Learning Zone Research Articles

New Perspectives on Collective Collaboration Within and Between Change Laboratory Sessions

This article contributes new knowledge on collaboration within and between Change Laboratory sessions and how it offers the potential to support the zone of proximal development and the expansive learning of participants. The Change Laboratory is a formative intervention method that helps participants transform their practices. This qualitative study examines how six educators participating in a Change Laboratory intervention dealt with problems that arise when implementing digital artifacts in teaching mathematics. We collected data through participant observation between sessions and video recordings during sessions. We conducted the data analysis abductively, using the seven expansive learning actions as an analytical framework. The findings highlight how collaboration between the researcher and the participants, both during and between Change Laboratory sessions, helped support the participants’ zone of proximal development and expansive learning. This close collaboration enabled the educators to collectively reflect on and transform their teaching practices, specifically by incorporating digital artifacts into their educational routines. The study provides important insights into how digital artifacts can be successfully implemented in practice using Change Laboratories, emphasizing the importance of supporting educators in their zone of proximal development. Using a theoretical perspective grounded in cultural-historical activity theory, the study contributes to understanding how change occurs in the educational field.

STUDENTS’ REFLECTION ON THEIR PERSONAL AND ACADEMIC LIFE DURING EARLY COVID-19 PANDEMIC

Our world has been transformed dramatically by COVID-19 Pandemic as it affected health, economy, politic, social, education, etc. The aim of this research is discovering students’ reflection toward their personal and academic life during early COVID-19 pandmic situations grounded on three zones, namely fear, learning, and growth zones. This descriptive qualitative survey research used questionnaires to gather the data from 187 freshmen in a university in Palembang. The data were analyzed and interpreted by using a thematic analysis consisting of six steps, namely (1) familiarizing with the data, (2) generating initial codes, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and (6) producing the report. The research results show that students reflected on their personal and academic life differently when it was reflected based on the three zones. There were also some factors influencing the reflection, namely the transition between senior high school and university and the typically online learning process demanding autonomous learning. Finally, the research suggests that, alongside the society, students might learn how to move gradually one zone to another in order to overcome this global crisis. Therefore, covid-19 pandemic should be perceived then as a lesson learnt.

Enterprise Architecture Implementation Scholastic Learning Zone Literacy Improvement St. Kristoforus 2 High-School

This research aims to explore the transformation of Enterprise Architecture in the implementation of a Scholastic Learning Zone for the improvement of learners' literacy at Santo Kristoforus 2 High School. The background of this research is based on the importance of literacy as the primary foundation in learning, as well as the need to integrate innovative educational technology. The main objective of the research is to understand how the implementation of Enterprise Architecture can support the implementation of the Scholastic Learning Zone effectively and efficiently. The research method used is a qualitative approach with a case study at Santo Kristoforus 2 High School, involving in-depth interviews with educators, direct observation, and analysis of related documents. The results showed that the implementation of Enterprise Architecture significantly contributed to improving the structure and process of education, thus supporting the improvement of learners' literacy. Key findings include improved accessibility of learning resources, school administration efficiency, and increased learner engagement in the learning process. Additionally, the implementation facilitated the creation of eBooks for learning materials, further enhancing literacy by providing students with readily accessible and interactive content. The conclusion of this study shows that the transformation of Enterprise Architecture in the implementation of the Scholastic Learning Zone not only improves literacy but also strengthens the education system. Further research is recommended to test this model in different educational contexts to extend the validity of the findings.

Out of the comfort zone, into the learning zone: An exploration of students’ academic buoyancy through the 5-Cs in English-medium instruction

In English-medium instruction (EMI), the learning of academic content in English may present a considerable challenge for students. Therefore, analyzing EMI students' academic buoyancy is crucial to understand how they manage everyday academic obstacles. By employing the 5-Cs Framework (Confidence, Coordination, Control, Composure and Commitment), this study aims to understand how 14 highly buoyant EMI students from a higher education institution in Spain handle daily academic adversity. Qualitative data were generated from four focus groups and one interview and were analyzed employing a person-oriented approach to academic buoyancy. Findings reveal that highly buoyant EMI students: (1) exhibit high self-efficacy and confidence in using English; (2) maintain composure and low academic anxiety; (3) demonstrate sustained commitment by adopting proactive “fight” responses, driven by future-oriented mindsets; (4) display strong coordination skills and effectively employ self-regulated learning strategies; and (5) show a strong sense of control over their academic success, facilitated by a focus on effective communication and content learning. Based on these findings, a framework for the assessment and enhancement of (EMI) students’ academic buoyancy has been developed. Overall, this study highlights the significance of the 5-Cs framework in the study of academic buoyancy while unveiling the multidimensional and interconnected nature of its components.

Implementation of LoRa on entrance and exit communication as determination of access to AI building, State Polytechnic of Malang

The COVID-19 pandemic has changed many areas of life. One of the consequences is that the learning zone causes reduced mobility and limited face-to-face meetings. State Polytechnic of Malang in overcoming face-to-face learning, especially practical learning in the AI ??Building, of course, many students, not only have the need for practical lectures. The research that the author is doing here is a field research using a quantitative approach. This research was conducted at the AI Building of the State Polytechnic of Malang. In collecting the data needed the author uses observation techniques. Discussion used data analysis methods. The results of the research for the RSSI pattern with the transmit power set at 18dBm lora and the antenna frequency used at 433MHz obtained the RSSI value. At a distance of 2m to 8m there is a decrease in RSSI starting from -57dBm to -80dBm, continuing from a distance of 8m to 42m there is an ups and downs in RSSI. The throughput result is strongly influenced by the value of bytes and the time the throughput value when done twice scanning is smaller than four times scanning because the scanning processes have different times, this is in accordance with the calculation formula.

What Happens When DEI and A Rural Community College Collide

When one talks of diversity, images of large, multicultural cities come to mind, not small-town, rural America. And yet, Butler County Community College (BC3) which is located in the very definition of rural America, has changed this mindset over the last couple of years through the library’s programs on topics related to Diversity, Equity, and Inclusion (DEI). BC3 has brought the world to its corner of America and this initiative has been greeted with both positive feedback and support. The successful implementation of DEI programs at BC3’s campus is a testament that the topic of DEI should not be regarded as polemical but rather, one that can foster a willingness to step outside of one’s comfort learning zone.

The possibilities of implementing pragmatic instruction with Mental Grounding Techniques in EFL college students’ context

The use of psychological techniques to deal with language problems is a well-known strategy in the process of teaching foreign languages as learners can sometimes suffer from anxiety and stress, so it is essential to help students overcome the psychological barriers they face to cope with the process of learning. This study attempts to deal with pragmatic problems by using a mix of mental grounding techniques and pragmatic activities (awareness-raising activities). The sample of the study comprised participants from Iraq and the Czech Republic. They were first-year college students. The researchers depended on learning zones to determine the suitable time for the experiment (fear zone). The researchers applied self-report surveys in addition to interviews to determine the students with pragmatic problems. Then, at the end of the experiment, the participants were interviewed again to evaluate the experiment in addition to the same self-report survey. Results showed that the two samples responded positively to the mix of techniques used. Moreover, the division of learning zones seems ideal to be dependent in the present study as it specifies the time of challenge the students experienced. The results also clarified that the mix of the two types of activities (pragmatic and grounding activities) demonstrates a kind of remedy that could enhance students’ level of pragmatics. In the end, no sharp differences were mentioned in the two contexts of the study (Iraq and the Czech Republic); both gained approximate positive results.

Interrogating the notion of giving voice: designing for polyphony in game-based learning ecologies

ABSTRACT This paper illuminates how a young person and adults learned to design for robust learning in the context of video-game play. We argue that consequential learning can emerge through the intentional design of learning spaces where normative conceptions of novice and expert are re-imagined. Our analyses revealed that everyday digital game play was a rich zone of learning, fostering principled polyphony: the orchestration and symphonic arrangement of multiple voices and tools. Drawing on a cultural historical approach, we show how young people and adults create new social futures, through robust collaboration and the creation of syncretic sociotechnical arrangements.

Application of Lesson Study-based Problem Based Learning to Improve Mutual Cooperation and Learning Outcomes

The COVID-19 pandemic has hit various zones in Indonesia, including the learning zone, which has also had a big impact. Where the impact of online learning can cause students to become passive, less creative and unproductive, the accumulation of information/concepts for students is less useful. Class X for the 2022/2023 academic year is currently students affected by online learning 2 years earlier and the implementation of an independent curriculum, so that class X requires concrete learning and constructivism. The Problem Based Learning (PBL) learning model is a learning that provides students with knowledge and experience to work in constructing knowledge. Through Lesson Study (LS) it is hoped that there will be an increase in learning biology in class X. This type of research uses classroom based action research. The research subjects were 35 students in class X.4 of SMA Negeri 3 Jember for the 2022/2023 academic year. The results of the study showed an increase in mutual cooperation and learning outcomes. The increase in the mutual cooperation is evidenced by the mean value of 72 (C1) and 92 (C2). While the results of learning biology proved the average value of 82 (C1) and 88 (C2). This can be an alternative for educators to apply concrete learning and constructivism to cognitive learners in the transition to the Covid-19 pandemic to improve mutual cooperation and learning outcomes.

Pengelompokkan Zona Belajar Anak Melalui Perencanaan Diskusi Kelas Berbasis Digital di MAN 1 Langsa

ABSTRAK
 This community service activity in the form of assistance in developing learning media aims to provide knowledge about learning methods by grouping digital based learning zones. The ability to develop learning media is expected to accelerate and facilitate teachers in carrying out the learning process. The targets in this service activity are all 26 teachers of MAN 1 Langsa. Assistance in the development of learning media is carried out by means of lectures, demonstrations and exercises accompanied by questions and answers. The lecture method is used to explain the introductory concept of professional teachers and the theory of learning media. The demonstration method is used to show a work process, namely the stages of developing digital-based learning media, while the training method is to practice learning methods. While the question and answer method is to give participants the opportunity to consult in overcoming obstacles in the development of learning media. The availability of adequate experts in the development of learning media, the enthusiasm of the participants, the support of the school principal for the implementation of activities and supporting funds from the faculty are the supporters of the implementation of this PKM activity. The obstacles faced were that teachers did not have initial knowledge about utilizing digital in the learning process and limited time for training. The benefits that participants can get from this service activity include being able to compile and develop digital-based learning media according to the courses being taught.

Teacher Perceptions of a 21st Century Classroom

Despite the uncertainty in the rapidly changing world, many countries expect their educational institutions to be ready for the future. To meet these expectations, educational policymakers bring in new changes. One of these transformational changes is the “Future Classroom Lab (FCL),” coordinated by the European Schoolnet with 15 countries, including the Turkish Ministry of National Education. These classrooms reconsider the changing roles of teachers and students, the traditional classroom layout, and propose solutions for more effective learning experiences for the 21st century. This study, based on the qualitative method, aims to introduce the opinions of teachers from different levels of education about future classrooms to determine what is expected regarding the new educational environments in terms of teachers, schools, students and classrooms. A case study design is used within the research, and criterion sampling is employed. The data is collected via semi-structured interviews. This study presents educational stakeholders with the desired framework concerning future classrooms in line with 21st century schools. The results imply that there is a need for new classrooms along with technology integration and pedagogy to keep up with the developing world. To achieve sustained growth, policymakers should focus more on technology-assisted, flexible learning zones and the technology competent leaders and teachers.

Tourists' apprehension toward choosing the next destination: A study based on the learning zone model.

The current research is based on Senninger’s Learning Zone Model applied to the tourists’ comfort zone. This model was created in 2000 and it proved to be useful in many applied areas: Psychology, Sociology, Marketing and Management. This modes is a behavioral one and shows how a person can justify his action based on previous tested experiences (comfort zone) or dares to step beyond in fear, learn or growth zone. Our research is extending the existent area of expertise to tourism. We aimed at exploring whether the tourists’ apprehension toward choosing their next destination from a comfort zone perspective or rather from the other zones’ perspectives such as fear, learning or growth. To meet this purpose we conducted a mixed method: firstly a qualitative one, an in-depth interview based on Delphi method with 10 tourism specialists and secondly an online survey on 208 Generation Z tourists. The interviews were meant to help developing a 20 items scale (5 items for each level of the model) to measure from which of the 4 zones are the respondents making the choice of the future travel destination. Our conclusions show that Gen Z tourists display behaviors that can be associated with learning or growth zones rather than the comfort zone. This is relevant when choosing the next travel destination, because our findings could bring about a new approach to promoting tourist destinations as part of various products. As a result, a large range of managerial tools can better adapt the promotion messages to the target market from a new psychological perspective.

In Search of Scholarly Impact

In Search of Scholarly Impact

Learning from Each Other: Why and How Business Schools Need to Create a “Paradox Box” for Academic–Policy Impact

As the “impact agenda” continues to gain prominence internationally, a key challenge is enabling academics and policymakers to interact so that they can learn effectively from and with each other. There is an ethical position that, if we could contribute to policy change impacting on work, society, and environment, then some of our resource and effort should be focused in this way, to bring the benefits of our research to the world of policy and practice and to gain insights about the use and potential direction of our research. We argue that there are significant cultural incompatibilities between academia and policymaking, but we propose an approach that establishes a learning zone in which key cultural rules are suspended (not “solved”) and groups can contribute input and extract learning insights as if they were collaborating with shared understanding, when this may only partially be the case. We explore the theoretical grounds and design principles for this new kind of learning zone, which we term the “paradox box.”

Comparing students’ flow states during apparatus-based versus video-based lab activities

This paper presents a study comparing physics students experimenting with physical apparatus (the apparatus group) versus students conducting the same experiments using videos of those experiments in place of the physical apparatus (the video group). In our study, we compare the results of an attitudinal survey designed to examine students’ mental states and sense of engagement with the material. In terms of the eight-channel flow model, we found that students who conduct design labs structured according to the Investigative Science Learning Environment mostly found themselves located in the productive learning zones of arousal, flow and control. We also found a small but consistent difference between the apparatus and video groups: in the video group there were slightly more students who were in the less productive zones of worry and anxiety, reflective of feelings of low skillfulness combined with a sense that the task was very challenging. We discuss the implications of these findings for the design of scaffolded inquiry tasks such as ISLE design labs in new virtual environments. We suggest that such activities, performed in virtual learning environments, may require different levels and types of scaffolding compared with the same activities performed in the in-person classroom with physical apparatus.

Group work in EFL: constructing zones of learning

There seems to be agreement amongst EFL researchers that group work is one of the most important interactional contexts for promoting communication in the EFL classroom. However, the reasons underlying this accord cannot be taken for granted and still need closely scrutiny. The present study attempts to provide some arguments in favor of group work and the ways in which it may be implemented as a potentially rich zone for EFL learning. For this, the discussion has been framed by the concept of the Zone of Proximal Development (ZPD) and the way group work can generate interaction .within it. Based on this, the study includes an analysis of group work from a communicative, a cognitive, and a social-affective perspective which introduces the concepl of revoicing as a key interactional process that seems lo link these three perspectives and allows students' utterances to become mediating devices in their in-group learning process. Other concepts like inter subjectivity, frameworks of interaction, and power relations are also discussed.

LEARNING SPACES' COMBINATORICS OF EXTRACURRICULAR EDUCATION INSTITUTIONS

The article discusses approaches to the formation of modern educational spaces of extracurricular education institutions. On the basis of a number of classification features, variants of planning solutions for educational spaces of an individual, group and public nature are proposed. It is noted that the variety of planning solutions and the comfort of using the study cell is achieved through the use of different-scale learning spaces, the right ratio between the spaces for individual, group and public educational work. It is advisable to use equipment that is universal for different age categories of users, which expands the possibility of using the premises.
 Through the use of combinatorial techniques in design, the effects of a variety of planning solutions are achieved. The architectural design process is a continuous flow of combinatorial operations. In the process of finding the best solution, many options are considered, ideas and thoughts are combined with rational design techniques. Combining unique and repetitive elements allows for a variety of design solutions. The primary architectural solution of an object or space involves the use of simplified abstract elements - points, lines, spots, shapes - and their combinations to find an expressive architectural form.
 Study spaces are conventionally divided into sub-zones of individual, group and public work. Individual learning units are intended mainly for independent studying; it is possible to work under the guidance of a teacher or in the accompaniment of a special person (inclusive approach in education). Group learning units can be designed for use by groups of 2 up to 25 children with or without teacher guidance. Public educational units are designed for intergroup work or for such forms of learning as lectures. 
 Planning options for solutions for individual, group and public learning zones are proposed in the article. Planning solutions are developed on the basis of the conditional division of zones according to the parameters of equipment availability, teacher support and isolation.

Mobility-Covid-19 Impact Quadrant : Quantitative Approach to Analyze Community Responses to Covid-19 Pandemic

There are two premises regarding the relationship between mobility and COVID-19, namely: (1) mobility affects the spread of COVID-19, or (2) the spread of COVID-19 affects mobility. This paper further explores both premises to analyze community responses to COVID-19 pandemic using Google Mobility Index (mobility) and the COVID-19 Spread Risk Index (risk) of Indonesia. Cross-correlogram of both indices is examined to determine optimum values called Risk Detection Time (Rdt). A scatter plot of Rdt and its correlation coefficient resulted Mobility-COVID-19 Impact Quadrant which maps the community responses into four zones based on quadrant ‘conscious–competence’ framework. The results confirmed both premises: (1) risk can be triggered by mobility in the previous few days, or (2) mobility can represent the community responses to risk information in the previous few days. Regarding the mobility restriction implemented in Indonesia, the analysis shows that the community responses leaped from Learning zone in PSBB period (15/03/2020 to 31/05/2020) to the Recovery zone in the New Normal and PPKM period (01/06/2020 to 02/07/2021). However, the policy was late responded so that the recovery target did not go as expected and brought the community into Fear and Uncertainty zone in the Emergency PPKM period (starting from 03/07/2021).

Optimization of The Application of The Covid 19 Health Protocol for Elementary School Students in Banyuasin South Sumatera

Covid-19 continues to increase the number of patients who are positive for Covid-19. Indonesia is a risky country to visit, while the National Data for South Sumatra is the number one province on Sumatra Island with the highest number of Covid-19 patients. Government policy allows regions or regions with yellow zones to open schools offline. Banyuasin Regency is included in the yellow zone of Covid patients, so teaching and learning has been carried out offline with strict implementation of health protocols. To support offline teaching and learning activities, it is necessary to educate students about the 3M movement (maintaining distance, using masks, washing hands with soap). This activity aims to train students to apply the 3M health protocol correctly. The results of the service show that there is an increase in knowledge and changes in student behaviour after receiving training and counselling about health protocols at school. Optimization of health protocols needs to be carried out on an ongoing basis to prevent the transmission of COVID-19 in elementary schools.

103 Unpicking the Mechanisms Used in Simulation-Based Education that Support Undergraduate Students’ Development of their Collaborative Practice Skills

Annually, approximately 80 undergraduate physiotherapy and occupational therapy students participate in simulation-based learning, as part of a second-year module. The experience provides opportunities for students to achieve core module outcomes, such as developing communication skills, inter-professional practice and clinical reasoning. The simulation is supported by a small team of academic faculty and a professional actor, all trained in simulation and debriefing. The students are required to assess an older person at home as part of an emergency response team. They work in groups of up to eight students, are pre-briefed and given a profession-specific written brief of their role in the scenario. A two-pronged approach to debriefing is used; the origami approach, utilizes pauses to capture teachable moments The aim of the study was to identify the mechanisms used in simulation-based education that support development of collaborative practice skills of undergraduate students.The simulation-based learning scenario was iteratively developed, delivered and evaluated over 3 years. Staff reflection and content analysis of 3 years of feedback from anonymous evaluation questionnaires, and a sample of student assignments, were used to identify aspects of simulation delivery that supported students’ development of collaborative practice.Although students consistently report anxiety about participating in the simulation, they also identify it as one of the most intense but helpful learning experiences of their on-campus degree programme. The use of trained, experienced actors, indistinguishable from service users maximizes student engagement. Effective pre-briefing reduces student anxiety and provides an opportunity to add complexity via the written brief. The student roles as observers and/or participants (in a familiar role) improve students’ experience and support students with diverse needs. Assigning clear staff roles improves delivery and cost-effectiveness. Combining the two approaches to debriefing students was necessary to allow reflection-in-action and -on-action. Thorough debriefing is essential, challenging and requires planning and practice.Simulation is an effective pre-qualifying education tool. Adequate pre-briefing, effective debriefing styles, and clear assignment of staff roles aid in effective delivery. Simulation scenarios need to be carefully constructed and delivered to ensure that all students remain within their optimal learning zone and to support students with diverse needs.