Learning Purposes Research Articles

The forgotten creator: Towards a statutory remuneration right for machine learning of generative AI

Generative AI is disrupting the creative process(es) of intellectual works on an unparalleled scale. Algorithmic tools are increasing users’ production capacity for literary and artistic works to almost infinite levels. However, the quality of the outputs is strictly dependent on the quantity and quality of the inputs, some of which are protected by copyright. This scenario gave raise to tensions between copyright holders and generative AI companies. While the formers claim control over this new kind of exploitation of their works, the latters wish to train their algorithms freely with as many contents as possible. This contribution suggests exploring the idea of introducing a statutory license for machine learning purposes as a compromise solution to ensure an attractive environment for artificial intelligence without marginalizing the role played by human authors. This remuneration proposal is rooted in a fundamental rights analysis that balances i.e., the right to science and culture and freedom of artistic expression (Arts. 11 and 13 EUCF, 19 UDHR, 27.1 UDHR, 15.1 a and b ICESCR) vis-à-vis the right for creators to benefit from the protection of the moral and material interests resulting from their scientific, literary or artistic production (Arts. 17.2 EUCF, 27.2 UDHR, and 15.1 c ICESCR).

Has the significance of Target 4.7 of the SDGs changed? A commentary focusing on the critical role of socio-emotional learning

This commentary shows that the SDGs, and above all Target 4.7, are the symbolic culmination of two trajectories related, on one hand, to educational outcomes in policy and practice and, on the other, to discourses about development and sustainability. The relevance and urgency of emphasizing Target 4.7 is increased rather than reduced by the current polycrisis – global security, climate change, etc.—and the meaning and purpose of learning are being reoriented. The commentary argues that transformation in and through education is possible. It concludes by raising questions and challenges for providing conducive conditions and additional measures that are need for achieving Target 4.7 producing transformative behavioral change.

Faktor yang memengaruhi keterampilan penalaran matematis di sekolah dasar: systematic literature review

<p><em>Mathematical reasoning skills are one of the most important skills mastered to support the 21st century. The purpose of this research is to systematically search for literature on factors that affect the ability of mathematical reasoning in elementary schools. Searched literature for journal papers published in the 2013-2023 period. The literature criteria used are articles that specifically discuss factors that affect mathematical reasoning skills. According to the results of the search, 4 selected articles that meet the requirements. The review shows that mathematical reasoning abilities are affected positively and significantly by initial knowledge and self-accusations. Therefore, teachers need to develop self-efficacy and early knowledge to support the ability of mathematical reasoning. The conclusion of the study can be used as a reference for further research. As for the practical implications, students are expected to increase self-efficacy and develop their initial abilities so that their reasoning skills also increase., By increasing the ability of mathematical reasoning, the purpose of learning can also be achieved.</em></p>

Analisis pembelajaran intrakurikuler dalam pelaksanaan kurikulum merdeka di kelas iv sekolah dasar

<em>The purpose of this research is to describe intracurricular learning in implementing Independent Curriculum in class IV Elementary School. This research used qualitative approach with case study method. The subjects in this research were fourth grade students, fourth grade teachers, and the principal. This research used purposive sampling. Data collection techniques were interviews, observation, and document studies. Data validity testing technique used data source triangulation and technical triangulation. Data analysis technique used interactive analysis by Miles and Huberman, namely by collecting data, reducing data, displaying data, and drawing conclusions or verification. The results of this research are planning, there is learning purpose flow planning, graduate planning and assessment, use and development of educational equipment. Whereas, for the implementation of the training has done application of students centered learning, combination of assessment in learning, learning according to the level of learning of students, collaboration between teachers for the purposes of curriculum and learning. However, collaboration with parents and the community does not contribute optimally to the learning process. Reflection, evaluation and improvement of quality implementation of curriculum are also carried out.</em>

Studying the effects of educational games on cultivating computational thinking skills to primary school students: a systematic literature review

AbstractThis article presents a systematic literature review (SLR) on the effects of serious games, or more specifically educational games that aim to teach Computational Thinking (CT) skills to primary school students. Sixty one studies from various data sources were evaluated based on the CT skills and programming concepts addressed, the evaluation instruments used, the target audience, the learning outcomes and their results. The findings of the studies on the efficiency or impact of educational games on the acquisition of the proposed topics were positive, indicating that educational programming games can help primary school students develop CT skills or understand fundamental programming concepts. Additionally, the results suggest a general positive attitude towards the use of an educational game for learning purposes, while students perceive games as a great motivator for engaging in CT activities. Finally, the research discusses research gaps and shortages, as well as methodological limitations and recommendations for future work in the relevant domain.

An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students.

Writing strategies are needed to manage the complexity of writing tasks, especially at university, where writing tasks are for learning, professional, or scientific purposes and are highly demanding. The literature shows that many undergraduate students have defined, stable, writing strategies, although some lack proper strategic development and require explicit instruction in this regard. In both cases, adapting writing tasks to undergraduate students' preferences and instructing them effectively requires understanding their writing strategies, which will encourage optimal learning and writing proficiency. This is why valid, reliable, writing strategy assessment tools are essential. The present study focused on the validation of the Spanish Writing Strategies Questionnaire-Undergraduate Students (WSQ-SU), aimed at measuring undergraduate students' preferences for using different writing strategies. The sample comprised 978 Spanish undergraduates doing degrees in Infant, Primary or Social Education, Pedagogy and Psychology. The data from the questionnaire was explored by means of exploratory and confirmatory analysis, test-retest reliability to analyse temporal stability and convergent validity. Two factors, planning and revising, were identified through exploratory and confirmatory factor analysis, representing different writing strategies and supporting the original model. The results indicated adequate test-retest reliability and temporal stability. The results also showed the questionnaire's convergent validity; a direct, linear correlation between two factors and off-line planning and revising variables. Based on the results, the WSQ for undergraduate students-Spanish version has been shown to be a reliable and valid, scale that can be easily applied in the university context to explore undergraduate students' writing strategies.

THIRD HEAD OF BICEPS BRACHII MUSCLE AND ITS CLINICAL IMPORTANCE: A CASE STUDY

The Biceps brachii muscle belongs to the flexor group of muscles in the arm. As Biceps brachii is double headed muscle. It is one of the known variable muscles of the human body in terms of number and morphology. The third head of the biceps brachii muscle was identified bilaterally in an 84-year-old male cadaver during routine human cadaveric dissection for the purpose of education and learning of medical undergraduates in Department of Rachana Sharir, National Institute of Ayurveda, deemed to be university, Jaipur. Normally the Biceps brachii muscle has two heads i.e. Long and short head. In present cadaveric study third head of bicep brachii muscle has been identified while doing routine dissection for undergraduate scholars. The fleshy proximal attachment on lower 1/3 of anterior surface of shaft of humerus has been identified. It has been origin ate along with the superior part of the Brachialis and inserted into the bicipital aponeurosis, and deep to the long and short heads of the Biceps. This third head is supplied by a branch of the musculocutaneous nerve. The third head of biceps brachii may be an incidental finding at autopsy or during routine anatomical dissections. Unless symptomatic, the third head of biceps brachii may not be detected in clinical studies. Variant of biceps brachii may confuse a surgeon who performs procedures on the arm and may lead to iatrogenic injuries. The surgeons and traumatologists have to keep such muscular variations in mind. So, the knowledge of the existence of its variation is important for anesthetists and surgeons.

The Remote Networked School (RNS) Model: An ICT Initiative To Keep Small Rural Schools and Their Local Community Alive

The importance of peer interaction for learning purposes is a well-known fact in educational theory, and a school of a small size is particularly challenged to engage same-age students in social exchange of this nature. For almost a decade, an action research partnership (Laferrière & Breuleux, 2002) has been established. A systemic approach was applied (Banathy, 1991; Engeström, 1999; Seidel & Perez, 1994). It has meant tackling an educational challenge and social one as well as distance from urban areas using the support of the Internet. Partners’ objective was to design and study (see design experiment methodology: Brown, 1992; Collins, 1992; 1999), from an ecological perspective (Nardi & O’Day, 1999). The model that was cocreated was meant to enrich interactions for learning purposes in rural schools. More concretely, with the use of information and communication technologies (ICTs), we designed a model whose purpose is to bring classrooms of different schools and regions to work and learn together. This paper focuses on two poles of results of the Remote Networked School (RNS) model: 1) the advantages of collaboration between schools from teachers’ point of view; 2) parents’ social representations of the RNS model and its value as it pertains to their children’s education.

Challenges of distance education: How to manage the pedagogical process of project-based learning

ABSTRACT The article addresses the challenges of distance education, i.e. how to manage the pedagogical process of project-based learning (PBL). The research objective was to use PBL as a teaching method where students learn by actively participating in a real professional task – preparing antenatal classes for future parents. We were also interested in developing recommendations for teachers and organisations using PBL in distance education. The study was conducted as mixed-methods research, using qualitative and quantitative data. Forty-four students and 131 future parents participated in the study. Results showed the importance of managing the PBL: learning environment, teamwork, mentoring and the use of information technologies and tools for learning purposes with appropriate didactic and learning strategies. The pedagogical process of PBL in distance education is based on interactive modelling of ICT and virtual reality with didactically integrating professional knowledge and skills in the virtual pedagogical process.

Techniques and Steps of Islamic Education Learning Development: Integration of Islamic Values in Learning

The reality of learning in the materialism education system eliminates religious values that cause dry learning of divine values. The purpose of this study was to determine the techniques and steps of developing PAI learning through the integration of Islamic values in learning. This research uses a qualitative approach and literature study method. Data retrieval techniques come from primary sources and secondary sources with 6 months of searching for references. Data analysis technique with data interpretation. Based on the results of the discussion, learning is an art and science. Learning is a process of issuing all efforts both materials, methods, and media for the creation of systematic learning and teaching activities starting from planning, implementation, and evaluation to enable students to achieve learning objectives effectively and efficiently. The purpose of learning is to foster humans to be able to optimize their potential (jasadiyyah, aqliyyah, and ruhiyyah) in an integrative and comprehensive manner so as to increase the growth of innovative, creative thinking, proactive communication which includes activities of creativity, reflectivity, reciprocity, and responsibility arranged in appropriate systematic steps in the learning process. The results of this study have implications for the techniques and steps for developing PAI learning by integrating Islamic values in learning.

Re-conceptualizing music education in the older adult life course: A qualitative meta-synthesis

The Seoul Agenda by UNESCO has set goals to develop arts education, ensuring that learners from all social backgrounds have lifelong access to arts education in a wide range of community and institutional settings. However, the purpose of lifelong learning for individuals beyond labor-market age has been largely overlooked, making it challenging to convince institutions, funders, and policymakers of its worth. The value accorded to the complex forms of lifelong learning in later life and the widely recognized health impacts of music on aging body and brain are the principal considerations to take into account when studying the effects of music education on older adults. In this study, we address the state-of-the-art research concerning older adults and music education in studies published in major peer-reviewed music education journals since the Seoul Agenda by UNESCO. We present the findings from a systematic literature review, followed by a qualitative meta-synthesis, focusing on the values, beliefs, and key concepts conveyed in the included studies. The findings of this study indicate that older adults are often portrayed narrowly and stereotypically, corroborating the issues in the sociology of aging. Our study highlights insights into the conceptualizations of music learning and participation in later life course and what these might mean for the policy and practice of later-life music education and the educational opportunities for older adults more broadly.

Research on wearable technologies for learning: a systematic review

A good amount of research has explored the use of wearables for educational or learning purposes. We have now reached a point when much literature can be found on that topic, but few attempts have been made to make sense of that literature from a holistic perspective. This paper presents a systematic review of the literature on wearables for learning. Literature was sourced from conferences and journals pertaining to technology and education, and through an ad hoc search. Our review focuses on identifying the ways that wearables have been used to support learning, and provides perspectives on that issue from a historical dimension, and with regards to the types of wearables used, the populations targeted, and the settings addressed. Seven different ways of how wearables have been used to support learning were identified. We propose a framework identifying five main components that have been addressed in existing research on how wearables can support learning, and present our interpretations of unaddressed research directions based on our review results.

Drivers and Consequences of ChatGPT Use in Higher Education: Key Stakeholder Perspectives.

The incorporation of artificial intelligence (AI) into education has heralded a transformative era in the way students learn and faculties teach. Among the burgeoning array of AI tools, ChatGPT stands out as a versatile and powerful resource. Developed by OpenAI, ChatGPT is an AI-driven conversational model that generates human-like responses. This research draws on the Constructivism Learning Theory to uncover the key drivers pushing higher education students to use ChatGPT for academic purposes, and the multifaceted consequences it brings to the academic environment, by integrating the perspectives of key stakeholders: students, faculty, and education experts/leaders. The key findings of in-depth, face-to-face, interviews with key stakeholders revealed 12 main drivers that motivate students and their faculty to use ChatGPT mainly for learning purposes. However, the findings identified the multifaceted (six positive and another six negative) consequences of using ChatGPT for academic purposes. Recommendations for mitigating the negative consequences of ChatGPT were discussed with key stakeholders, particularly education experts/leaders, who were more concerned about using ChatGPT for academic reasons. The research reveals that higher education institutions should establish clear guidelines as a part of higher education policy, supplemented with training sessions for students and their faculty, about the responsible use of ChatGPT for academic purposes to mitigate any ethical concerns.

Fibrovascular Change and Sulcus Vocalis: A Case for Voice Therapy

Purpose: A clinical case of right posteromedial true vocal fold sulcus is presented with case history, auditory perceptual analysis and accompanying audio files and ratings, laryngoscopic files and ratings, and acoustic analysis, as well as impressions and plan for treatment. Method: A single clinical case of right posteromedial true vocal fold sulcus is presented for learning purposes. Results: Clinical keys are provided for learning. Conclusion: Learners will be able to follow a clinical case to aid in perceptual, laryngoscopic, acoustic, and voice assessment and goal and treatment planning. Supplemental Material: https://doi.org/10.23641/asha.24470056

Use of Mobile/Smart Phones and Students' Mathematics Learning: A Case of Basic Schools in Nepal

This study is mainly focused on the students' mobile using habit and its impact on teaching and learning mathematics. The study method was survey with 119 students of public and institutional schools in the Chandragiri Municipality of Kathmandu. Questionnaire is use for identifying the access and use of mobile for learning and achievement test for measuring the students' achievement as tools for the study. The study found that 89.9% students had access of smartphones at their home including personal as well as their own. The utilization of mobile smart phone is the genuine concern for the proper utilization for learning. The results indicated that, the use of mobile in planned learning for a specified time enhanced the mathematics performance of students. Adversely, those students who engaged on mobile/smart phones higher in hours and not using mobile for learning purpose decreased their achievement in mathematics. Gender difference observed in using mobile that boys used mobile more hours than the girls. Further, entertainment type of application/programme such as music videos, song were the favorite program for girls whereas games related programme was the favorite programme for boys in the use of mobile/smart phones. Two hours/day was found the standard time to use mobile/smart phones for better performance in mathematics.

Evaluation of the Fiqh Learning Process

Background. The learning process is one of the things that needs to be considered in education. If the process is good, it is likely that the results that will be obtained will also be good. To achieve optimal learning outcomes, a maximum learning process is needed. In a learning process, every educator and learner should be familiar with the process. Because knowing about a learning process, will make educators and students understand the purpose and objectives of learning. So that the learning process is not lame. Purpose. the purpose of this study was to determine the results of the evaluation of fiqh learning in MA Asy-Syafi'iyah Bangsalsari Jember. Method. In this study, researchers used qualitative methods. Qualitative research methods are research methods used to research on natural object conditions, where the researcher is the key instrument, data collection techniques are triangulated, data analysis is inductive, and qualitative research results emphasise meaning rather than generalisation . Results. The result of this research is the learning of Fiqh material at MA Asy-Syafi'iyah Bangsalsari Jember is good. The educators are linear with the subject, very supportive of the learning process. So that the learning process in MA Asy-Syafi'iyah runs well and maximum. Conclusion. Evaluation is something that is very urgent in the world of education. It needs to be done regularly. The existence of this mini research, of course, is to find out how the learning process has taken place during one semester. By paying attention to the process, the results of interviews from teachers, and student report cards, researchers have been able to conclude that, learning Fiqh material at MA Asy-Syafi'iyah Bangsalsari Jember is good.

Influence of Social Networking Sites on Undergraduate Saudi EFL Learners: A Study at Ha'il University

Smart usage of social networking sites can make them useful instruments for communication, learning, and teaching purposes. Owing to rising demand for it, digital technology, particularly social networking sites are finding a place in the universities. The purpose of this study is to look into the influence of using social networking sites in the teaching of English at tertiary level. Semi-structured interviews were conducted with twenty-five lecturers and fifty undergraduate students from the first year of the academic calendar year 2020-2021 in the University of Ha'il, Saudi Arabia. The findings of the study revealed that SNSs may be a double-edged sword, as they may have both favourable as well as detrimental impacts on the development and improvement of EFL learners' speaking and writing abilities. The study highlights the necessity for the proper usage of social networking sites (SNSs) in academic contexts. It also suggests that social networking sites (SNSs) if appropriately used, can be incorporated into the undergraduate teaching system to improve EFL proficiency and competence.

Teachers’ Perspectives on the Efficacy of Oral Presentation Tasks toward Promoted Linguistic Acquisition

To unlock language proficiency among learners, speaking is regarded to be an essential and crucial aspect to master, not only for learning purposes but for recognized communication dynamics. Language learning has numerous critical aspects. To be lacking in speaking proficiencies has been noted to impart negatively toward language learning. This paper explores whether oral presentations can be regarded as a vital tool to unlock learner language development. To collect data, qualitative research approaches embedded in a case study design were used. These are methods well known to assist in attaining better understanding in real-life situations. Three English language teachers were perceived relevant since they teach English to first-year university students. Although studies have been conducted on advantages of using oral tasks in a schooling environment, little to nothing is mentioned in the literature about how such tasks can be viable instruments to augment critical thinking and problem-solving skills. Findings suggest that motivated learning and enhanced communication skills were major factors that could lead to enhanced language aptitudes. This paper concludes that for teaching and learning to incorporate oral tasks brings numerous benefits for language learning as well as other subjects underpinning the prescribed curriculum. It is proposed that it is necessary to consider diverse perspectives in discussions related to teaching methods as oral activities are prominent tools for language expansion.

국내 대학 영어트랙 유학생을 위한 교양 한국어 교육의 쟁점과 과제

The purpose of this study is to examine the characteristics of English track international students and the issues and tasks of Korean language education for them, and to present directions. A survey on the needs of English track international student at D-University in Busan and interviews with related administrative and Korean language education experts were conducted. The questionnaire included the current status and satisfaction of Korean language classes, composition, and direction of education. English track international students are not essential to learn Korean because the admission criteria and major teaching language are English, and the purpose of learning was to adapt to Korean and college life. Interest in Korean classes was high, but satisfaction was moderate. Speaking and writing, vocabulary and grammar were selected as areas to learn, and topics related to real life and college life were preferred. There was also an opinion that modern culture, social studies and economics, and employment subjects should be opened as English track liberal arts. Although the number of participants is limited, this study is meaningful in that it examines the characteristics and curriculum of English track international students that will increase in the future and discusses issues and tasks.

Factors Contributing to Resistance in the use of Information and Communications Technology: A Snapshot on Engineering Graphics and Design Teachers

The prevalent adoption of ICT in education has compelled even EGD teachers to integrate ICT in teaching and learning of EGD. However, not every teacher understands the importance of using technology in EGD lessons, even though it offers a lot of benefits for both teachers and learners. Many scholars have attributed this resistance of teachers to many factors, such as gender, age, and attitudes as well as the fact that teachers do not perceive technology as important as they believe that traditional methods are still bearing fruit. In an attempt to understand the actual reasons behind teachers’ resistance to ICT integration in EGD lessons, this study followed a qualitative approach, and semi-structured interviews were used to gather data. Purposive sampling was used to identify 11 EGD teachers to take part in this study. Furthermore, the study employed the Technology Acceptance Model (TAM) framework, which puts emphasis on the acceptance and adoption of technology. This framework assisted in pinpointing factors contributing to ICT resistance and how teachers can accept technology for the purpose of teaching and learning. The findings show that factors such as age, lack of proper skills to use technology, lack of exposure to technology at the tertiary level, attitude, and shortage of resources in schools are contributing to teachers’ resistance to using technology. The study recommends that the department of education should train teachers and provide schools with relevant ICT resources.