Learning Satisfaction Questionnaire Research Articles

Factors Affecting The Learning Satisfaction Of Faculty Dharma Duta Students In Entrepreneurship Courses

Learning satisfaction is a factor that cannot be ignored in the learning process. From the mass Covid-19 pandemic to the present, students learn with two systems, namely online learning and offline learning. Of course, these two things produce different learning satisfaction. This study aims to: 1) describe student learning satisfaction in the Entrepreneurship course in online learning; 2) describe student learning satisfaction in the Entrepreneurship course in offline learning and 3) analyze factors that affect student learning satisfaction in the entrepreneurship course. This research is classified as qualitative descriptive research. The population of this study is students of the Faculty of Dharma Duta class of 2021 and 2022. Samples were taken as many as 130 respondents using purposive sampling techniques. The research instrument is a learning satisfaction questionnaire consisting of 26 statements. The data is analyzed descriptively. The results of the study are as follows: 1) student learning satisfaction in online learning is classified as satisfied; 2) Student learning satisfaction in offline learning is classified as very satisfied and 3) Factors that affect student learning satisfaction are learning facilities, the quality of lecturers in teaching, learning interaction and assessment in learning.

The effects of introducing virtual reality communication simulation in students' learning in a fundamentals of nursing practicum: A pragmatic randomized control trials

AimThis study was conducted to examine the effectiveness of a virtual reality communication simulation (VRCS) in teaching communication skills in fundamentals of nursing practicum. BackgroundEffective communication skills are an integral part of the nursing profession and the foundation of high-quality nursing care. Effective communication not only addresses the needs of patients but is also necessary for maintaining patient safety. Many studies have reported the inadequacy of nursing students in communicating with patients. Nursing students often experience stress due to their lack of adequate skills to communicate effectively with patients and their family members. DesignA pragmatic randomized controlled trial research with four within-subjects assessments (at the baseline (T0), 1st week (T1) and 3rd week (T2) of the clinical practice and 1 week after the end of the clinical practice (T3)) and between-subjects assessments. Settings and participantsEighty-four nursing students at a university of Science and Technology in central Taiwan. MethodsThe students were randomly assigned to an experimental group (n = 42) and a control group (n = 42). The experimental group received a VRCS, whereas the control group received the nurse–patient communication teaching video. The data were collected from April 2022 to August 2022. The Kalamazoo Essential Element Communication Checklist, Communication Self-Assessment Scale, Learning Satisfaction Questionnaire and Stress Scale for Nursing Students in Clinical Practice were used for data collection. ResultsAt baseline, the control group had higher scores on communication ability and confidence compared with the experimental group (t = −3.91, p <.001; and t = −2.35, p =.021). In the first week of clinical practice, the experimental group had significantly higher mean scores for communication ability compared with the control group (β = 15.99, 95 % confidence interval [CI] 13.79, 18.18) and communication confidence and learning satisfaction compared with controls at T1, T2 and T3 of the clinical practice (all, p <.001). The clinical practice stress scores of the experimental group were significantly lower than those of the control group at T1, T2 and T3 of the clinical practice (all, p <.05). ConclusionsThe newly developed VRCS is acceptable and worthwhile for training nursing students to develop communication abilities. This study suggests that VRCS practice should be arranged as early as possible in fundamentals of nursing practice courses and before the fundamentals of nursing practicum so as to facilitate the learning of effective communication. Follow-up research is needed to evaluate the long-term effects of virtual reality education in nursing practice.

Komparasi Kepuasan Sistem Pembelajaran Daring Dan Luring Pada Mata Kuliah Kewirausahaan UHN I Gusti Bagus Sugriwa Denpasar

This research was motivated by changes in the learning situation in universities. During the Covid-19 pandemic, learning was applied with an online system. Towards the middle of 2022, learning has started using offline learning. Online and offline learning, of course, there are differences in atmosphere, such as student interaction with lecturers and fellow students and the need for facilities and infrastructure. This certainly has an impact on student learning satisfaction. This study aims to compare student learning satisfaction in the Entrepreneurship course which is carried out with online and offline learning systems. This research is classified as quantitative research. The population of this study is students of the Faculty of Dharma Duta class of 2021 and 2022. Sampling technique is a saturated sampling technique. The research instrument used is a student learning satisfaction questionnaire that has been tested for validity and reliability. The collected data were analyzed by independent sample T test. The results showed that there was a significant difference in learning satisfaction between students who took the Entrepreneurship course with the online learning model and offline learning. Offline learning provides higher learning satisfaction for students.

Application value of an artificial intelligence-based diagnosis and recognition system in gastroscopy training for graduate students in gastroenterology: apreliminary study.

This study aimed to discuss the application value of an artificial intelligence-based diagnosis and recognition system (AIDRS) in the teaching activities for Bachelor of Medicine and Bachelor of Surgery (MBBS) in China. The learning performance of graduate students in gastroenterology during gastroscopy training with and without AIDRS was assessed. The study recruited 32graduate students of the gastroenterology program at Jiangsu province hospital of Chinese medicine and Xiangyang No. 1 People's Hospital from March 2018 to March 2022 and randomly divided them into AIDRS (n = 16) and non-AIDRS (n = 16) groups. The AIDRS software was used for real-time monitoring of blind spots of gastroscopy to aid in lesion diagnosis and recognition in the AIDRS group. Only aconventional gastroscopic procedure was implemented in the non-AIDRS group. The final performance score, success rate of gastroscopy, lesion detection rate, and pain score of patients were compared between the two groups during gastroscopy. Aself-prepared teaching and learning satisfaction questionnaire was administered to the two groups of students. The AIDRS group had ahigher final performance score (92.60 ± 2.83 vs. 89.21 ± 3.57, t = 2.98, P < 0.05), ahigher success rate of gastroscopy (448/480 vs. 417/480, χ2 = 11.23, P < 0.05), and ahigher detection rate of lesions (51/52 vs. 41/53, χ2 = 8.56, P < 0.05) compared with the non-AIDRS group. The pain scores of patients were lower in the AIDRS group than in the non-AIDRS group (3.40 [2.23, 3.98] vs. 4.45 [3.72, 4.75], Z = 3.04, P < 0.05). Besides, the average time for gastroscopy was lower in the AIDRS group than in the non-AIDRS group (7.15 ± 1.24 vs. 8.21 ± 1.26, t = 2.38, P = 0.02). The overall satisfaction level with the teaching program was higher in the AIDRS group (43.51 ± 2.29 vs. 40.93 ± 2.07, t = 3.33, P < 0.05). In the context of medicine-education cooperation, AIDRS offered valuable assistance in gastroscopy training and increased the success rate of gastroscopy and teaching and learning satisfaction. AIDRS is worthy of wider-scale promotion.

DEVELOPMENT OF MATHEMATICAL PROBLEM-SOLVING SKILLS ON THE TOPIC OF PRISMS AND CYLINDERS USING SSCS MODEL WITH THINK-PAIR-SHARE TECHNIQUE FOR EIGHTH-GRADE STUDENTS

The purposes were to: 1) compare Mathematical problem-solving skills for Eighth-grade students before and after learning on the topic of Prisms and Cylinders using SSCS model with Think-Pair-Share technique and 2) explore the learning satisfaction of Eighth-grade students after learning by using the SSCS model with Think-Pair-Share technique on the topic of Prisms and Cylinders. The sample group consisted of 32 Eighth-grade students in the first semester of the academic year 2022. They selected by cluster sampling. The research instruments included 1) lesson plans in topic of Prisms and Cylinders 2) Mathematical problem-solving skills test and 3) Student learning satisfaction questionnaire. The statistics for data analysis were mean, standard deviation, validity, difficulty index, discrimination index, internal consistency reliability formula KR – 20 and paired sample t – test. Results were as following: 1) Mathematical problem-solving skills of Eighth-grade students after learning on the topic of Prisms and Cylinders using SSCS model with Think-Pair-Share technique higher than before learning at a statistical significance of .01 level and 2) the learning satisfaction of the Eighth-grade students after learning by using SSCS model with Think-Pair-Share technique on the topic of Prisms and Cylinders is at good level which an average score 4.22 of 5.00

Effectiveness of normal birth e-module on increasing nursing students’ learning satisfaction

Introduction: E-modules are information technology-based modifications of conventional modules. Students learning satisfaction can be used to gauge learning success. Learning satisfaction is the value of comparing the level of reality with the level of expectation in learning. This study aims to determine the effectiveness of the normal birth e-module in increasing nursing student learning satisfaction.Methods: Pre-experimental with a one-shot case study design with data from online survey results using the E-Module Satisfaction Questionnaire instrument. The population of this study was 244 active students of the Faculty of Nursing, Universitas Padjadjaran, who had completed the maternity course using the normal birth e-module. As many as 46 people were willing to be respondents and fill out the level of learning satisfaction questionnaire. The study samples were determined by G-Power and data analysis using the Pearson Correlation test and the R square test or the Coefficient of Determination.Results: Overall, the level of learning satisfaction of nursing students who use the normal birth e-module is very satisfactory/high, with an average of 4.51% in the range of 4.5 - 5.0. The percentage of the results of the assessment of all respondents was dissatisfied (0.2%), quite satisfied (5%), satisfied (38.7%), and very satisfied (56.1%). However, 2.2% or 1 out of 46 participants reported dissatisfaction with the respondent’s understanding. The coefficient of determination or R square test of 0.876 or 87.6% is in the 0.8 – 0.99 (very effective).Conclusions: The use of the Normal Birth E-Module is very effective as a learning method that can increase the level of learning satisfaction of nursing students.Keywords: e-module; learning satisfaction; normal birth; nursing students

Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality

We know little to what extent peer feedback strategies can be applied on a large scale in higher education for complex tasks. This study aimed to design, implement, and evaluate an online-supported peer feedback module for large-scale use to enhance higher education students’ argumentative essay writing performance. To do this, 330 students from five different courses at bachelor and master levels followed the online supported peer feedback module. In this module, students were asked to write an argumentative essay about a controversial issue, provide peer feedback for two peers, and revise their original essays based on the received feedback. Three types of data including original essay (pre-test) data, peer feedback data, and revised essay (post-test) data collected. Students also filled out the learning satisfaction questionnaire at the end of the module. The findings showed that the suggested online-supported peer feedback module was effective in improving students’ argumentative essay quality in all courses at the bachelor and master levels. The findings also showed there is a difference in the level of students’ satisfaction with the module among the courses and between the education levels. The findings of this study provide insights into and add value to the scalability of online peer feedback tools for argumentative essay writing in different contexts. Based on the findings, recommendations for future studies and educational practice are provided.

The Learning Effectiveness of the Innovative Model of Integrating Financial Education into a College Career Planning Course

This study examines the effectiveness of an innovative model of integrating financial education into a career planning course at the college level. A total of 104 freshman students (48 in the day division and 56 in the evening division) were sampled. Based on the analysis of the &amp;ldquo;College Students Financial Planning Survey Questionnaire&amp;rdquo; revealed that: 90% of the daytime students and 97% of the evening students agreed on the importance of financial education and financial planning in career planning; daytime and evening students share common perspectives on the importance of financial planning in career planning: to realize their dreams, they need to have an adequate financial foundation to support their daily living expenses, and then to plan their financial management well for future retirement security. There are several items of college students&amp;rsquo; financial planning status varies between the different education programs. According to the analysis of various score results from the &amp;ldquo;Career Planning Course Learning Satisfaction Questionnaire&amp;rdquo;, there was no significant difference across academic systems in the analysis of satisfaction with the integration of financial education into a career planning course; the three most important overall satisfaction analyses all indicate a high level of satisfaction, including: the overall teaching content, the overall content design of financial education, and the benefit of integrating financial education into the career planning courses for personal career planning. Finally, this study offers some specific suggestions for integrating college financial education into a career planning course.

The Creation of Chinese Educational Resources for Sixth Grade Students

The majority of the Chinese teaching resources for sixth graders are textbooks that originate in China. These textbooks are written at a level that is too advanced for sixth graders. The purpose of this project is to generate teaching materials in Chinese for students in the sixth grade. The research is conducted using a pretest and posttest method, the sample consists of students in the sixth grade, and the research instruments consist of Chinese teaching materials, Chinese exercises, academic achievement exams, and a learning satisfaction questionnaire. The findings revealed that the average score on the pre-school achievement exam for the 44 kids who participated in the research was 45.34 percent, but the post test score was 82.39 percent. The standard deviation of the scores on the pre-test was 3.08 percent, whereas on the post-test it was 1.62 percent. This paper indicated that students had significant differences in their pre-test and post-school accomplishment at the level of 0.05, and postschool achievement scores were greater than pre-test achievement scores. In addition, students were highly happy with the Chinese language teaching materials.

ONLINE LEARNING SATISFACTION IN THE TIME OF COVID 19 AND THE EFFECT ON LEARNING OUTCOMES REVIEW FROM STUDENT’S COGNITIVE STYLE

The purpose of the study was to describe the state of student satisfaction in online learning during covid 19 in terms of tangible, reliability, responsiveness, assurance, and empathy dimensions and to examine the effect of satisfaction and cognitive style on student learning outcomes in participating in online learning during covid 19. The form of the research used mixed methods with commensurate status, namely using a qualitative descriptive approach and quantitative analysis. The research was conducted at FKIP Untan Pontianak, Mathematics Education Study Program. As the main independent variable is cognitive style and the second independent variable is learning satisfaction. The dependent variable is learning outcomes. The research sample is students who take the mathematics learning process assessment course for the 2021/2022 academic year. This study uses 3 instruments, namely the cognitive style scale, learning satisfaction questionnaire and learning outcomes test. Hypothesis testing is a two-way ANOVA test. The results showed (a) students who had a free cognitive style were as much as 43.47% and students who had a dependent cognitive style were 56.52%. (b) Satisfaction aspects, Tangibles, Reliability, Responsivenes, Assurance and Empathy are classified as high. Research conclusions: (1) The average percentage of very satisfactory and satisfactory satisfaction levels is greater than the average percentage of unsatisfactory and unsatisfactory levels of satisfaction for all dimensions of tangible, reliability, responsiveness, assurance, and empathy. (2) a. The learning outcomes of students who have a free cognitive style are higher than the learning outcomes of students who have a dependent cognitive style, (b) Cognitive style factors and satisfaction factors do not affect jointly on student learning outcomes, (c) Students who have a level of learning satisfaction high, learning outcomes with independent cognitive styles are higher than student learning outcomes with dependent cognitive styles, (d) students with low levels of learning satisfaction, learning outcomes with independent cognitive styles are higher than student learning outcomes with dependent cognitive styles.

Emotion Regulation and Psychological Capital of Chinese University Students during the COVID-19 Pandemic: The Serial Mediation Effect of Learning Satisfaction and Learning Engagement.

The mediating mechanism between the emotion regulation and psychological capital of university students is currently unclear. This study analyzed the serial mediation of learning satisfaction and learning engagement on the relationship between the emotion regulation and psychological capital of university students during the coronavirus disease 2019 (COVID-19) pandemic. A total of 328 undergraduates and postgraduates from universities in different regions of China were surveyed through an online questionnaire. The tools used in the study were the emotion regulation questionnaire, university student learning satisfaction questionnaire, learning engagement questionnaire, and psychological capital questionnaire. The analysis revealed both direct and indirect mediation effects. It was found that emotion regulation can positively predict psychological capital. Further, learning satisfaction and learning engagement can act as mediating variables between emotion regulation and psychological capital, respectively. Learning satisfaction and learning engagement can also have a serial mediation effect between emotion regulation and psychological capital. The results show that learning support should be strengthened to improve the learning satisfaction and learning engagement of students and, consequently, enhance their psychological capital.

The Application of Game-Based Teaching for Water Resources Science Learning

It is essential to encourage scientific understanding of water resources. However, how to achieve this for different objects needs to be researched further. Therefore, the purpose of this study is to analyze the impact of game-based teaching on elementary school students’ learning satisfaction in water resources science applications. Students who take the course are asked to complete a learning satisfaction questionnaire at the end. A total of 420 questionnaires were distributed, with 388 being effective, a 92% effective ratio. The questionnaire data was used to conduct the study and analysis. The Cronbach’s α for all factors exceeded 0.7, indicating that the questionnaire items are stable and internally consistent. The results of descriptive statistics, factor analysis, independent sample t-test, regression analysis, and correlation analysis revealed that students were extremely satisfied with game-based water resources science teaching. According to factor analysis, three key factors influenced learning satisfaction: “learning style,” “learning interest,” and “learning process.” Furthermore, “learning interest” was positively related to “learning style” and “learning process,” with both having a significant effect on “learning interest.” The findings of this study also show that water resources science applications can be taught and promoted in a variety of ways.

DEVELOPMENT AND STANDARDIZATION OF ONLINE LEARNING SATISFACTION QUESTIONNAIRE (OLSQ)

The elaboration based on factors found in the literature review and the initial steps in the validation process of the students' online learning satisfaction questionnaire are covered in the current paper (OLSQ). In this initial stage of the study, 150 students, with ages ranging from 15 to 18, were selected as a sample. The 29 items in the developed instrument rate students' levels of satisfaction with various facets of learning on a two-point Likert scale. Factor analysis was used to validate the data, and the Cronbach's alpha coefficient was calculated to determine reliability.

Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons

In recent years, using micro-lectures (a short video of less than ten minutes) as a digital learning medium has become popular for integrating technology into mathematics lessons, providing new experiences to students and helping them to master mathematical concepts. It is important to note that the effectiveness of a micro-lecture depends on how teachers use it and on students’ perceptions of learning support media. Therefore, this research aims to determine Junior High School students’ achievements and satisfaction using micro-lectures on the topic of Direct and Inverse Proportions. Teachers’ micro-lectures in this research were designed based on their teaching styles, learning objectives, and considering the needs of their students. A quasi-experiment with 3, 2, and 1 pretest-posttest design with experimental and control groups was also used. In the first and second experimental groups, teachers used the same version of the micro-lectures in their classrooms as the main learning medium and at home to preview and review Direct and Inverse Proportions materials. At the same time, the control group used conventional expository learning activities. Finally, a learning satisfaction questionnaire was used to determine students’ perceptions of using micro-lectures in their mathematics lessons. Findings indicate that the use of micro-lectures in the experimental classes I and II is better than in the control class and led to improved learning achievements and student satisfaction. Meanwhile, there is no significant difference between using micro-lectures inside and outside classrooms. Students’ report cards also showed that their learning satisfaction using this technique was higher than the control class. Practical implications and suggestions for further investigation are to be also discussed at the end of the paper.

MULTIMEDIA-ASSISTED GENRATIVE LEARNING MODEL TOWARDS IPA LEARNING SATISFACTION IN STUDENTS OF GRADE IV ELEMENTARY SCHOOL ACHIEVEMENT SCHOOL YEAR 2020/2021

The development of science and technology has brought about changes in almost all aspects of human life. In addition to bringing benefits to human life, on the one hand these changes also lead us to an era of increasingly fierce global competition. The Generative learning model is one of the learning models that make IPA learning more meaningful and can create a constructivist learning climate with the basic assumption that knowledge is built into students' minds. This research aims to find out the influence of multimedia-assisted generative learning models on IPA learning satisfaction in grade IV students in Elementary School Achievement School. In the Generative learning model, students themselves are more mentally active in building their knowledge, while teachers are more instrumental as facilitators and mediators in learning. The type of research conducted is quantitative pseudo-experiments and the design of non-equivalent control group design. In this design there are experimental samples and control samples. The samples used were two 4th grade groups of Insan Achievement School Elementary School. After research conducted in grade IV elementary school achievement school obtained results, namely the difference in average questionnaire level of IPA learning satisfaction between groups of students who were taught using multimedia-assisted generative learning model with conventionally taught students. This is obtained from the comparison of mean after being given the questionnaire of both groups. The experimental group had a mean of 119.79 higher than the control group's mean value of 96,429 ANAVA test results and the learning satisfaction questionnaire of Fhi numera = 21,348 then compared to Ftable = 4.03, so Fcalculated &gt; Ftable. There is a rejection of H0. So it can be concluded that the Multimedia Assisted Generative Learning Model has a significant effect on IPA learning satisfaction in students of grade IV Elementary School Achievement School Year 2020/2021.

Pre-class teacher feedback in the flipped classroom: Cognitive or praise feedback is better than mitigating feedback

ABSTRACT The present study examined whether different types of teacher feedback in a university flipped classroom pre-class activity could improve students’ self-regulated learning skills, learning performance, and learning satisfaction. In a repeated measures design (N = 31) the teacher gave a different type of feedback (no feedback vs. cognitive feedback vs. praise feedback vs. mitigating feedback) to questions that students posted on the course discussion platform. At the end of each week the students completed a self-regulated learning questionnaire, learning satisfaction questionnaire, and learning performance test. Repeated measures ANOVAs revealed that all forms of teacher feedback enhanced students’ learning performance and self-regulated learning skills, especially the cognitive feedback and praise feedback but not their learning satisfaction.

Efficacy of Flipping the College Career Planning Course -- A Finance Career Planning Course

This study investigates the effectiveness of applying the flipped classroom teaching model to career planning courses in colleges and its efficacy on students&amp;rsquo; learning satisfaction and career planning. This study samples 52 first-year university students and 56 first year junior college student. The purpose is to identify and improve the deficiency in the application of flipped classrooms to career planning courses under different academic systems at colleges, so as to enhance benefits to students. In addition, this study adopts the Learning Satisfaction Questionnaire as the assessment tool. The statistical analysis and the research findings suggest that in general, older students (with an average age of 18) in the first year of the four-year technical program are more satisfied with the teaching model of flipped classrooms than younger students (with an average age of 15) in the first year of the five-year junior college program. The teaching model of flipped classrooms has differing effects on students in different academic systems. Based on the research findings, for 4-year technical program freshmen, after taking the flipping career planning course it is about 92% of students have personal specialty-oriented career planning; for first-year junior college students, after taking the flipping career planning course it is about to 86% of students have personal specialty-oriented career planning. This paper develops suggestions for the application of flipped classrooms to the teaching of career planning courses to college students. It serves as a template for the promotion of flipped classroom teaching in higher education for specialty-oriented career planning courses in colleges.&amp;nbsp;

Analysis of Differences in Student Learning Satisfaction Levels Against ONLINE and OFFLINE Learning Faculty of Psychology UIN MALIKI Malang

This research aims to find out how much the level of difference in learning satisfaction to the online and offline learning process of the Faculty of Psychology UIN MALIKI Malang. Factors that affect learning satisfaction, namely: Tangible Aspects (Physical Evidence): Infrastructure Facilities, Teaching Media, Reliability Aspects (Reliability): Lecturer Reliability in teaching, Responsiveness Aspects: Lecturer Responsiveness, Assurance Aspects (Assurance): Lecturer's treatment of students and Empathy Aspect (Empathy): Understanding of student interests. This research was conducted on students of the Faculty of Psychology with a total of 134 subjects. Data collection tool in the form of a learning satisfaction questionnaire consisting of 40 items. Data analysis is carried out with the T-Test sample paired statistics technique, with the help of the SPSS statistics program version 28. From the results of the analysis of research data obtained correlation value 0.316. Based on the results of the analysis on this study, it can be concluded that there is a difference in student satisfaction of the Faculty of Psychology UIN Maulana Malik Ibrahim Malang between before the pandemic and at the time of the pandemic, both in the aspects of tangible, Reliability, Responsiveness, Assurance and empathy. Nevertheless, differences in satisfaction in Tangible aspects were not felt significantly between before and during the pandemic. This shows that students feel more satisfied studying online than offline.

The effectiveness of the Construction of the Oral Examination Script Training Module for Nurse Practitioner

&lt;p&gt;專科護理師（簡稱專師）（Nurse practitioner, NP）是本國唯一具有國家證照之進階護理師，與醫師共同提供病人醫療及執行護理照護業務，須通過筆試及口試才能領取執業執照。專師執行病人照顧須展現的臨床推理能力較無法以紙筆測驗評量，故甄審口試採用客觀結構式臨床考試（Objective structured clinical examination,OSCE）以彌補筆試無法評值出的臨床實作能力。OSCE的口試劇本稱之「活考題」，需由標準化病人（Standardized patient, SP）扮演情境角色，真人演出若缺乏一致性可能影響考生的表現，過去每年約有2-3件考生反應SP演出問題的申訴案件。標準化病人訓練師（Standardized patienttrainer,SPT）是訓練SP表演教案的重要角色，過去大多由資深NP或曾擔任SP的資深救護技術員（Emergency medical technician, EMT）擔任口試劇本訓練的SPT，依舉辦單位設計的流程訓練SP，未有前置之SPT訓練課程。有鑑於SP演出涉及 考生的口試成績表現，演出品質的把關相形重要，本文目的為探討應用劇本訓練模組課程進行SPT訓練後，SPT對課程的學習滿意度及考生申覆案件之改善結果。採用「標準化病人師資訓練課程學習滿意度問卷」，包括「課程教材」、「課室訓練課程」，及「劇本實作訓練」三個構面，以李克氏5分法（1分為「非常不滿意」，5分為「非常滿意」） 進行學習成效評值；申覆SP演出件數由舉辦單位提供。參與訓練的SPT共計21位，資深NP 6位，資深EMT 15位。學習滿意度分析發現口試演出結束後總平均分數高於劇本訓練完成後，其中「劇本實作訓練」達統計顯著差異（p&lt; .05），顯示SPT對訓練模組課程的肯定外，109年甄審口試後首次無考生提出SP演出申覆案件。研究發現訓練模組課程能培育出勝任專師甄審口試劇本訓練的SPT。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Nurse practitioners (NP) are the only advanced nurse practitioners with a national license in Taiwan.NPs work with physicians to provide medical treatment and perform nursing care services. NPs must pass written and oral exams to obtain practicing license. The required clinical reasoning ability is difficult to evaluate by using written tests. Therefore, the objective structured clinical examination (OSCE) is chosen to examine practical and clinical ability of future NPs. OSCE scripts are called &amp;ldquo;living exam questions&amp;rdquo; and require standardized patients (SP) to play the role in the determined context. Lack of consistency in SPs&amp;rsquo; live-action affects the performance of candidates. In the past, candidates&amp;rsquo; appeal due to SP performance was about 2 to 3 times per year. Standardized Patient Trainer (SPT) plays a vital role in SP training. In the past, senior NPs or senior emergency medical technicians (EMT), served as the SPT in oral script training, depending on the organizer. There is no pre-SPT training course in the designed process. The quality of SPs&amp;rsquo; performance is important because it affects the candidates&amp;rsquo;performance in the oral exam. Thus, the purpose of this study is to investigate the improvements of SPT&amp;rsquo;s learning satisfaction and candidates&amp;rsquo; appeal rate after SPTs training program adopting the script training module course. A total of 21 SPTs participated in the training program, including 6 senior NPs and 15 senior EMTs. The study adopted the &amp;ldquo;Learning satisfaction questionnaire of standardized patient trainer training course, (LSQSPTTC), &amp;ldquo;including three domains of &amp;ldquo;curriculum materials,&amp;rdquo;&amp;ldquo;lesson training,&amp;rdquo; and &amp;ldquo;script practice training.&amp;rdquo; Also, use the Likert 5-point scale (1-very dissatisfied and 5-very satisfied) to evaluate the learning effectiveness. Furthermore, the number of incidents of candidates&amp;rsquo; appeal due to SP performance was provided by the examination organizer. The learning satisfaction after the oral exams is higher than the completion of the script training. The domain of &amp;ldquo;script practice training&amp;rdquo; had a statistically significant difference (p &lt; 0.05), indicating that SPTs satisfied with the training module courses. Furthermore, there is no appeal incident due to SP performance in the 109th Republic of China for the first time. The results support that the training module courses can effectively prepare SPTs to be competent for SP scripts training dedicated to NP screening exams.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

The Development of a Physical Education Teaching Model in the Covid - 19 Situation Based on the Concept of Active Learning with Digital Technology Media of Students in the Field of Physical Education and Health, Faculty of Education Thailand National Sports University Chon Buri Campus

The objectives of this research were: 1. to develop a teaching model of physical education after the COVID-19 situation based on the concept of proactive learning in combination with digital technology media; 2. to compare the students' proactive learning behavior with digital technology media between the experimental group and the control group 3. Assess the students' higher thinking between the experimental group and the control group 4. Assess the satisfaction of students who manage learning by using a proactive learning management model and digital technology media. Affecting the effect of using the model the sample group used in the interview research there were 5 professors of the Faculty of Education and 15 students. The sample group that used the model to teach students was 30 students, divided into an experimental group of 15, and students trained by students of 300 people, a control group of 15 and students who were trained. 300 teaching students by random sampling. Tools include Document analysis record form interview questions Questionnaire on learning management conditions Program to develop faculty members to measure readiness in learning management Learning Behavior Assessment and Learning Satisfaction Questionnaire Qualitative data were analyzed by content analysis. Quantitative data analysis using basic statistics such as percentage, mean, standard deviation variance the differences between the mean were compared using the covariance analysis (ANCOVA) t-test statistic and the efficiency was analyzed. Process/efficiency of results. The results showed that 1. Physical education teaching style in the situation of COVID-19 Based on the concept of proactive learning with digital technology media there are 6 steps in learning management (PODARE). 2. Comparison of proactive learning behavior with digital technology media the experimental group was significantly higher than the control group at the .01 level. 3. The results of the assessment of advanced thinking of the experimental group of students who received learning management according to the proactive learning management model with digital technology media. Have a good high thinking score. Accounted for 43.83% 4. The results of the satisfaction assessment of the students who participated in the development of the model were of the opinion that the model made the students more clear and clear about proactive learning management with digital technology media. When students change the way they organize learning and activities in the classroom change, students change their learning behavior. Make students have more participation behavior in class