Learning Sessions Research Articles

Digital technology and student engagement in online synchronous collaborative learning sessions / Tecnología digital y participación de los estudiantes en las sesiones de aprendizaje colaborativo en línea

This study examines students’ engagement in online synchronous collaborative learning (OSCL) sessions in a massive open online course (MOOC). The study focuses on the role of digital technologies in facilitating students’ agency in collaborative meaning-making activities. The primary data sources for the study were video recordings of OSCL sessions, which were analysed using the method of interaction analysis and interpreted through the lens of cultural-historical theory. The findings revealed four interconnected activities of collaborative meaning-making: establishing social connections and presence, reflecting on prior learning, sharing digital artefacts and reflecting on shared understanding. The progression from one activity to another unfolded as students contributed to collaborative learning activities using their own ideas and problem-solving approaches. The use of individually created digital artefacts, such as examination assignment drafts, deepened interactions and meaning-making processes, enhancing students’ agency in collaborative learning. The findings of this study provide insights into pedagogical strategies that can enhance student agency in MOOC environments, highlighting the crucial role of digital artefacts in developing students’ agency in collaborative learning.

Serratus Anterior Plane Block Remote Learning Curriculum.

Regional anesthesia aids in management of acute pain in the emergency department, but many emergency physicians remain inadequately trained. Further complicating medical education, our academic center continues to use remote learning as the primary setting for residency didactics. This project aims to create a remote conference session on ultrasound-guided serratus anterior plane blocks (USG-SAPB). We used the ADDIE (analyze, design, develop, implement, evaluate) model for curricular design, with emergency medicine residents as our intended learners. For the analyze element, we examined clinical need and resident program evaluation feedback. For design, we utilized best practices for remote learning, principles of mental rehearsal, and multimodal instructional theory. For develop, we completed recruitment of faculty leads, materials, and beta testing of each component. We implemented our 50-minute session on the videoconferencing platform Zoom. For evaluate, we created a program evaluation survey based on Kirkpatrick's evaluation model. Seventeen learners completed the evaluation. For Kirkpatrick level 1, 94% reported being very or extremely satisfied. For Kirkpatrick level 2, 91% ranked their presession confidence level in performing USG-SAPB as not at all or slightly confident, compared to the postsession, where 88% ranked themselves as moderately, very, or extremely confident. For Kirkpatrick level 3, 94% reported that they would incorporate at least a moderate amount of content into clinical practice. This remote learning session on USG-SAPB demonstrated high levels of learner satisfaction, improvement in learner confidence, and potential to impact learners' clinical practice. Future studies can elucidate patient outcomes related to educational sessions.

Neural changes in sign language vocabulary learning: Tracking lexical integration with ERP measures

The present study aimed to investigate the neural changes related to the early stages of sign language vocabulary learning. Hearing non-signers were exposed to Catalan Sign Language (LSC) signs in three laboratory learning sessions over the course of a week. Participants completed two priming tasks designed to examine learning-related neural changes by means of N400 responses. In a semantic decision task, participants evaluated whether written Catalan word pairs were semantically related or not. The experimental manipulation included prime-target phonological overlap (or not) of the corresponding LSC sign translations. In a LSC primed lexical decision task, participants saw pairs of signs and had to determine if the targets were real LSC signs or not. The experimental design included pairs of signs that were semantically related or unrelated. The results of the LSC lexical decision task showed N400 lexicality and semantic priming effects in the third session. Also in the third session, N400 effects related to the activation of LSC phonology were observed during word processing in the semantic decision task. Overall, our findings suggest rapid neural changes occurring during the initial stages of intensive sign language vocabulary training. The results are discussed in relation to the temporality of lexicality and semantic effects, as well as their potential relation to linguistic features of sign languages.

Virtual Computer Laboratory Learning System Integrated With Social Media And Video Conference

The advancement of information and communication technology has driven innovation in various aspects of education, including computer laboratory learning. Traditional computer laboratories often face challenges in terms of time, cost, and accessibility. To address these challenges, this study developed a virtual computer laboratory learning system integrated with social media and video conferencing. This system is designed to provide flexible access, allowing students to learn and practice anytime and anywhere. The integration of social media aims to enhance interaction and collaboration between students and instructors, while video conferencing enables real-time learning sessions with direct interaction. The research methods used include system design, software development, and system testing. The results showed that the virtual computer laboratory learning system integrated with social media and video conferencing can facilitate learning and is expected to be an innovative solution in information technology education.

Special Issue on Informatics Education: Vanderbilt Clinical Informatics Center Education Strategy: To Infinity and Beyond!

The Vanderbilt Clinical Informatics Center (VCLIC) is based in the Department of Biomedical Informatics (DBMI) and operates across Vanderbilt University Medical Center (VUMC) and Vanderbilt University (VU) with a goal of enabling and supporting clinical informatics research and practice. VCLIC supports several types of applied clinical informatics teaching, including teaching of students in courses, professional education for staff and faculty throughout VUMC, and workshops and conferences that are open to the public. In this paper, we provide a detailed accounting of our center and institution's methods of educating and training faculty, staff, students, and trainees from across the academic institution and health system on clinical informatics topics, including formal training programs and informal applied learning sessions. Through a host of informal learning events, such as workshops, seminars, conference-style events, bite-size instructive videos, and hackathons, as well as several formal education programs, such as the Clinical Informatics Graduate Course, Master's in Applied Clinical Informatics, Medical Student Integrated Science Course, Graduate Medical Education Elective, and Fellowship in Clinical Informatics, VCLIC and VUMC provide opportunities for faculty, students, trainees, and even staff to engage with Clinical Informatics topics and learn related skills. The described programs have trained hundreds of participants from across the academic and clinical enterprises. Of the VCLIC-held events, the majority of attendees indicated through surveys that they were satisfied, with the average satisfaction score being 4.63/5, and all events averaging a satisfaction score of greater than 4. Across the 20 events VCLIC has held, our largest audiences are DBMI, HealthIT operational staff, and students from the medical and nursing schools. VCLIC has created and delivered a successful suite of formal and informal educational events and programs to disseminate clinical informatics knowledge and skills to learners across the academic institution and healthcare system.

Exploring breed differences in discrimination, reversal learning, and resistance to extinction in the domestic dog (Canis familiaris)

Learning is crucial for shaping domestic dogs’ behaviour through life experiences, yet not all breeds exhibit the same learning aptitude towards a particular task. The current study’s objective was to identify differences in behaviour and learning performance across and within five breed clades and elucidate the underlying factors contributing into these variations. Dogs (n = 111) from five breed clades (UK Rural, Retrievers, Asian Spitz, European Mastiff, and New World) participated in a virtual learning task with their owners. Owners completed validated questionnaires of Impulsivity and Reward Responsiveness. The learning task comprised of reinforcing an arbitrary behaviour (hand-touch) through multiple sessions of Acquisition (reinforcing the hand-touch), Discrimination (reinforcing the hand-touch on one of two hands) and Reversal Learning (reinforcing the hand-touch on the opposite hand), followed by a single session of Extinction (hand-touch not reinforced). Results showed notable differences across the studied breed clades in certain learning and behavioural components. However, the observed disparities may not be entirely attributed to inherent cognitive differences among the breed clades but rather potentially influenced by contextual factors such as the human-dog communication dynamics associated with breeds’ cooperativity. Furthermore, breed clades differed in the contributing factors predicting individual learning performances, which could highlight the potential effect of breeds’ historical function.

Critical Reflection Sessions: Teacher's Perspectives During Professional Development

This study aimed to explore the critical reflection experiences of teachers who took part in effective and ineffective professional learning events. It examined the influence of D.A. Kolb's reflective observation stage within the experiential learning theory (ELT) framework on teachers' professional development. Using a qualitative interpretive phenomenological method, the research investigated teachers' viewpoints, beliefs, and experiences related to various professional development activities to evaluate their effectiveness. Eleven teachers attended the same educational conference. The investigation involved semi-structured individual interviews and a focus group discussion. The interview questions centered around the concepts of enactive mastery and vicarious experiences. Open-ended discussions allowed participants to explore their experiences of professional learning. To highlight emergent patterns, this study employed a phenomenological technique to analyze data and identified critical observations through an inductive coding method using the NVivo software. The study's findings suggested that the reflective process necessitated time, collaboration, and structure during professional learning sessions. Moreover, having a group of peers was advantageous for critical reflection. They created a learning environment where support was the norm, and dedicated time encouraged self-reflection, which promoted effective growth in teacher development. The researchers found that inquiry-based professional development promoted introspection and facilitated profound learning. The research emphasized that teachers responded positively when professional development facilitators allowed participants time to link their personal experiences to new teaching methods, prompting reflection and collaboration with peers.

Effectiveness of a multidimensional collaborative approach versus usual care in the treatment of adult depression in primary care in Chile: study protocol for a single blinded cluster randomized controlled trial.

Major depression (MD) is a prevalent and disabling condition in Chile, with most cases being treated at the primary care level. In Chilean primary care, the authors have identified key factors associated with more complex presentations of MD and a poorer prognosis, such as a history of childhood trauma, suicidality, and comorbidities. These findings underscore the need for a multidimensional, trauma-informed, and interprofessional approach to the treatment of depression. This protocol is a two-arm, single-blinded, cluster RCT to compare the effectiveness of a collaborative multidimensional approach for depression (CMAD) versus usual care to treat MD in primary care clinics in Chile. In total, 394 depressed adults from 18 to 65 years of age in twelve clinics located in Chile's Maule Region will be consented to participate in the study. Patients and care teams from each clinic will be randomized to the intervention or to the control arm.Interprofessional teams in the intervention arm will attend 27 hours of didactic and active learning sessions focused on clinical competences to effectively engage, treat and follow up patients with the factors associated to the complex presentation of MD. Team in the control arm will receive 27 didactic sessions on current clinical guidelines for MD.Patients of both arms will be blindly assessed at baseline, three months, and six months. The primary outcome will be the reduction in depressive symptoms, with secondary outcomes including improvements in anxiety symptoms, interpersonal and social functioning, and treatment adherence. This protocol proposes the evaluation of an intervention designed to improve depression symptoms by enhancing the clinical competencies of primary care teams. These competencies are structured around collaborative care and trauma-informed practices. NCT05016388, registered on 16 August 2021 at ClinicalTrials.gov.

Equity-Focused Evaluation of a Medicaid-Funded Statewide Diabetes Quality Improvement Project Collaborative.

To evaluate the Ohio Diabetes Quality Improvement Project (QIP) equity aim to reduce the percentage of Non-Hispanic Black (NHB) and Hispanic patients with A1C >9% by ≥20% over 2 years. The Ohio Department of Medicaid, Ohio Colleges of Medicine Government Resource Center, Ohio Medicaid managed care plans, and seven medical schools in Ohio formed the Diabetes QIP collaborative using the collective impact model to improve diabetes outcomes and equity in 20 practices across 11 health systems. The quality improvement (QI) strategies included data audit and feedback, peer-to-peer learning, QI coaching/practice facilitation, and subject matter expert consultation through coaching calls, monthly webinars, and annual virtual learning sessions. Electronic health record data were collected for preintervention (2019-2020) and intervention (2020-2022) periods. Assessments of improvements in A1C were based on prevalence of A1C >9% from preintervention, year 1, and year 2 with stratification by race and ethnicity. The Diabetes QIP included 7,689 (54% female) sociodemographically diverse patients, self-identifying as non-Hispanic White (NHW) (42%), NHB (43%), Hispanic (8%), non-Hispanic Asian (4%), or other (3%). In year 2 compared with baseline, there were decreases in the proportion of patients with A1C >9% among NHW, NHB, and Hispanic patients (NHW from 19% to 12% [37% reduction], NHB 23% to 18% [22% reduction], and Hispanic 29% to 23% [20% reduction]). The Ohio Diabetes QIP, focused on multisector collaborative approaches, reduced the percentage of patients with A1C >9% by ≥20% among NHW, NHB, and Hispanic populations. Given the persistence of disparities, further equity-focused refinements are warranted to address disparities in diabetes control.

VR Simulation: Advancing Practical Skills in Computer Science Education

This study presents the successful integration of Virtual Reality (VR) tools as an element in the computer science curriculum at the German University of Technology, Oman. The research study investigates the use of MyScore, a VR application developed by RWTH Aachen University - Teaching & Research Field Engineering Hydrology as an environment for computer hardware assembly and troubleshooting exercises. The VR simulation utilized in this study acts as a gamified environment, incorporating elements like scorekeeping and interactive challenges to enhance practical learning in computer science, akin to game-based strategies that engage and motivate students. Over some weeks, the project involved seven students and one tutor in immersive learning sessions to develop applied skills in computer hardware assembly with VR technology over conventional teaching methods. Structured surveys and direct observations were used for data collection through students' interactions with the VR sessions. We also evaluated the student's learning experiences as well as the usability of technology. The results showed that the user-friendliness of the VR interface and its ability to accurately simulate real-world tasks associated with computer assembly received both positive and negative reactions. While some students praised the technology for being pretty cutting-edge, some criticized it as unrealistic or non-interactive. We also received complaints that ranged from actually moving around in the virtual space to navigating only through teleportation spark points. Specifically, two students got motion sickness, which is a well-known obstacle associated with VR environments, and consequently left the sessions prematurely. The feedback of the instructor pointed out that setting up the VR equipment is straightforward and described some potential methods. Still, a call for more reliability in simulations and better interfaces began to surface as nevertheless less controversial agenda items. However, the instructor saw how VR has the potential to revolutionize educational practices. Providing interactive views between the VR device and students that can act as new learning methods. The present study extends the discussion on educational technology by providing empirical evidence of the benefits and challenges experienced in deploying VR for technical education implementation. These findings thus support the continued development and validation of VR technologies in pursuit of improved commitment, cost-effectiveness, immersion, and environment quality that may maximize learning outcomes in future educational applications.

The Role of Gamification in Teacher Training for Educational Inclusion

This research sought to evaluate the impact of a gamified resource program on inclusive education learning and the strengthening of inclusive skills in university students in the city of Machala, Ecuador; focusing on knowledge and understanding. The research has a quantitative approach, with a quasi-experimental design, used an Educational Inclusion questionnaire with multiple options which was based on a Likert scale, was used as a data collection instrument, with a representative sample of 60 students of the seventh semester of the Pedagogy of Experimental Sciences career. After the implementation of the learning sessions, a significant improvement was observed in the experimental group, evidenced by an increase in the "Achieved" category and a significant reduction in the "Start" category. Inferential analysis showed that the program had a significant impact compared to the control group, with a significance level of 0.001. In conclusion, the program proved to be an effective tool to strengthen the dimension of knowledge and understanding in university students, thus contributing to Sustainable Development Goal number 4 on quality education.

Pembangunan permainan papan untuk pengajaran dan pembelajaran kewarganegaraan digital [The development of a board game for teaching and learning digital citizenship

This study aims to examine the need for using board games in teaching and learning (PdP) sessions related to the theme of digital citizenship. This study employed a qualitative approach using the Design and Development Research (DDR) methodology. Data was collected through interviews involving five Moral Education trainee teachers who had taught topics related to Digital Citizenship. The data was analyzed by adapting the three phases in the DDR Design and Development Model, where the first phase is needs analysis, the second phase is development, and the third phase is evaluation. The study results showed that the study participants had a high awareness of providing early exposure to the elements of citizenship. A teaching aid, namely a board game that incorporates three elements of digital citizenship, is needed. In the usability testing phase, the board game produced is attractive, capable of achieving three moral dimensions, namely moral reasoning, moral emotion, and moral behavior; the board game can also strengthen the relationship between students and teachers. The study's implications provide exposure to teachers to create a game-based teaching for the topic of moral and citizenship education, which can increase students' interest.

“Students Really Benefited From That Hybridization”: Facilitated Sensemaking in a No‐Excuses Charter Network

ABSTRACTThis ethnographic cross‐case study examines five teachers' year‐long efforts to implement practice‐based physics instruction within the unique organizational context of a no‐excuses charter network. The teachers were attempting to adapt their didactic, rigid, and compliance‐based instructional approach to include more opportunities for students to figure out disciplinary concepts through evidence and consensus. To assist in these efforts, teachers partnered with a university‐based physics education program to redesign the network's coherent instructional infrastructure. The program provided curricular materials aligned with the Next Generation Science Standards, facilitated professional learning sessions, and assisted with instructional coaching before and during the 2018–2019 school year. Researchers collected ethnographic field notes and artifacts during professional learning sessions, partnership meetings, and bi‐weekly lesson observations of case teachers. They also conducted interviews with teachers and students. An organizational sensemaking lens was used to analyze data and informed the production of ethnographic case profiles, vignettes, and cross‐case comparisons. Findings included the constraints and affordances of a coherent instructional infrastructure for facilitating teacher sensemaking. Hybridized instructional practices also emerged across case teachers' classrooms as products of facilitated sensemaking. Implications for supporting teachers in fitting novel instructional approaches to their organizational contexts are discussed. This paper is part of the special issue on Teacher Learning and Organizational Contexts.

Back to Basics: Student Perceptions of Study-skill Focused Supplemental Learning Sessions in Medical Nutrition Therapy Curriculum

Back to Basics: Student Perceptions of Study-skill Focused Supplemental Learning Sessions in Medical Nutrition Therapy Curriculum

Developing Questionnaires for the Technology Acceptance Model (TAM): A Study on the Teachers’ Acceptance of Using Online Education

Since the Movement Control Order (MCO) in 2020, Malaysia's Ministry of Education (MOE) has recommended online learning sessions. Traditional teaching methods need to be replaced with more modern approaches. This change allows students to participate in distance learning, making online learning more widely accepted in education. However, the challenges of online communication have intensified due to the pandemic. Some teachers may find the complexity of online platforms an obstacle and may use this as an excuse to avoid using technology. Another issue is the lack of computer proficiency, which can create a fear of technology. Additionally, the convenience of learning from any location at any time should be considered. Previous studies have shown that user motivation plays a crucial role in accepting technology. This study aims to develop an instrument that measures teachers’ acceptance of online learning based on the Technology Acceptance Model (TAM). The article will focus on developing a questionnaire to assess the following variables: teacher’s Perceived Usefulness, Perceived Convenience, Perceived Ease of Use, Attitude, Intention to Use, and Usage Behaviour in accepting technology. The study used a quantitative approach. The pilot test was conducted on the instrument for 40 secondary school teachers in Perak. The data were analysed both descriptively and inferentially. The reliability and validity results were significant and are expected to aid future researchers in developing better assessment tools. Keywords: Instrument development, questionnaire, Technology Acceptance Model, teachers’ acceptance, online education.

Teaming up to Learn: An Experience of Team-Based Learning in A Private Medical College

Objective: We aim to explore the experience of team-based learning in a newly implemented integrated MBBS curriculum. Study Design: Cross-sectional study. Settings: ABWA Medical College, Faisalabad Pakistan. Duration: The study duration was from April 2023 to September 2023. Methods: This cross-sectional study involved 100 medical students via non-probability purposive sampling from 1st-year MBBS who participated in 2 team-based learning sessions offered in the “Hematopoietic Module”. Students were asked to fill out a 16-item survey questionnaire regarding their experience of team-based learning. Data was analyzed through SPSS 25.0 software. Results: A total of 86/100 students returned the survey questionnaire. Overall students had a positive experience regarding team-based learning The highest student rating was received for “Instructor facilitation in the learning process” while the lowest rating was received for the theme "learning outcomes achieved”. Conclusion: The results provide an understanding of 1st-year MBBS students' perceptions of TBL, indicating areas of strength and opportunities for improvement. The positive reception emphasizes the importance of refining TBL practices to maximize its benefits in medical education.

Students' Perception On Duolingo in Enhancing Vocabulary Mastery

The advent of technology has ushered in a plethora of engaging and innovative online learning tools for English, one of the them is Duolingo app standing out as an accessible and effective platform for language acquisition, particularly in English. This study aims to elucidate and observe students' perspectives on utilizing Duolingo software for vocabulary mastery at IAIN Lhokseumawe. Employing qualitative analysis techniques, the research employed a combination of tests, questionnaires, and interviews to gather data. The non-probability sampling method was utilized, with 20 students from the fifth semester selected as the sample. The study revealed that a majority of students were motivated to enhance their English vocabulary through the Duolingo application. The app provided an easy-to-understand platform, sparking interest and enthusiasm among students for learning new words. Furthermore, Duolingo proved the fact in preventing boredom during learning sessions and fostering novel approaches to learning. The research findings suggest a positive and highly beneficial perception among students regarding the use of Duolingo for enhancing vocabulary while learning English.

Music cue during slow wave sleep improves visuospatial memory consolidation.

The active system consolidation theory assumes that sleep between encoding and retrieval promotes memory consolidation. In the present study, we cued new memories during slow-wave (SWS) or rapid eye movements (REM) sleep stages by presenting an instrumental music stimuli that had been previously presented during a learning session. In a within-subjects design, 18 participants slept for three nonconsecutive nights (cue during SWS, cue during REM, and no cue during control night) and were trained in a visuo-spatial memory task. The administration of cue during SWS produced better memory accuracy in comparison with REM and the control condition.

Qualitative Evaluation of a Quality Improvement Collaborative Implementation to Improve Acute Ischemic Stroke Treatment in Nova Scotia, Canada.

The Atlantic Canada Together Enhancing Acute Stroke Treatment (ACTEAST) project is a modified quality improvement collaborative (mQIC) designed to improve ischemic stroke treatment rates and efficiency in Atlantic Canada. This study evaluated the implementation of the mQIC in Nova Scotia using qualitative methods. The mQIC spanned 6 months, including two learning sessions, webinars, and a per-site virtual visit. The learning sessions featured presentations about the project and the improvement efforts at some sites. Each session included an action planning period where the participants planned for the implementation efforts over the following 2 to 4 months, called "action periods". Eleven hospitals and Emergency Health Services (EHS) of Nova Scotia participated. The Consolidated Framework for Implementation Research (CFIR) was utilized to develop a semi-structured interview guide to uncover barriers and facilitators to mQIC's implementation. Interviews were conducted with 14 healthcare professionals from 10 entities, generating 458 references coded into 28 CFIR constructs. The interviews started on 17 June 2021, 2 months after the intervention period, and ended on 7 October 2021. Notably, 84% of these references were positively framed as facilitators., highlighting the various aspects of the mQIC and its context that supported successful implementation. These facilitators encompassed factors such as networks and communications, strong leadership engagement, and a collaborative culture. Significant barriers included resource availability, relative priorities, communication challenges, and engaging key stakeholders. Some barriers were prominent during specific phases. The study provides insights into quality improvement initiatives in stroke care, reflecting the generally positive opinions of the interviewees regarding the mQIC. While the quantitative analysis is still ongoing, this study highlights the importance of addressing context-specific barriers and leveraging the identified facilitators for successful implementation.

The Application of Comic-Based Learning Media in Elementary School English Subject

This study aims to analyze the effect of comic-based learning media on learning motivation and English comprehension of grade 4 students at SDS Permata Bangsa. The background of this study is the students' low interest in learning English caused by lack of motivation and less interactive learning media. This study used a descriptive qualitative approach with data collection techniques through questionnaires and observation. The research subjects consisted of 12 grade 4 students with the duration of two learning sessions of 30 minutes each. The questionnaire was distributed at the end of session 2. The questionnaire consists of 9 likert scale statements followed by open-ended questions to provide reasons for each statement. The results showed that the use of comic media significantly improved students' motivation and English language skills. Students felt more motivated and enthusiastic in learning, and felt easier to understand the lessons. The comic incorporated two grammar: Simple Past Tense and Comparative along with vocabulary that focuses on names of animals. This study concludes that comic media can be an effective and interesting learning tool to increase students' motivation and understanding in learning English. Further research on the use of comics in inclusive classrooms are also indicated.