Learning Opportunities Research Articles

Association between early childhood caries and parental education and the link to the sustainable development goal 4: a scoping review

BackgroundThe goal of the United Nations Sustainable Development Goal (SDG) 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The aim of this scoping review was to map the current evidence on the association between the prevalence of early childhood caries (ECC) and parental education; and to identify possible pathways by which parental education may protect against ECC.MethodsThe two questions that guided this review were: what is the existing evidence on the association between maternal and paternal education and ECC; and what are the pathways by which parental education protects against ECC? The initial search was conducted in January 2023 in PubMed, Web of Science and Scopus. Articles published in English between January 2000 and October 2022 that reported on the association between parental education and ECC were screened, and the extracted data were compiled, summarized, and synthesized. Review papers and non-primary quantitative research papers were excluded from the full-text review. Open coding was applied to develop a conceptual framework.ResultsIn total, 49 studies were included: 42 cross-sectional, 3 case-control and 4 cohort studies. The majority (91.8%) reported on the associations between ECC and maternal (n = 33), paternal (n = 3), and parental (n = 9) level of education, and 13 (26.7%) reported on the association between parental education and the severity of ECC. Mothers with more than primary school education (n = 3), post-secondary/college/tertiary education (n = 23), and more than 4–12 years of education (n = 12) had children with lower risk for ECC. Two studies reporting on parental education found an association between maternal but not paternal education and ECC. The review suggests that achieving the SDG 4.1 may reduce the risk of ECC. Possible pathways by which maternal education protects from ECC were feeding practices, oral hygiene practices, and the use of dental services.ConclusionThe study findings suggests that higher maternal educational level may reduce the risk for the consumption of cariogenic diet, poor oral hygiene practices and poor use of dental services for caries prevention. However, the association between paternal education and ECC was not consistently observed, with significant associations less frequently reported compared to maternal education. Future studies are needed to define the magnitude and modifiers of the impact of maternal education on the risk for ECC.

EDUCATION FOR EXERCISE PROFESSIONALS, DELIVERED BY EXERCISE PROFESSIONALS: THE ACTIVE EDUCATION PROGRAM

CASE SETTING Experience as director of a young exercise physiology clinic has facilitated extensive supervision of practicum students and graduates. This exposure has highlighted the inconsistent learning opportunities offered in pilates exercise prescription. This is alarming given the emergence of recent findings that suggest pilates is beneficial in the management of various pathologies. TREATMENT/INTERVENTION “The Active Education Program” was developed in January 2023 to facilitate structured learning opportunities for allied health students, graduates and professionals, particularly in the prescription and delivery of pilates based exercise. The courses involved in the program provide professional development in matwork, reformer, other studio equipment and rehabilitation based pilates exercise. Course participants receive a workbook and online exercise library for each course. The foundations and learning outcomes of this program are also embedded in a self-developed exercise science and physiology student placement strategy. Participants were asked to complete a survey on course completion pertaining to resource quality, experience and satisfaction. RESULTS A total of 32 participants completed at least one course in 2023. The quality and volume of the online exercise library was rated as ‘exceeding expectations’ by 87.5% and 90.6% participants respectively. The majority of participants (93.8%) felt confident in their ability to prescribe and deliver a matwork pilates class following participation, while 84.4% felt the course provided a high value of contribution to their professional development. Finally, 100% of attendees felt they received enough feedback during the course. REFLECTIONS/LEARNINGS The Active Education Program has demonstrated high quality learning experiences and promoted industry readiness. Previous feedback has facilitated the refinement of content and delivery strategies for forthcoming courses. For example, future endeavours include offering an online delivery option to increase program reach. The program will continue to connect professionals and provide a network of support while providing a high quality of professional development.

STUDENTS’ PERCEPTIONS OF PROJECT-BASED LEARNING AS A STRATEGY TO LEARN ABOUT CULTURES

This study explored EFL students’ perceptions of merging the project-based learning strategy (PjBL) and the three-part cultural framework (products, practices, and perspectives = the 3Ps) to learn about cultures. Shortly after having been exposed to twenty-four-week lessons on their home and English-speaking cultures using the PjBL strategy and the 3Ps framework, thirty-four research participants completed questionnaires and were interviewed. Data analysis indicated that the participants held highly favorable opinions in regard to combining PjBL and the 3Ps as an effective strategy for culture learning in EFL classrooms. Students acknowledged that they gained a deeper understanding of American, British, and their home cultures, specifically in relation to the five thematic units they explored systematically. Despite challenges militating against its implementation, the amalgamation of PjBL and the 3Ps framework was reported to have offered multiple learning opportunities to autonomously bolster the research participants’ knowledge of cultural practices, products, and perspectives.

Technology in education through mobile learning application (MLA) and its impact on learning outcomes: Literature review

Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.

Factors affecting students’ concept retention in learning science online using instructional videos

Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.

An Interprofessional Faculty Development Program for Workplace-Based Learning.

Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.

Importance of abortion training to United States Obstetrics and Gynecology residency applicants in 2023

ObjectiveNearly half of obstetrics and gynecology (OB/GYN) residency programs in the United States lost access to local training in abortion care following the 2022 Dobbs v Jackson Supreme Court decision. We aimed to determine whether OB/GYN residency candidates who desire abortion training apply to programs in states where abortion is restricted/banned. Study DesignIn 2023, we conducted an anonymous electronic survey of residency interviewees at three large academic OB/GYN programs about the importance of various program characteristics in their selection process. We chose to represent both very restrictive and protective environments for abortion care. We stratified respondents by importance of abortion training in applying to programs (essential or very important [high preference group] versus moderately, slightly, or not important [low preference group]). ResultsWe analyzed 175 completed surveys (response rate 56%). Of 175 respondents, most (n=115, 66%) stated that access to abortion training was essential (33%) or very important (33%) when applying to programs. Both high preference group (82%) and low preference group respondents (98%) applied in states where abortion is banned or restricted. Respondents applied in banned/restricted states due to geography, concern about applying to too few programs, and expectation that the program would provide out-of-state training nonetheless. ConclusionThe majority of survey respondents who reported that access to abortion training during residency is essential or very important applied to programs where abortion training is not locally available. Most of these applicants expected programs in restricted states to provide training regardless. ImplicationsResidency programs should be aware of the importance of abortion training to applicants, as well as abortion training expectations, and work to develop opportunities and strengthen training networks in abortion care to meet candidates’ needs and ensure adequate learning opportunities exist for all.

Planning and Pedagogical Considerations for Teaching Children With Autism Spectrum Disorder in Physical Education

Around the world, autism spectrum disorder (ASD) is a prevalent neurodevelopmental condition. It is linked to a wide range of deficiencies across multiple domains, including restrictive and repetitive behaviors that impair interaction or engagement with others. School-aged children with ASD face challenges that make physical activity more difficult. To address challenges associated with ASD, physical education interventions need to be tailored to the child’s needs and abilities. Despite advances in research on children with ASD in physical education, adopting contemporary approaches is yet to be the norm. This review aimed to examine the literature on intervention models to improve the physical activity skills of children with ASD and to suggest practical considerations for delivering an effective physical education program and lessons. The recommendations provided in this review support teachers in applying strategies that maximize meaningful learning opportunities for children with ASD and use effective pedagogies that meet their needs.

Ten tips for effective use and quality assurance of multiple-choice questions in knowledge-based assessments.

Multiple-choice questions (MCQs) are the most popular type of items used in knowledge-based assessments in undergraduate and postgraduate healthcare education. MCQs allow assessment of candidates' knowledge on a broad range of knowledge-based learning outcomes in a single assessment. Single-best-answer (SBA) MCQs are the most versatile and commonly used format. Although writing MCQs may seem straight-forward, producing decent-quality MCQs is challenging and warrants a range of quality checks before an item is deemed suitable for inclusion in an assessment. Like all assessments, MCQ-based examinations must be aligned with the learning outcomes and learning opportunities provided to the students. This paper provides evidence-based guidance on the effective use of MCQs in student assessments, not only to make decisions regarding student progression but also to build an academic environment that promotes assessment as a driver for learning. Practical tips are provided to the readers to produce authentic MCQ items, along with appropriate pre- and post-assessment reviews, the use of standard setting and psychometric evaluation of assessments based on MCQs. Institutions need to develop an academic culture that fosters transparency, openness, equality and inclusivity. In line with contemporary educational principles, teamwork amongst teaching faculty, administrators and students is essential to establish effective learning and assessment practices.

Continuing Professional Development in Physical Education: Future Directions and Lessons Learned

Demand for supporting the delivery of high-quality physical education (PE) has never been more important, and continuing professional development (CPD) that results in changes in PE teachers’ practices and improvements in student learning outcomes is in short supply. PE-CPD has historically fallen short of meeting this end, though there are written descriptions of successful PE-CPD spanning the past 4 decades. In this paper, we examine shared features of effective PE-CPD, identify and review gaps in PE-CPD literature, and discuss lessons learned to enhance future efforts by policymakers and stakeholders responsible for designing, planning, and facilitating learning opportunities for physical educators. We conclude with a critical discourse challenging readers to consider the following four questions: (a) What is the purpose of CPD? (b) What is worth knowing regarding CPD? (c) What can be done to improve the quality and quantity of CPD? and (d) Who should be doing something about it?

Interdisciplinary approaches between physics and art using the example of optical experiments and artistic light installations

The disciplines of physics and art are often seen as antithetical in social and educational contexts. However, in recent years, STEAM education has promoted the collaboration of art and STEM. Linking the subjects together offers a wide range of learning opportunities. For example, the design of (video) light installations can develop both artistic and physical skills. Such a teaching approach allows to address different types of interests within the same lesson. In this article, two basic ways of meaningfully combining artistic and physical topics are presented: ‘STEAM design’ and ‘STEAM explanation’. The approaches are described using the example of teaching optics at secondary school level, but in principle they can be applied to other grade levels or physical subjects.

Make Your Number Talks More Ambitious

Teachers can make number talks more ambitious and increase learning opportunities for students by debugging errors, promoting multi-student thinking, and orienting to make connections.

Evaluating the impact of digital technology on youth leadership development in the USA

Digital technology has become an integral part of modern society, influencing various aspects of daily life, including education and leadership development. This study aims to evaluate the impact of digital technology on youth leadership development in the USA. The research explores how digital technology, such as social media, online platforms, and digital communication tools, influences the development of leadership skills and qualities among young people. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from a diverse sample of youth leaders across the USA. Quantitative surveys are used to assess the extent to which digital technology is used in leadership development programs and its perceived impact on leadership skills. Qualitative interviews provide deeper insights into how digital technology influences the development of leadership qualities, such as communication, collaboration, and problem-solving skills. Preliminary findings suggest that digital technology plays a significant role in youth leadership development, offering new opportunities for learning and growth. Social media platforms, in particular, are identified as valuable tools for connecting with peers, sharing ideas, and mobilizing support for various causes. However, the study also highlights challenges associated with the use of digital technology, such as the risk of information overload and the potential for online harassment and bullying. The study concludes by emphasizing the need for educators, policymakers, and youth organizations to recognize the potential of digital technology in enhancing leadership development while addressing its challenges. Recommendations are provided for integrating digital technology into leadership development programs effectively, including the importance of digital literacy education and the need for policies that promote safe and responsible digital practices among young leaders. Overall, this study contributes to the growing body of literature on the impact of digital technology on youth development, providing valuable insights for practitioners and policymakers seeking to harness the power of digital technology for youth leadership development in the USA.

From struggle to strength in African and Middle Eastern newcomers' integration stories to Canada: A participatory health equity research study.

Newcomers (immigrants, refugees, and international students) face many personal, gender, cultural, environmental and health system barriers when integrating into a new society. These struggles can affect their health and social care, reducing access to mental health care. This study explores the lived experiences of African and Middle Eastern newcomers to Ontario, Canada. An understanding of newcomer integration challenges, successes and social justice issues is needed to improve health equity and social services. In this qualitative study, we used a participatory research approach to collect stories reflecting participants' integration perspectives and experiences. Beginning with our immigrant community network, we used snowball sampling to recruit newcomers, ages 18 to 30, originating from Africa or the Middle East. We used qualitative narrative analysis to interpret stories, identifying context themes, integrating related barriers and facilitators, and resolutions and learnings. We shared our findings and sought final feedback from our participants. A total of 18 newcomers, 78% female and approximately half post-secondary students, participated in the study. Participants described an unknown and intimidating migration context, with periods of loneliness and isolation aggravated by cold winter conditions and unfamiliar language and culture. Amidst the struggles, the support of friends and family, along with engaging in schoolwork, exploring new learning opportunities, and participating in community services, all facilitated integration and forged new resilience. Community building, friendships, and local services emerged as key elements for future immigrant service research. Utilizing a participatory health research approach allowed us to respond to the call for social justice-oriented research that helps to generate scientific knowledge for promoting culturally adaptive health care and access for marginalized populations.

Developing accounting students as responsible leaders: A workshop on social innovation

Purpose: As accountants are often business leaders, it is crucial that accounting students are equipped to become responsible leaders. Thus, accounting students should be taught to value citizenship, for example, through exposure to social innovation as an expression of personal citizenship. The research aim of this study was to determine whether students perceived a social innovation workshop with subsequent reflection as effective in developing citizenship as a responsible leadership value during the accounting curriculum.Design/methodology/approach: Students who attended a social innovation workshop and carried out a subsequent reflection on citizenship were asked to complete a purposively designed online questionnaire, which gathered their perceptions on the workshop, social innovation and personal citizenship.Findings/results: Students perceived a workshop on social innovation with subsequent reflection as helpful in developing citizenship as a value. Students suggested that citizenship should be incorporated into the technical curriculum and that opportunities for service learning should be provided.Practical implications: Higher education institutions may draw on the findings in developing their citizenship curriculums amid the challenges of large class sizes and budget constraints. It is suggested that students enrolled in accounting programmes be provided with specific guidance to develop their reflective abilities.Originality/value: As student voice on responsible leadership and citizenship values in management education was mostly absent from literature (especially in emerging economies), this study obtained the perceptions of South African accounting students on this matter. Moreover, the study identified knowledge regarding social innovation as possible activator for developing students’ personal citizenship and enabling responsible leadership.

Gaze and tactile sense

Background: Visual and hearing impairments are common co-morbid conditions for Down syndrome (DS). Combined sensory loss can present major communication challenges, which affect the opportunities for equal participation, learning, and development. This article focuses on facilitating social interaction. Method: The study uses conversation analysis based on video recordings of naturally occurring interaction during various activities in school. The sample consists of five children with DS and combined sensory loss and their teachers. Results: The results indicate that the pupils use gaze and vision actively in interaction with adults and respond actively to the other’s communicative use of gaze. Gaze is an important resource for the pupils and is strategically used to regulate, orient, and establish attention, but also to express interest and intention. Discussion/conclusion: Despite the pupils’ visual impairment, eye contact plays an important role in their communication. To optimize meaning-making and communicative participation, it is important to have knowledge of the individual child’s specific sensory and communication challenges as they occur in social interaction. This will increase the opportunity to uncover pupils’ communicative strategies, resources, and tactile preferences, which in turn are prerequisites for the facilitation of participation, learning, and development.

Comparative analysis and implementation of a transformative business and supply chain model for the FMCG sector in Africa and the USA

This paper conducts a comparative analysis of business and supply chain models in the Fast Moving Consumer Goods (FMCG) sector between Africa and the USA, aiming to identify transformative strategies for enhancing efficiency, sustainability, and market penetration. The FMCG sector serves as a critical component of both economies, contributing significantly to GDP and employment. However, stark differences in infrastructure, consumer behavior, and regulatory environments between Africa and the USA necessitate tailored approaches to business and supply chain management. Drawing on empirical data and case studies, this study examines key elements of successful FMCG models in each region, including distribution networks, inventory management, technology adoption, and market dynamics. It explores how factors such as urbanization, income levels, and cultural preferences influence consumer demand and supply chain strategies. Moreover, the analysis delves into the impact of emerging trends such as e-commerce, sustainability, and digitalization on FMCG operations in both regions. The findings reveal opportunities for mutual learning and adaptation between Africa and the USA. While the USA boasts mature infrastructure and advanced technological capabilities, Africa offers potential for innovative solutions tailored to its unique challenges and opportunities. Through cross-regional knowledge exchange and strategic partnerships, FMCG companies can develop hybrid models that combine the best practices from both regions to drive growth, reduce costs, and enhance resilience. The study concludes by proposing actionable recommendations for FMCG companies seeking to implement transformative business and supply chain models in Africa and the USA, emphasizing the importance of flexibility, agility, and stakeholder collaboration in navigating diverse market landscapes and driving sustainable growth.

The Effect of Mobile Technology on Vocabulary Development of English Language Learners: A Case Study of A2 Adult Learners

In today's digital age, technology can provide many opportunities for language learners, and the widespread use of mobile devices may be a viable solution to their challenges. This study aimed to determine the effectiveness of Mobile Assisted Vocabulary Application (MAVA) in developing language learners’ vocabulary knowledge and their attitudes towards the vocabulary extension activities. To reach these aims a quasi-experimental study was followed with the data collected through pre-post tests and semi-structured interviews. The researcher designed vocabulary extension activities in two distinct formats to allow learners to practice the newly acquired vocabulary items as extracurricular tasks. The experimental group completed vocabulary extension activities on their mobile devices while the control group completed similar tasks using pen and paper. Pre- and post-tests were administered to both groups to assess their vocabulary knowledge before and after the intervention. The results indicated that there was no significant difference between the two groups in terms of achievement. The students from both groups exhibited relatively higher results on the post-test. Upon analysing the individual subsections of the pre-test and post-test, it became apparent that students in the experimental group displayed relatively higher scores in the reading and pronunciation subsections of the post-test, whereas the control group exhibited higher scores only in the reading subsection. It can be posited that the MAVA had a more positive effect on the students’ abilities to pronounce them correctly, in contrast to the effects observed with vocabulary worksheets. A semi-structured interview was conducted to determine the attitudes of the learners in experimental group towards MAVA. Qualitative data from the interview suggested that MAVA had superior features by allowing the learners to use it at their convenience and ubiquitously acquire new vocabulary items.

Microsoft Power BI untuk Analisis Data Pembelajaran Siswa di SMK Reformasi Kota Jakarta Barat

Data analysis is very crucial nowadays. Educational Institutions in order to improve services and better understand the conditions of the learning process of their students need more in-depth data analysis in order to get an overview of the condition of student learning outcomes, obstacles experienced, and opportunities to improve the quality and service of Education for their students. Data analysis can be done quite easily using power BI, where the raw data to be used can be in the form of excel that has been used by SMK Reformasi before. This will make it easier for partners to improve condition assessments with minimal changes to existing systems and more optimal efforts. On the occasion of this community service activity, we will explain and guide the teachers of SMK Reformasi so that they can use power BI to make reports and analyze data on their students. With increased understanding and application of deeper data analysis, it is expected to be able to apply the most appropriate teaching method for each subject taught. This will certainly have an impact on student learning outcomes and student satisfaction and parents as well as increased competition and reputation of SMK Reformasi.

“EDUPLAY”- Interactive Game Based Learning Platform

This research introduces an innovative approach to inclusive education through the development of a game-based Learning platform tailored for Persons with Disabilities (PwDs). With a focus on fostering an accessible and engaging educational environment, the platform aims to break down barriers and promote equal learning opportunities for individuals with diverse abilities. The present study investigates the use of gamification to foster commitment and engagement among users with disabilities. Two case studies demonstrating the application of gamification are provided. The first is the development of an application to teach a blind person, and the second one is the creation of an application to aid individuals with Autism Spectrum Disorder (ASD) in navigating their environment. The study reveals that universal design for learning principles can be used indirectly to adjust apps for users to utilize the software consistently. This study provides preliminary evaluations for both case studies, which were undertaken with relatively small samples. The first case study revealed that three blind individuals who took part in the review scored an average of 91.7on the system usability scale. At the same time, the second case study involving the observation of a single individual with ASD also revealed that utilizing the designed app improved performance. Despite the limited sample size, the findings suggest that gamification may effectively encourage and generate commitment among the users with disabilities.