to their teaching level, age and years of service.</p>

진학계 고교 영어과의 진로별 과목 분화 방안 연구

Objectives The purposes of this study is to develop career-differentiated English subject syllabus necessary to implement a career-differentiated curriculum in academic high school. Methods To achieve this, the researcher presented a career-differentiated design proposal for English subjects to 130 teachers who specialized in English or educational curriculum. The approach involved obtaining feedback from them and tentatively finalizing the design proposal based on their opinions. Results This study drew the following conclusions. Firstly, it is necessary to differentiate English subject according to career course and as the grade goes up, English subject can be further differentiated according to the courses that require specialization. Secondly, English subject should be differentiated according to its level and function. Lastly, in terms of course completion system, adopting large-scale unit system will be able the career-differ-entiated English curriculum to operate well. Based on these results, English subject syllabuses were developed for literacy course, science course, art course, and athletics course. Conclusions The developed career-differentiated English subject syllabus will provide students with learning op-portunities that align with their diverse career inclinations. Students will have the chance to experience in-depth learning tailored to the characteristics of English curriculum subjects, enabling them to make informed decisions about their career paths through the selection and completion of English courses.

Artificial intelligence and human integration: a conceptual exploration of its influence on work processes and workplace learning

ABSTRACT This paper examines the influence of Artificial Intelligence (AI) on job and organizational processes, drawing on sociotechnical systems (STS) theory. It discusses the emergence of AI and its implications for HRD on individual, group, and organizational learning. AI has changed the trajectory of work processes and outcomes, paving the way for the future of work. An AI-human integration process model is proposed to reinforce its influence on job design in response to AI applications in the workplace. Learning is experienced between humans and between humans and AI. AI’s cognitive intelligence is capable of learning from each other through a process of deep learning. Humans, too, can learn from AI to modify their response towards working with AI-enabled applications. The model illustrates the relationships between individuals, work processes, and sociotechnical systems through multilevel interactions. Of relevance to HRD are two critical processes, namely learning and innovating, that facilitate the continuation of AI-human integration, enabling employees to embrace AI as an integral part of their work life. The paper offers several implications for HRD research and practice, recognizing opportunities for workplace learning and the potential constraints and risks arising from AI adoption that are applicable globally and internationally.

The quality of universal language supporting provision in maintained nursery classrooms in economically disadvantaged areas of England: Identifying strengths and areas for development

Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality language teaching for all children in early years classrooms, is widely acknowledged as an appropriate means of supporting language learning need. An understanding of the current quality of language supporting practices in English early years settings is essential to inform teaching practice and professional development, but evidence is limited. Methods: This study employed the Communication Supporting Classroom Observation tool in 39 nursery classrooms in economically disadvantaged areas of England to identify strengths of practice and key areas for development. Results: Observations revealed well-equipped physical learning environments and responsive teaching practices, but few structured opportunities for language learning and development. Variation in quality was observed across the nursery session. Conclusions: Findings suggest a need for adaptive professional development programmes supporting the more consistent use of structured language learning opportunities, the enhanced use of interaction promoting strategies and the provision of more complex and contingent language models. Further investigation of language supporting practice at a fine-grained level is desirable.

팀 빌딩 비주얼 싱킹을 활용한 현대 소설 수업이 고등학교 남학생의 국어 수업에 미치는 영향

Objectives The purpose of this study is as follows. First, what perceptions do learners have about Korean language (modern novel) classes? Second, what are the responses of learners who have used team building visual thinking in all modern novel classes? Third, what is the effect of modern novel classes using team building visual thinking on learners' interest, confidence, attitude, and anxiety? The purpose of this study was to empirically verify the ef-fect on Korean language classes through the experience of modern novel classes using team building visual sink-ing for students in five classes in the second year of Y High School in Seoul. Methods The class was conducted for second-year students at Y High School in Seoul, data was collected through worksheets and questionnaires to analyze the results. The questionnaires were divided into a pre-test and a post-test after review by experts (one Korean language professor and two doctors of education), and a survey was conducted to examine the students' reactions to modern novel classes using team building visual thinking. The survey results were analyzed with descriptive statistics using SPSS 28.0, and open-ended questions and worksheets were analyzed. Results Team building visual thinking classes provided an opportunity for learners, who deeply understood the work, to express their thoughts and impressions visually and then communicate and share their opinions with oth-er learners. This enhanced learners' understanding of the novel while improving their creative thinking, expression skills, and teamwork skills. In addition, team building visual thinking was effective in increasing their learning mo-tivation, thereby making the classes more active. Conclusions Team building visual thinking classes helped build a collaborative learning environment through ac-tivities that team members do together, from idea visualization to idea sharing and feedback. This served as an opportunity to lay the foundation for teaching and learning that can actively respond to changes in education: digi-tal transformation. In particular, this study is significant in that it is a new attempt to utilize team building visual thinking in modern novel classes according to the 2022 Revised National Curriculum.

How prepared are newly qualified allied health professionals for practice in the UK? A systematic review

ObjectivesIt is important that allied health professionals (AHPs) are prepared for clinical practice from the very start of their working lives to provide quality care for patients, for their personal...

Cross-cultural communication across STEM disciplines

Collaboration across cultures in Science, Technology, Engineering, and Math (STEM) fields has become increasingly common. This means many STEM professionals in US-based companies now work with professionals from other cultures. In this global context, cross-cultural knowledge is crucial for effective communication. Without this knowledge, there can be misunderstandings and discomfort. Different cultures use different communication styles, which has been studied by the field of communication. The concept of high and context low-context culture is used to discuss the role of contextual cues in communication. High-context cultures rely on implicit language and contextual and situational cues, while low-context cultures use explicit language. Although no culture is strictly high or low context, this concept is important as it helps us understand how our communication style can be influenced by cultural characteristics. There is a growing need to support and encourage students to become interested in pursuing careers in STEM fields. Many STEM programs in the United States have emphasized the importance of collaboration to meet this need. However, effective collaboration requires effective communication, and students often lack opportunities to explore how they can communicate effectively with collaborators from other cultures and countries. To bridge this gap, this article proposes incorporating communication into STEM courses for undergraduate students. The course will include learning opportunities about low and high-context cultures and guest speakers. This article aims to provide insights into how communication content can prepare undergraduate students to become culturally competent STEM professionals.

Expertise Development at Work: A Workplace Curriculum Perspective in the Domains of Sales Representatives and Leadership Coaches in a German Context

Context: Active engagement and participation in professional practices are an important requirement for expertise development in vocational domains. However, not much is known about how work contexts foster or hinder such expertise development. To further fill this research gap, this study investigates two vocational domains, namely sales representatives and leadership coaches, using the Workplace Curriculum Approach. This approach focuses on three aspects. First, how novices get access to certain tasks. Second, which tasks at work are especially conducive to learning, referred to as pedagogically-rich activities. Third, what knowledge is hard-to-learn through practice alone. By focusing on these three aspects, the Workplace Curriculum Approach helps to understand learning. Method: Eleven highly competent sales representatives and ten highly competent leadership coaches from German organizations participated in an interview study. A thematic qualitative text analysis was applied using deductive and inductive coding. Results: For sales representatives, task sequencing is different across organizations due to structural factors, particularly products, and infrastructure. Ideally, apprentices start by getting to know the customers by selling products on site at a counter and by getting to know the products in the warehouse. challenging interactions with customers on the phone are most conducive to learning. The scope of the product portfolio and the amount of technical knowledge are hard to learn. Leadership coaches are encouraged by peers to start at team leader and smaller team levels before moving on to more senior executives and larger team levels. Weekly team meetings offer important social learning opportunities similar to informal discussions among peers. Methodological and organizational knowledge are hard to learn. Conclusion: Regardless of differences between both domains, the Workplace Curriculum Approach proved useful for analyzing learning and expertise development in the different workplace contexts. The approach proved to be a fairly tangible and easy-to-use tool to investigate how workplaces support expertise development and how workplace learning regimes might be changed to further foster novices’ learning and development. Researchers and practitioners alike can utilize the Workplace Curriculum Approach to analyze learning in different domains in their respective organization. However, individual factors of the learners such as motivation to participate in activities in the workplace are not explicitly included in this approach to investigate professional learning and development. They should be of additional focus in any study interested in vocational expertise development.

Transfer Learning for Prognostics and Health Management: Advances, Challenges, and Opportunities

Transfer Learning for Prognostics and Health Management: Advances, Challenges, and Opportunities

How teaching about peace and conflict in Northern Ireland reformulated our leadership teaching and learning philosophy.

In this reflective article, we offer innovative approaches to creating opportunities for leadership learning through questioning the intentions versus impacts of leading short-term study abroad courses. We consider the critical relevance of approaching a course like this from a learning disposition-recognizing our roles as learners, as well as facilitators of learning. We note the impacts of hegemony and identity, the effort and skills of dialoguing across difference, the complexities of constructive ambiguity, and the necessity to be adaptable as we navigate liminal spaces, concepts, and efforts for peace leadership. In the end, although this was a brief, 10-day experience, we came to realize our entire outlook on facilitating leadership learning shifted to recognize and grapple with these complexities.