Learning Profiles Research Articles

Identifying university students’ online self-regulated learning profiles: predictors, outcomes, and differentiated instructional strategies

Identifying university students’ online self-regulated learning profiles: predictors, outcomes, and differentiated instructional strategies

Feasibility Testing of Digitise Home Visit Service(DHVS) Core Model

The COVID-19 pandemic precipitated a global surge in homeschooling (Ray et al., 2020). While support networks for homeschooling parents have expanded, access to in-home educational professionals, particularly in rural areas, remains a significant challenge (Bullock & Davis, 2018). This study introduces a novel "Digitized Home Visit Education Services (DHVS) (Sathya D H, 2024)" model to address this gap. Building on two years of experience delivering one- to-one home visit special education, our model integrates online monitoring with in-home support from a local trained resource person. The model's feasibility was assessed through a comprehensive evaluation, encompassing subject selection, learning profile analysis, teacher training, and online monitoring during home visits. Semi-structured interviews with the parent, the teacher, the trained resource person, and the passive observer provide qualitative data to refine the model. This paper delves into the Digitised Home Visit Service (DHVS) Core Model, evaluating its feasibility and acceptability. Findings will contribute to the development of DHVS as an alternative special education and therapy service delivery model (Sathya D H, 2024), informing rehabilitation and special education professionals about an innovative method leveraging technology to reach needy students. Parents of students with disabilities will appreciate the digitised home visit model when it becomes available for their children to receive education at home.

Pre-service English teachers’ learning traits

The present study aimed to characterize a comprehensive learning profile of pre-service teachers at an English teacher education programme of a public university in Southeast Mexico. The learning attributes comprise their English entry level, learning strategies and styles, learning approaches, and learning preferences. The research design was non-experimental, descriptive transectional, with a single data collection procedure during the August 2023 term. Four learning scales and two placement tests were used to identify the predominant learning traits of the cohort studied. The results show a preference to use cognitive learning strategies more than any other type. In terms of learning styles, the findings show that most participants are primarily aural, but some students are bi- and even tri-oriented. In terms of their learning preferences, most students identified as analytical. Regarding learning approaches, most students typically employ a deep approach, which could be quite inadequate because they depend more on surface strategies.

Unravelling the dichotomy of differentiated instruction in Bahrain: inclusionary or exclusionary practice?

For decades, differentiated instruction (DI) has been utilized as a generalist teaching approach and an inclusive practice in order to enhance the participation of all learners in the mainstream classroom, including learners with special educational needs. The extensive use of differentiation in mainstream classrooms as the gateway to inclusive education denotes the academic and social participation of all learners in a diverse environment. However, the lack of consensus on the specific implementation of DI has the potential for exclusionary tendencies based on nuances in its implementation and approach. While several educational systems prescribe differentiation in their policies as the main way of inclusive practice, it comes with minimal guidance or training on how it should actually be implemented. In the case of Bahrain, DI is infused through pre-service and in-service education programs, as well as advised and expected by the main quality assurance agency in the kingdom. This article discussed the dichotomy of DI and how the undermining dualism to its execution can have a counterproductive impact on students’ academic and social inclusion. The research questions pertaining to this study are therefore: how is DI conceptualized and implemented in primary classrooms in Bahrain? How does the degree to which this was observed contribute or hinder the academic and social inclusion of diverse learners? Data were collected from four participating teachers through a series of classroom observations and follow-up interviews. The article examined the qualitative data in primary level classrooms through a multiple case study design which elicited six main themes relating to the practice of DI: diverse teaching in response to classroom heterogeneity, mixed ability grouping arrangements, collaborative work, the peer pairing strategy, learning through play, and tiered assignments. Inductive thematic analysis was used to analyze the data based on a pre-conceived construction of the main factors of DI including differentiating content, process, and product; in response to students’ readiness, learning profile, and interests. The article proposed an approach to DI that is more conducive for both the academic and social inclusion of all learners. These practices are assigned as inclusionary or exclusionary practices based on: overt versus covert differentiation; individual versus collaborative work; teacher’s choice of differentiated task versus student’s choice of task; and teacher’s conceptualization of differentiation.

LEARNING APPROACHES IN DENTAL STUDENTS: AN INSTRUMENTAL AND PROFILES ANALYSIS

Students' learning approaches are described as different modes, procedures, or strategies that students use to process the information they need to learn. This paper analyzes the learning approaches in students of Dentistry using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F). It is proposed, on the one hand, to analyze the internal structure of the instrument, and on the other, to examine approaches to students and their relationship to academic performance. 752 dental students participated. As a result, adequate evidence of the instrument's internal validity was obtained -confirmatory factor analysis, internal consistency, and factorial invariance analysis. Besides, a latent profile analysis obtained two learning approach profiles. One profile, with a deep approach over the surface, and the other, with similar levels of both. Then an analysis of average differences found that students who mostly employ the deep approach have higher academic performance than those with similar levels of both approaches. These results show that while it is important to promote the adoption of the deep approach in students, it is necessary to consider both -deep and surface-, as they are not exclusive. Although learning approaches are measured independently, in practice students combine features of both by forming their learning profiles.

Pandemic to Endemic: Changing Learning Styles as Coping Mechanism

Professional accountancy students face challenges as examinations are conducted by professional bodies separate from their learning institutions. As COVID19 enters the endemic stage, the transition from online distance learning (ODL) back to traditional face-to-face learning raises learning behaviours and preferences issues. This quantitative research on professional accounting students at Universiti Teknologi Mara (UiTM), aims to provide a perspective and critical evaluation of students' learning preferences and its implications on the appropriate teaching and learning pedagogy. The Partial Least Square Structural Equation Modelling (PLS-SEM), a multivariate method, is used to find path models with latent constructs to identify the influencing factors of ACCA students’ examination performances. It is found that ODL classes do not significantly change students’ learning style. It can be deduced that students are comfortable with ODL and traditional classes. Generally, the learning profile of the student population in this study indicates that the ability to adapt is still lacking and this may be a localised scenario. In Malaysia, to address this may require a comprehensive review of the education system that can develop students to become independent and active learners with high self-motivation.

Motivational profiles in instrumental music learning: Perspectives on self-determination theory

This study examined the motivation of child and adolescent music students to learn instruments in five Austrian music schools using a person-centered approach. Drawing on self-determination theory, two autonomous and controlled forms of motivational regulation were surveyed. The results of a cluster analysis ( N = 616) were used to construct four motivational profiles: one autonomously motivated type (high quality), one overall highly motivated type (high quantity), one moderately autonomously motivated type (low quality), and one type with poor quantity motivation. The clusters showed differences in the support required to meet music students’ basic psychological needs in music lessons, which are essential determinants in the development of autonomous motivation, in the individual activity preferences associated with playing an instrument, and in the tendency to stop playing an instrument. No differences were found between the instrument groups and gender. This study provides theoretical and practical implications of a person-centered approach to music-related motivation research.

Development of Corporate University Evolution Scenarios

In the changing profile of corporate education and learning, corporate universities are a major force for aiding organizations to actively embrace technological change and upgrade their human capital. This study examines how corporate universities adapt their techniques to keep up with fast-changing technology, making the learning process universal yet personalized. This study also examines the linkages between corporate and traditional academic institutions in terms of strategy, aiming to produce a blending of theoretical knowledge with practical skills (Rhéaume & Gardoni, 2015; Prince & Beaver, 2001). Such combinations increase the relevance and applicability of education programs, helping them to achieve greater conformity with business objectives (Singh et al., 2019; Rademakers, 2001; Philipp et al., 2013). Twelve experts from large companies were chosen for two iterative foresight sessions. With this paper, we report the factors, which affecting the development of corporate universities and which were identified and ranked through a survey of experts (Dealtry & Rademakers, 2005; Rademakers, 2004). Moreover, these factors were combined into a matrix of development 15 scenarios, the main risks that could negatively affect the development of this phenomenon were identified and strategies were provided to prevent these threats. This study not only reflects the current trends of corporate university in the company but also lays the foundation for understanding the factors influencing companies’ development.

Elucidating a statistical learning brain network: Coordinate-based meta-analyses and functional connectivity profiles of artificial grammar learning in healthy adults

Abstract Language rehabilitation centers on modifying its use through experience-based neuroplasticity. Statistical learning of language is essential to its acquisition and likely its rehabilitation following brain injury, but its corresponding brain networks remain elusive. Coordinate-based meta-analyses were conducted to identify common and distinct brain activity across 25 studies coded for meta-data and experimental contrasts (Grammatical and Ungrammatical). The resultant brain regions served as seeds for profiling functional connectivity in large task-independent and task-dependent data sets. Hierarchical clustering of these profiles grouped brain regions into three subnetworks associated with statistical learning processes. Functional decoding clarified the mental operations associated with those subnetworks. Results support a left-dominant language sub-network and two cognitive control networks as scaffolds for language rule identification, maintenance, and application in healthy adults. These data suggest that cognitive control is necessary to track regularities across stimuli and imperative for rule identification and application of grammar. Future empirical investigation of these brain networks in language learning in individuals with brain injury will clarify their prognostic role in language recovery.

A Study of the Application of Educational Psychology to Educational Practice

The application of educational psychology in educational practices aims at enhancing the process of education through integrating psychological concepts with the teaching environment. Such a stance holds the practical relevance of improving the quality of instruction and learning as essential and timely. When these elements are understood, educational strategies can be designed to take into account these different learning profiles and hence enhance the chances of the learning achievement for overall students ability and for the presence of Inclusive Education. These research themes are important as they serve as a guideline in an effort to determine the nature of students learning, the conditions that prompt these changes in learning, and how technology can be incorporated into the learning process. Altogether, in pursuance of the present paper, a literature review and search have been performed, and the focus is on offering realistic recommendations for educators. The study provides a theoretical and empirical foundation for educational practice to help teachers to carry out conclusive teaching strategies. Therefore, sustaining and building this scholarship bridges theory and practice toward achieving progressive educational strategies that are supportive for all students and enhance the overall quality of education. Based on the findings, this study can provide useful recommendations for a range of issues, including the strategies for creating individual learning profiles for learners, the possible ways for dealing with the learning styles, and the guidelines for employing technologies to enhance learning. Furthermore, the paper also underlines the need to effectively update teachers professional experience and knowledge in the sphere of educational psychology.

Mother tongue-based education in a diverse society and the acquisition of foundational skills: Evidence from the Philippines

The Philippines is an ethnolinguistically diverse country with 180 languages spoken. In 2012, the government massively expanded the language of instruction (LoI) options, a shift from a bilingual Filipino-English education to mother tongue-based education using 19 languages targeting students in kindergarten to grade 3. The policy intended to create a closer link between the school instructional language and students’ mother tongue in the early stage of formal schooling, which would improve foundational skills and increase the students’ ability to acquire proficiency in additional languages. We use nationally representative data to evaluate the policy's impact on foundational reading and mathematics skills, exploiting a variation between student cohorts and the variation in the instructional languages before and after the policy. We find that the policy reduced the mean linguistic distance between children's mother tongue and school LoI by between 43 % to 76 %. However, we find a statistically significant and negative effect on foundational reading skills when tested in Filipino or English. The magnitude is not negligible given the Philippines’ flat learning profiles. We find the policy also negatively impacted the foundational mathematics skills of the first cohort fully exposed to the policy. Our findings imply that governments need to reconsider the mother tongue-based education policy as a tool to improve foundational skills in a diverse society.

Chinese adolescent students’ motivational profiles in English learning: a situated expectancy-value theory approach

Chinese adolescent students’ motivational profiles in English learning: a situated expectancy-value theory approach

Exploring neural efficiency in spatial cognition: A comparative study of 3D visual stimuli in virtual reality across STEM and non-STEM fields

Spatial cognition plays a crucial role in our daily lives. The relationship between spatial abilities and mathematical performance is well-established, with visuospatial training offering significant benefits in academic STEM (Science, Technology, Engineering, and Mathematics) disciplines. Developing visuospatial training requires an objective evaluation of spatial cognition and consideration of various 3D displays. This study aims to compare the neural efficiency of STEM and non-STEM individuals during mental rotation tasks (MRT) in 3D and 2.5D conditions (pseudo 3D) using virtual reality (VR). For that, we propose a novel integrative assessment of spatial cognition by combining a cost-effective VR headset and functional near-infrared spectroscopy (fNIRS). Overall, the findings reveal that STEM individuals exhibit greater neural efficiency in the dorsolateral prefrontal cortex (PFC) while solving MRT in a VR environment compared to their non-STEM counterparts. Additionally, the study shows that there is no significant difference in performance between 3D and 2.5D stimuli, suggesting that both conditions are equally suitable for MRT in VR. One possible explanation is that immersive VR reduces the distinctions between 3D models and 2.5D images, considering MRT scores and PFC activity. This research underscores the practicality and relevance of using VR and fNIRS to evaluate visuospatial tasks and the potential to identify distinct student learning profiles and enhance spatial skills. Furthermore, it highlights the potential of 2.5D stimuli as a cost-effective alternative for learning applications in VR. Here, we demonstrated that modeling the same task in 3D and 2.5D conditions can compare how humans interact with visuospatial tests, providing insights into applying VR devices to develop spatial skills.

Peningkatan Hasil Belajar Dan Kolaborasi Dalam Pakbp Menggunakan Model Problem Based Learning Berbatuan Media Puzzle Pada Fase C Kelas VI

The background of this study is the decrease of the students’ learning outcomes and the minimum of their attitude in collaborating group assignments in classes. This Classroom Action Research (CAR) has two cycles which each cycle consists of plan, action, observation, and reflection. The purpose of this research is to describe the learning model based on problem-based learning using puzzle for 31 students at Bunda Hati Kudus Elementary school, Jakarta in grade six on phase C. Observing, testing, and documenting are implemented for the data gathering. Data analysis techniques in research are data reduction, data presentation and drawing conclusions. The result of the research shows the increase in student learning outcomes and the growth of collaborative attitudes as a manifestation of the dimensions of the Pancasila learning profile have proven to increase. Student learning outcomes and collaborative attitudes obtained in cycle I with sufficient qualifications (C) increased to good qualifications (B) in cycle II. The conclusion is that puzzle learning media improves learning outcomes and collaborative attitudes through Prophet Elijah material in phase C of grade 6 at Bunda Hati Kudus Elementary School, Jakarta.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti Metode Problem Based Learning Berbantuan Media Audio Visual Fase E Kelas X SMK Negeri IV SPP-SPMA Singkawang

The purpose of this study was to improve the learning outcomes of Catholic students in Catholic Religion lessons in class X with the Problem Based Learning model assisted by audio visual. The type of research used is Classroom Action Research which is carried out in two learning cycles. The research subjects were 15 Catholic students in class X DKV SMK Negeri IV SPP-SPMA Singkawang. To determine the achievement of student learning outcomes, researchers used written tests as a measuring tool. Meanwhile, to determine the learning outcomes of Pancasila students' profile in the dimension of critical reasoning, observation techniques were used. The results showed an increase in student learning outcomes by using problem-based learning, both cognitive and affective. Data on student cognitive learning outcomes, in cycle I the average value was 74%. Experienced an increase in cycle II to 83%. Data from the observation of the Pancasila learner profile of the critical reasoning dimension in cycles I and II showed an increase. Where in cycle I the average value was only 71%, it increased in cycle II by 82%. So, it can be concluded that the application of the Problem based learning model assisted by audio visual can improve student learning outcomes.

Meningkatkan Kemampuan Bernalar Kristis Melalui PBL Berbantuan Audio Visual pada Peserta Didik Kelas VIII SMP Santo Yusup Bandung

This research project aims to ascertain the efficacy of the PBL model in enhancing critical reasoning abilities among students at SMP Santo Yusup Bandung. The research is based on the identification of issues pertaining to student engagement, particularly the tendency of students to exhibit minimal attention and participation during classroom discussions. Another issue pertains to cognitive processes, whereby students are prone to being unduly influenced by information that they initially encounter, without engaging in critical reasoning to seek further evidence. Furthermore, learners are inadequately trained in the analysis of information. This research employs a classroom action research design, comprising four phases: planning, implementation, observation, and reflection. The research was conducted in two cycles at Santo Yusup Junior High School in Bandung. The participants were students in class VIIIA, and the material covered was Jesus Proclaimed the Kingdom of God Through Parables and Miracles. The research was conducted in September 2024. The data collection techniques employed included observation, field notes, and the documentation of students' abilities to reason critically. The data analysis employed descriptive qualitative techniques. The findings of the initial cycle of research indicated an enhancement in the capacity to reason critically and a heightened level of student engagement. However, these outcomes did not yet align with the anticipated objectives. In Cycle II, there was a notable enhancement in both critical reasoning and affective learning. The research results demonstrate a 40.12% increase in critical reasoning and learner involvement in Catholic Religious Education. It is hoped that the PBL approach will foster a more active and collaborative learning atmosphere, in alignment with the objectives of the Merdeka Curriculum and the values espoused in the Pancasila Learner Profile. It is anticipated that this research will contribute to the provision of holistic and meaningful education for learners.

Investigating the Impact of Educational Aspirations, Study Habits, Parental Involvement, and Institutional Environment on Saudi EFL Learners’ Language Proficiency

The study assesses the impact of educational aspirations, study habits, parental involvement, and institutional environment on Saudi EFL learners’ language proficiency. It also examines if the demographic profiles of Saudi EFL learners differently shaped their worldviews and responses. As the study focuses on how certain independent variables (educational aspirations, study habits, parental involvement, and institutional environment) impacted the dependent variable (language proficiency), a descriptive quantitative approach was employed to collect data from respondents using a self-designed questionnaire with partial adoption of modified items. A simple random sample method was used to select 131 respondents (10% of the population) from the undergraduate population at the College of Science & Humanities and College of Business Administration, Prince Sattam bin Abdulaziz University, Saudi Arabia. The findings revealed that educational aspirations followed by institutional environment, study habits, and parental engagement affected the language proficiency of Saudi EFL learners. One way ANOVA analysis showed that year/level of study causes significant differences in the means of the study respondents. However, no statistically significant difference was observed in the means of the responses based on the professional profiles of their parents. The findings of the study hold significance for both language instructors and policymakers for effective teaching and policy making.

Residents' perceptions of what makes feedback valuable in workplace-based learning: A discrete choice experiment.

Research on feedback has shifted emphasis away from its 'delivery' to consideration of the interaction between individual learners and their 'feedback provider'. The complexity inherent in determining whether feedback is perceived as valuable by learners, however, can quickly overwhelm educators if every interaction must be considered completely idiosyncratic. We, therefore, require a better understanding of variability in the ways in which feedback is perceived. To that end, we ran a discrete choice experiment aimed at determining residents' preferences and whether discernible patterns exist across learners regarding factors that influence perceptions of feedback's learning value. We performed a discrete choice experiment in which respondents were asked to read a clinical case and select repetitively between two feedback scenarios that differed according to six attributes identified from the literature as influencing feedback credibility: Dialogue, Focus, Relationship, Situation, Source and Valence. By systematically varying the levels of each attribute contained in the scenarios and asking residents to choose which from each pair they deemed more valuable for learning, a mixed logit model and latent class analysis could be applied to determine learners' feedback preferences and whether clusters of preference exist. Ninety-five elderly care medicine residents in the Netherlands completed the questionnaire. Their responses indicated that Valence, Dialogue, Relationship and Focus each accounted for about 20% of their preferences regarding the type of feedback perceived to offer the most learning value. Source and Situation were less influential, each accounting for 11% of the choices made. A latent class model with three clusters of respondents best accounted for the heterogeneity in feedback preferences. A total of 62% of respondents could be assigned to one of the three profiles with at least 80% probability. None of the respondents' characteristics (seniority, residency programme nor sex) were related to the feedback preference profile. Our findings suggest that 'how' feedback is provided has a greater influence on perceived learning value than who provides it. That said, variability exists in resident perceptions with no evidence (as yet) of factors that predict individual preferences. As such, tailoring to the needs and reactions of individual learners is likely to require open and ongoing conversations, and we recommend using the learner profiles generated through this study as a starting point because they provide classifications that could facilitate effective connections for the majority of residents.

Deskripsi Strategi Guru Menanamkan Profil Pelajar Pancasila SDN 17 Pontianak Kota

This study aims to describe the teacher's strategy to instill a student's Pancasila learner profile carried out in class. The research method uses descriptive qualitative research type of case study and data collection techniques through interviews, observation and documentation. The results showed that the implementation of the class teacher's strategy in instilling the profile of Pancasila students in class IV A has been carried out by teachers through several strategies that have been implemented such as (1) The teacher's strategy to instill the profile of Pancasila students in the dimensions of faith, piety to God Almighty and noble character by teaching students to apply religious values at school, behaving positively as a role model for students. (2) The teacher's strategy to instill the global diversity dimension of the Pancasila learner profile by providing an understanding of the cultures that exist in Indonesia, applying tolerance. (3) The teacher's strategy to instill the profile of Pancasila students in the dimension of mutual cooperation by increasing students' cooperation skills. (4) The teacher's strategy to instill an independent dimension of the Pancasila learner profile by providing tasks that must be done by students themselves. (5) The teacher's strategy to instill the profile of Pancasila learners in the dimension of critical reasoning by involving students in open discussions. (6) The teacher's strategy instills the creative dimension by giving art or craft project assignments. Obstacles contained in the application of class IV A strategies to instill the profile of Pancasila learners.

A Self-Determined Learning Approach: Enhancing Workplace Adaptability for Overcoming Inequality

A new era of student-centered learning, fueled by the power of digital tools and advanced teaching methods, means that classrooms are no longer entirely defined by four walls and a teacher at the leadership. At the same time, the educational landscape of African countries is very slowly adapting to these changes: the traditional face-to-face approach to learning dominates, student groups are overcrowded, and there is a significant gap in digital skills between students from urban and rural areas. Today, the development of online education becomes an important prerequisite for addressing the problem of educational disparity, a tool for meeting individual educational needs, increasing students’ motivation and responsibility for their learning outcomes. The Self-Determined Learning Approach allows for a personalized learning environment in which students can choose what, how and when they learn, work at their pace, choose or receive learning tasks in an order that makes sense to them, which allows for the individual interests of each student, learning style, cultural identity, life experience and personal challenges. The research is based on the results of in-depth interviews with students aged between 25 and 37 years with work (2‒5 years) and study experience, who fit the profile of self-determined learners, have part-time distance learning experience, are employed in different positions and are currently studying different programs, and are also registered with one of the three Distance Education Institutions. All participants are in their final year of study and have experienced digital transformation in distance education. This qualitative study is based on a constructivist paradigm employing a phenomenological strategy to explain the perceptions of students regarding how self-determined practices are applied at their institutions. The phenomenological approach aimed to capture the lived experiences of these students, focusing on their descriptions and interpretations of encountering self-determination practices in their educational environment. The results of the study confirmed the value of a self-determined approach to learning and its positive impact on enhancing students’ workplace adaptability. However, at the same time, the survey revealed that African higher education institutions are not ready for the effective implementation of self-determined learning technologies, the main reasons being the lack of technology and the unpreparedness of teachers.