Learning Provision Research Articles

E-Learning Methodology: Technology and Livelihood Education Teachers’ Affordances and Limitations

This study aimed to explore the implementation of E-learning methodology based on the perspective of TLE teachers. This study employed a phenomenological research design which aims to determine the experiences and perceptions of the seven (7) participants. Three themes emerged from the experiences of TLE teachers in implementing the E- learning methodology. The three themes were flexibility and convenience, delayed communication and unavailability of technical support from teachers. Meanwhile, on the coping mechanism of teachers the themes generated were willing to take professional development, addressing technical problems at a different angle and utilizing more mechanisms towards efficient communication. Further, the following are the themes generated from the insights drawn from the experiences of the teachers which were realistic optimism, provision of authentic learning, and collaboration and cooperation. The results implied that school administrators design teachers’ readiness program on E-learning methodology based on the empirical results of this study. Moreover, the results generated provided comprehensive data in conducting future research with similar or relevant scope. This will yield advantageous findings tailored to the organization and hierarchical context of the education sector.

성인학습자의 원격수업에 대한 중요도와 만족도에 관한 연구

Objectives This study focused on distance learning provided in university education for adult learners, and the purpose was to confirm the importance and satisfaction of distance learning and apply it to the field. Methods To conduct the study, the importance and satisfaction of distance learning were analyzed for 160 adult learners at K University, which is conducting the LIFE project, and a questionnaire was prepared for online distribution. Factors affecting distance learning were divided into three categories: learner factors, instructor factors, and lecture content factors. ISA (Important Satisfaction Analysis) was conducted to determine the priority of importance and satisfaction with distance learning, and Borich Relative priorities were confirmed using coefficients. Results Among the learner factors for adult learners' distance learning, importance was found to be activeness in participating in online classes, satisfaction was shown to be opportunities for repeated learning through online classes, and areas for improvement were whether or not they had learning equipment for distance learning and online attendance. It was found to be compliance with deadlines and concentration in distance learning. Among the instructor factors, the importance was high on the instructor's passion for teaching, and the satisfaction level was highly distributed on the instructor's assistance with the major. Areas for improvement were the instructor's assistance with the major, the instructor's immediate response to requests for support other than learning, and the instructor's students. It was found to be a result of communication and interaction between teachers and the formation of a bond between instructors and students. Among the lecture content factors, the importance is the stability of the learner's computer server (Internet), and the satisfaction is the provision of three 25-minute videos per week. Areas for improvement were the provision of three 25-minute videos per week, provision of in-depth learning (YouTube, video), and provision of videos with the instructor's face displayed publicly. Conclusions Since most adult learners are working and studying at the same time, university distance learning is recognized as an important teaching method, and it is meaningful in reflecting the needs of adult learners by analyzing factors related to the importance and satisfaction of distance learning.

Exploring Teachers’ Perception and Practices About the Provision of Social-Emotional Learning at Primary Grades in Karachi, Pakistan

The current study aimed to explore how teachers perceive the term Social Emotional Learning (SEL) in primary grades. This research also explored the practices of provision of SEL at schools from the lens of school heads and teachers. The research design adopted for the study was qualitative, and a purposive sampling technique was used to identify two school systems where SEL is taught formally as a subject in Karachi, Pakistan. To collect the perceptions, practices, and experiences of SEL teaching, semi-structured in-depth interviews were conducted with the teachers and school heads from these schools. Tools used for the semi-structured in-depth interviews were reviewed by the schools’ educational psychologists. The findings indicate that teachers considered SEL as the driving force to ensure academic improvement and behavior management. SEL is also found to improve the physical and mental well-being of the students. The practices adopted by the school for the provision of SEL include innovative teaching methodologies, curriculum designing and monitoring, professional development, assessment, parental involvement, and integration of SEL with different subjects. Overall, the factors found associated with the SEL in primary grades are embedding SEL in school culture, involvement of all stakeholders, encouraging the school environment, and implanting SEL competencies in the SEL curriculum.

The importance of self-efficacy in transition to higher education: a case study on an online Induction resource for Master’s students

The state of a student’s self-efficacy, or belief in oneself to achieve a particular result (Bandura, 1997), influences their academic performance (Schunk and Pajares, 2002). Hence supporting students to enhance their self-efficacy from the start of their learning journey is significant to achievement of their degree. One of the ways to improve student’s self-efficacy in their transition to university is through training since the provision of information and active learning enables students to make informed decisions about their education, professional development, and personal circumstances during their studies. This is significant for students who may not have studied previously in the UK since negotiating a foreign culture and education system can influence their confidence to thrive in a higher education environment. Therefore, the paper seeks to answer the question, “How does the self-efficacy of students who previously studied in the UK compare with students who did not previously study in the UK following completion of an online Induction resource?” by evaluating a virtual Moodle course designed and implemented in the 2022-2023 academic year to support students to transition into learning at an engineering and business department. Analysing responses collected from 61 full-time master's students to an online survey post-completion of the Induction resource, this initial study finds that the Moodle course is helpful in supporting student’s transition to study. Reflections and recommendations for improving this resource to benefit student self-efficacy are provided to support the work of engineering educators dedicated to enhancing the student experience.

Ethical Provision of Online Learning in South African High Schools

Ethical Provision of Online Learning in South African High Schools

Cycle Model Of Integrative-Interconnective Strategy within Character Learning

Received: Revised: Accepted: This paper describes the cycle model of integrative-interactive character learning strategies at ‘MTs’ (Islamic Junior High School) Islamic Boarding School. The data is focused on MTs Al-Qodiri 1 and Nuris 1 Jember. This study used a qualitative approach having a multi-site research principle. The findings of this study showed that the application of the cycle model of integrative-interactive character learning strategies in MTs Islamic Boarding School has its own characteristics and can be considered to be a successful model of student character development. Character learning materials, especially the character values are the integration of values within the formal curriculum and Sufi based Islamic Boarding School typical curriculum. The materials are organized through the process of determining the material, structuring the order, constructing analogy, and summarizing the contents of character learning. Various interactive, collaborative and learning media are used, so that the transfer process of character learning material is easily understood and practiced in daily life. In order to ensure that the organization and the process of learning provision are more optimal, the character learning regulation is carried out by a 24-hour scheduling process followed by a continuous process of monitoring, motivational management, and supervision.

Impressing Artificial Intelligence: Automated Job Interview Training in Professional English Subjects

More organizations are using automated job interview platforms to screen candidates at the early stages of the recruitment process. These platforms enable job candidates to take automated video interviews remotely using their personal devices. The interviews are analysed by artificial intelligence (AI) powered algorithms to produce analytics which inform hiring decisions. In this article, we explore the use of automated job interviewing within professional English subjects delivered to undergraduate students in Hong Kong. The innovation was introduced to help students to keep up with recruitment practices, provide speaking practice and explore AI-powered evaluation as a form of feedback. As well as outlining how automated interviewing was integrated into our teaching practice, we discuss student feedback on the experience and offer suggestions for future teaching practice with this technology. We also highlight considerations for practitioners such as the acceptance and adoption of AI technologies into language learning provision and the development of AI literacy skills. AI technologies have much potential for language teaching and this article offers a practical exploration into one such technology: automated job interviewing.

Deeply Christian and serving the common good? A survey of Anglican cathedral provision for schools

ABSTRACT The Church of England’s vision for education is generous and seeks to allow the riches of Christian life to overflow throughout schools. The vision is captured by the strapline ‘Deeply Christian, serving the common good’. The present study assesses the contribution made to service this vision by the 43 Anglican cathedrals within England and the Isle of Man. Drawing on a careful analysis of information presented by the websites of these cathedrals, the study concluded that all 43 Anglican cathedrals dedicated considerable space on their websites to a regular programme of teaching and learning provision across the age range from early years foundation stage to sixth-form, relevant to a range of curriculum areas, and giving attention to pupils’ personal development and well-being.

NEP 2020 and the Infrastructure for ICT-based Teaching Learning

The globe now is attempting to recover from the devastating effects of the Novel Coronavirus Disease pandemic (COVID-19). The propagation of this rare disease across the world has altered every aspect of existence. It completely changed the paradigm of education, converting traditional classroom settings to virtual ones. One of the foremost important laws of the twenty-first century is the National Education Policy (NEP), which was written in 2019 and endorsed by the Indian Union Cabinet on the 29th of July in 2020. The policy is ground-breaking and comprehensive in every way, with a focus on several elements of education, including the incorporation of ICT. The NEP 2020 places a lot of emphasis on integrating technology because it can be a key element in fostering all-encompassing development. The creation of virtual labs is also given considerable attention in NEP 2020. It is important to note here that a National Educational Technology Forum (NETF) is likewise in the process of being founded. Despite widespread support for using ICT in teaching and learning, there were still some issues with classroom integration. Several crippling problems emerged, among them are inadequate ICT infrastructure, institutional discouragement, slack policies, and—above all—, insufficient technological, pedagogical, and integrative abilities among teachers at all levels. In addition to highlighting NEP 2020's key points and different ICTrelated provisions for teaching and learning, this paper also discusses several implementation issues and infrastructural requirements for ICT. Finally, several recommendations are made for the optimum utilization of ICT. Keywords: National Education Policy (NEP) -2020, Information and Communication Technology (ICT), National Educational Technology Forum (NETF)

Leveraging the Supremacy of Blended Teaching and Learning Provisions in ECD Environments in Gweru Urban Schools

Soon after the Covid-19 induced lockdown era, blended teaching and learning provisions gained tremendous popularity, and schools are endeavouring to laud its advantages in teaching and learning environments. This study delved on the how to leverage blended teaching and learning facility in ECD settings in Gweru Urban Primary Schools in a bid to attain sustainable education. Blended teaching and learning combine the traditional classroom teaching with emerging technology provisions and online educational facilities, making learning more real, funny, interesting, contextual, and engaging. The Blended Learning Model Theory by Garrison and Kanuka (2004) formed the theoretical framework for the study. The theory explains how blended learning combines face-to-face learning and online learning facilities to create a more effective and engaging learning environment. Interpretivism paradigm, qualitative research approach and a descriptive survey research design formed the research methodology of this study. Questionnaires, interviews and observations were data collection instruments used to collect data from ten primary schools in Gweru Urban. Results were thematically presented, where emerging themes were analysed in relation to research questions. Blended teaching and learning provisions proffer higher learner achievement in ECD settings. It emerged that the utilisation of blended teaching learning facilities in ECD settings was facing multitudinous challenges. The study, therefore, recommends a multifaceted approach to arrest challenges affecting both teachers and learners when utilising blended teaching and learning facility in ECD environments.

Factors influencing nursing students' learning in a clinical skills laboratory.

Achieving competence in clinical skills requires various resources and preparation time for undergraduate nursing students. Intentional opportunities should be created for student nurses to experience meaningful encounters in the clinical skills laboratory (CSL) to broaden their knowledge and competence. Therefore, factors that influence the competence in clinical learning in a CSL were explored. This study aimed to explore and describe the perceptions of nursing students regarding factors influencing their learning in a CSL. The study was conducted at a School of Nursing at a university in the Western Cape province. A qualitative descriptive design was adopted. Purposive sampling was used to select participants for this study based on specific inclusion and exclusion criteria. Following the attainment of ethical clearance, 10 focus group interviews were undertaken to explore the perceptions of nursing students regarding factors influencing their learning in a CSL. The focus group sessions continued until data saturation was established. Data were analysed using a thematic analysis process. Three major themes emerged from the data analysis that was explored to make the following recommendations: physical environment, psychosocial environment and organisational environment. The results of this study highlighted the necessity for implementing interventions to enhance specific elements within the CSL, aiming to foster high-quality clinical learning experiences for nursing students. Areas were identified within the CSL environment that requires enhancement to ensure the provision of quality clinical learning, thereby enabling student nurses to attain clinical competence.

NEP 2020 and the Infrastructure for ICT-based Teaching Learning

The globe now is attempting to recover from the devastating effects of the Novel Coronavirus Disease pandemic (COVID-19). The propagation of this rare disease across the world has altered every aspect of existence. It completely changed the paradigm of education, converting traditional classroom settings to virtual ones. One of the foremost important laws of the twenty-first century is the National Education Policy (NEP), which was written in 2019 and endorsed by the Indian Union Cabinet on the 29th of July in 2020. The policy is ground-breaking and comprehensive in every way, with a focus on several elements of education, including the incorporation of ICT. The NEP 2020 places a lot of emphasis on integrating technology because it can be a key element in fostering all-encompassing development. The creation of virtual labs is also given considerable attention in NEP 2020. It is important to note here that a National Educational Technology Forum (NETF) is likewise in the process of being founded. Despite widespread support for using ICT in teaching and learning, there were still some issues with classroom integration. Several crippling problems emerged, among them are inadequate ICT infrastructure, institutional discouragement, slack policies, and—above all—, insufficient technological, pedagogical, and integrative abilities among teachers at all levels. In addition to highlighting NEP 2020's key points and different ICT-related provisions for teaching and learning, this paper also discusses several implementation issues and infrastructural requirements for ICT. Finally, several recommendations are made for the optimum utilization of ICT.

The Effect of Using Pencak Silat Front Kick Precision Modifications on The Level of Confidence in SMP Negeri 2 Surabaya

Pencak silat is a subject that is rarely carried out in schools, because of the lack of educators who know about pencak silat and pencak silat is a sport that is quite dangerous so if it is carried out in schools there must be strict guard against students and interesting innovations in implementation of pencak silat learning. This study aims to determine the influence and how much influence the use of modified pencak silat front kick accuracy aids on students' confidence levels. This study used a quantitative descriptive approach with the PreExperimental method, Design One Group Pretest-posttest. The instrument used in the study was the Self-Confidence Questionnaire consisting of 40 indicators. This research was conducted in class VII-J which amounted to 30 students. The results of an increase in the Self-Confidence Questionnaire by 74.43% in the high category. The conclusion of the influence of student confidence in pencak silat learning using modifications to the pencak silat front kick determination tool can be seen from the results of the pre-posttest with calculation results of an increase after the provision of pencak silat learning using front kick aids with the results of an increase in self-confidence questionnaire of 67.00.

Problematics of Thematic Learning at Grade II of Primary School

The objectives of this study are: (1) identify problems of thematic learning preparation in grade II of elementary school; (2) identify problems of implementing thematic learning in grade II of elementary school; and (3) identify problems in thematic learning assessment in grade II elementary schools. The approach used in this study is descriptive qualitative. This type of research is a case study. This research data collection technique is in the form of observation, interviews, documentation to identify problems in thematic learning in grade II SDN 07 Ulak Karang Selatan. Referring to the results of the study, it was concluded that grade II teachers of SDN 07 Ulak Karang Selatan experienced problems in the preparation of thematic learning, the implementation of thematic learning, to the assessment of thematic learning. . Based on the conclusions of the study, it was suggested that the School and the Padang City Education Office hold trainings on thematic learning. In addition, grade II teachers must be guided by: thematic learning provisions, thematic syllabus, student development level and the environment around students.

The School Preparedness Toolkit: Building Systemic Resilience in Ukrainian Schools Through a Self-Assessment Digital Platform

During the COVID-19 outbreak, schools around the world faced major challenges and were required to adapt to new educational practices while supporting students’ learning and well-being. This study outlines the development of School Preparedness Toolkit (SPT), an online interactive checklist launched from January to March 2021 among 273 Ukrainian schools. SPT was a dual-use tool, aiming to inform and support efforts of school administrations in implementing effective strategies to address challenges arising from COVID-19 and to inform related public health and educational policies at regional and national levels. The toolkit focused on resilience against COVID-19 challenges across five main domains: Access to Education Provision of Quality and Inclusive Learning, Well-Being, Safety, Nutrition, and School Feeding. Completion of SPT was a collaborative process among school administrators. Chi-square tests were conducted to examine differences across schools’ geographical locations and between urban and rural areas. Results indicated that most schools were already adapting to the challenges, to the extent of implementing mandated safety and online education protocols, communicating these with families, and providing a psychosocial safety net for children in extreme distress. However, resilience could be further strengthened through a greater emphasis on school cohesion, connectedness, and solidarity, as well as on preventive psychosocial interventions. The SPT methodology was shown to be a promising approach in assisting schools to reflect and plan for greater resilience, not just in the context of the COVID-19 pandemic but also in other extreme adversities that school systems—in Ukraine and around the world—might be facing.

Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers’ experiences of recognition and misrecognition in adult learning centres

This article employs narrative methodologies to present the stories of three asylum seekers enrolled in two adult learning centres in the Lombardy region of Italy. The author draws on Axel Honneth’s theory of recognition to provide an understanding of how these adult learners’ experiences might impact their self-identity. Based on the narratives the participants provided in the course of interviews the author conducted with them, this article highlights some shortcomings in the learning provision for asylum seekers in Italy. Using interpretative analysis, the participants’ experiences are discussed under three categories: (1) valorisation of certificates; (2) appropriateness of teaching methods; and (3) recognition of prior learning. The author concludes that greater efforts should be put into recognising the asylum seekers’ previous experiences, and training adult educators who work with asylum seekers in adult learning principles.

Digital storytelling: A relational pedagogic approach to rebuilding hybrid places for creativity, equity and community building in a crisis

The COVID-19 pandemic had an impact on human flourishing worldwide as in-person teaching and learning provision within universities and schools rapidly shifted online. This exposed challenges as staff and students worked from home. Digital competences in online pedagogy differed across teaching teams, access to digital equipment, technical and social infrastructure was limited, specific fields of study had different requirements, and physical distancing measures heightened social isolation. ‘The Ship of Theseus’ is a thought experiment that poses the question: if every part of a ship is replaced, is it still the same ship? The authors apply the Ship of Theseus to reflect on experiences of rebuilding and reimagining teaching and learning online in a crisis. This intergenerational, practice-informed case study considers a strategic role for digital storytelling on the Digital Media and Communications BSc (DMC) at Manchester Metropolitan University (MMU) during the COVID-19 pandemic. A student-led component was supported by two research internships as part of MMU’s extracurricular programme, Rise. Catering specifically for students with culturally diverse backgrounds, Rise enables students to enhance their degree profile through activities such as volunteering, self-study on other learning platforms, work experience or research projects. The two student co-authors cooperated as peers, and as part of the research team in order to critique and reimagine curriculum content delivery in a crisis. This was informed by the literature and student co-authors’ critical reflections on their lived experience of pandemic online teaching and learning and prototyping an equitable alternative to build a creative community that co-imagines different desires and visions of the future from an inequitable present. In applying the Ship of Theseus to the use of digital storytelling to support online teaching and learning, we offer active learning strategies to reinvigorate relational pedagogic approaches that position online learning within wider debates to transform higher education. The authors suggest that digital storytelling can rebuild social connections and transform online spaces into hybrid places where meaningful and creative playfulness can become anchored within practice. We conclude that designing for equity by extending digital storytelling communities of practice beyond university learning environments provides alternative spaces that potentially transform how learners respond equitably to global crises together. While new forms of digital storytelling, cooperation, co-learning and community building are invaluable, the rapid convergence of digital technologies and media by industry warrants active stewarding to address emergent digital media ethical challenges, including accessibility, privacy and equity.

ML-FaaS: Toward Exploiting the Serverless Paradigm to Facilitate Machine Learning Functions as a Service

Serverless computing has emerged as a revolutionary model that enables the deployment of applications and services by raising the level of abstraction from the underline resources. Its main functionality is enlightened by the notion of Function-asa-Service (FaaS) as the core means to realize efficient serverless offerings. Following the shift from traditional architectures to microservices -by attaining flexibility, productivity, portability, and performance in industrial-scale IT projects, the serverless model introduces even more fine-grained services, named “nanoservices”, which facilitate required scalability by abstracting the deployment and management of the infrastructure resources. On the application space, advances in big data analysis contribute towards extracting actionable knowledge in various application domains. In this context, approaches for big data analysis aim at exploiting the added value of serverless architectures. To this end, we are presenting an extendable and generalized approach for facilitating the provision of Machine Learning Functions-as-a-Service (MLFaaS). The proposed approach outstrips the classical atomic and standard isolated services by facilitating composite services, i.e., workflows/pipelines of ML tasks, thus enabling the realization of the complete data path functions as required by data scientists. We demonstrate the operation of the proposed approach by modeling a real-world analytics scenario as an ML workflow pipeline and evaluate its performance in terms of performance. Furthermore, we address the challenge of utilizing a function oriented service template recommendation system, by expanding the serverless functional boundaries towards a holistic Quality-of-Service (QoS)-aware service function selection approach based on Artificial Intelligence techniques. These techniques propose the optimal number of functions to be implemented in a pipeline by exploiting the importance of response time as the primary key of the application’s performance.

Supporting student wellbeing as an academic language and learning advisor: Challenges and opportunities

The provision of academic language and learning (ALL) support to undergraduate and postgraduate students has been a staple across higher education institutions in Australia and New Zealand for some time. However, research has established that there are multiple challenges inherent to working across institutional spaces in the ways that ALL staff do. This has included ambiguity about the parameters of their roles and how they connect with staff and students as support professionals. Furthermore, how advisors respond to student wellbeing as part of the support they offer, and how their own wellbeing is accounted for at work, are not well understood. We draw on data from two recent surveys to explore how ALL advisors in Australia and New Zealand understand and respond to student wellbeing within their practice, how ALL work has been affected by COVID-19, advisors’ needs for support, and the views of managers in relation to these matters. The participants highlighted tensions related to student wellbeing, staff wellbeing, and academic support, which have either been brought about or intensified by the pandemic. As we move towards living with the pandemic, these tensions will need to be addressed by higher education institutions.

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

<p style="text-align:justify">As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.</p>