Long-term Learning Outcomes Research Articles

Evaluating the Impact of Different Education Methods on Cleft Lip and Palate Anatomy Training.

To compare the effects of different educational methods on short and long-term learning outcomes and to investigate the satisfaction and perception of cleft lip and palate (CLP) education among dental students. The theoretical exam on CLP to determine their baseline level of knowledge was taken by the participants(T0). After the exam, the students were randomly divided into three groups and all students attended a lecture-based traditional education on CLP. Students in the first group (n = 40) received no additional teaching (Group A). Students in the second group (n = 38) received model teaching with 3D-printed models (Group B). The third group (n = 39) was trained in e-learning-supported education (Group C). The theoretical exam was repeated immediately after the education (T1/short-term learning), one week later (T2/early long-term learning), and one month later (T3/late long-term learning), and the effect of the education methods on information level was assessed. In addition, a post-training satisfaction questionnaire was administered to participants of Group B and Group C. Both 3D model-based and e-learning-supported approaches significantly improved immediate knowledge of CLP. However, no significant differences were found in knowledge retention over time between the all methods. A majority of students favored the incorporation of both methods in orthodontic education. While both 3D models and e-learning effectively enhance short-term CLP knowledge among dental students, their long-term educational impacts are comparable. However, student preferences indicated that the use of 3D-printed models and e-learning strategies may be useful augmentations to traditional lecture education.

Investigate How Self-Regulation Strategies can Enhance Student Autonomy, Motivation, and Long-Term Learning Outcomes

This study investigates the relationships between self-regulation strategies, student autonomy, motivation, and long-term learning outcomes among university students in Punjab. A quantitative research design was employed, utilizing a sample of 350 students from various top universities. The study hypothesized that self-regulation strategies are positively related to student autonomy (H1), significantly impact student motivation (H2), and positively influence long-term learning outcomes (H3). Data were collected through structured questionnaires measuring self-regulation, autonomy, motivation, and learning outcomes. Reliability analysis indicated strong internal consistency across scales, with Cronbach's alpha values ranging from 0.82 to 0.90. Correlation analysis revealed significant positive relationships among all constructs, with self-regulation strategies showing the highest correlation with student autonomy (r = 0.62). Multiple regression analysis confirmed the predictive power of self-regulation on student motivation (B = 0.45, p < .001). ANCOVA results demonstrated that self-regulation strategies significantly affect long-term learning outcomes (F(1, 346) = 17.65, p < .001), accounting for 30% of the variance. The findings underscore the critical role of self-regulation in enhancing student autonomy, motivation, and academic success, suggesting that educational interventions should focus on developing self-regulation skills.

Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge

There is a broad consensus in politics, economy and science about the importance of promoting STEM competences. To promote STEM skills in the classroom, we propose a cross-domain approach combining the STEM sub-domains of Biology and Technology/Engineering. Therefore, we have developed a model that illustrates how the STEM sub-domains of Biology and Technology/Engineering can complement each other in a cognitive process. Both sub-domains show similarities in working methods and consider structural and functional relationships. These synergies can be brought together in a design process. This approach leads to the question of the extent to which a cross-domain approach utilising a design process can be a learning opportunity for biological subject knowledge. Based on this model, we have created a learning arrangement on the topic of the ‘locomotor system’. Learners should use a design process to build a feeding machine inspired by structural-functional relationships in different locomotor systems. In a quasi-experimental study, we compared this Design approach with two alternative teaching approaches (a Reconstruction approach and a Biology approach). In the Reconstruction approach, students receive the same input on structural-functional relationships in locomotor systems but build their feeding machine according to a predetermined plan. In the Biology approach, no feeding machine is built; instead, structural-function relationships in locomotor systems are modelled using further examples from the animal world. 413 pupils (age: M = 12.53, SD = 0.818) took part in the study. Longitudinal and cross-sectional analyses emphasise the potential of the Design approach compared to the other methods and show significant differences in long-term learning outcomes. Path models illustrate that cognitive abilities (IQ) and participation in the ‘Design’-intervention group are decisive prerequisites for learning success. The results also show that students following the Design-approach develop a significantly improved understanding of concepts related to the musculoskeletal system. Using a design process combining biology and engineering presents a learning opportunity for students to develop long-term robust biological knowledge and understanding of biological concepts. Thus, using a design approach can be a cross-domain bridge for integrated STEM instruction in order to foster pupils’ knowledge acquisition and competences.

Learning to Read in Hebrew and Arabic: Challenges and Pedagogical Approaches

Hebrew and Arabic are Semitic languages that use abjad alphabets, a consonant-primary writing system in which vowels are featured as optional diacritics. The relatively predictable morphology of Semitic language renders abjad writing feasible, with literate native speakers relying on grammatical and lexical familiarity to infer vowel sounds from consonantal texts. However, in the context of foreign language acquisition, abjads present unique difficulties in the attainment of literacy. Due to the absence of written vowels, learners of Hebrew and Arabic face manifold challenges, such as phonetic ambiguity, extensive homography, and morphological unpredictability. Therefore, the inherent complexities of abjad alphabets necessitate targeted pedagogical intervention to increase metalinguistic awareness to strengthen learners’ reading skills—specifically, by recreating elements of literacy education for native speakers in the second language context. This article explores the linguistic challenges of abjads for foreign language students and how pedagogical methodologies can be optimized to ameliorate long-term learning outcomes.

THE IMPACT OF “PERISIK KECIL” A GAME-BASED LEARNING ON STUDENT’S SELF-EFFICACY TOWARDS SCIENCE LEARNING

Self-efficacy plays a crucial role in academic success and overall well-being. This study investigated the potential of game-based learning (GBL) to enhance self-efficacy in Form Four students from a secondary school in Seberang Perai Selatan, Pulau Pinang. By gaining insight into students' self-efficacy profiles, educators can adapt their teaching strategies, provide targeted support and create a positive learning environment that promotes self- confidence and performance in science tasks. The collected data were analysed using descriptive statistics and, Pearson’s correlation. Following a GBL activity, 59 students completed a general self-efficacy (GSE) survey. Descriptive analysis revealed an average GSE score (M = 3.10, SD = 0.65), indicating that students have average self-efficacy when trying to solve the game’s problems. Pearson’s correlation analysis identified significant positive correlations between items focussing on confidence in academic and non-academic tasks, suggesting a holistic strengthening of self-efficacy through GBL. This study lays the groundwork for further research exploring how specific GBL design elements impact different aspects of self-efficacy and contribute to long-term learning outcomes.

The impact of three learning methods on dental students' satisfaction and knowledge acquisition.

Health professionals' education presents unique challenges including clinical application of knowledge and interprofessional collaboration. Additionally, institutions suffer from faculty shortages while class sizes increase. Therefore, educators seek innovative andragogical techniques utilizing minimal resources. Several active learning methods have been introduced as a solution. The aim of this study is to assess the impact of lecture (LBL), case (CBL), and team (TBL) based learning on the students' satisfaction and knowledge attainment. A total of 134 sophomore dental students are taught pediatric dentistry course using LBL, CBL, and TBL techniques. At the end of the course, students are invited to participate in a satisfaction survey. Statistical analysis is conducted using a two-sided chi-square goodness of fit test. Students' comments are used for qualitative analysis. Final exam analysis is administered via Examsoft software. A total of 98% of the students participated in the survey out of which 83% met the inclusion criteria (N=110). Students chose LBL as the method that helped them learn in a comprehensive way, provided the most comfortable environment, and presented the overall highest satisfaction with statistically significant difference (p value=0.001). LBL questions scored the highest point biserial and discrimination index. The percentage of correct answers and difficulty level was highest for TBL. Students preferred LBL over the other learning methods. Final exam psychometrics showed favorable results for LBL and TBL. Students could potentially benefit from combining both techniques. However, more research is needed to assess the effectiveness of various teaching methods on the short- and long-term learning outcomes.

The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence From the UK

This paper investigates the impact of student-centered teaching strategies (SCTS) on the educational attainment of econometrics students, at a university based in the UK. Theoretical foundations underlying the usage of SCTS suggest that SCTS is better for students’ long-term recall, comprehension, problem-solving abilities and interest in the subject. Yet, most existing studies have only examined short-run outcomes, and none in technical social-science fields. We contribute to the literature by empirically analyzing whether SCTS affects the long-term learning outcomes for a STEM-related social-science subject like econometrics, by comparing the impact of SCTS with traditional teacher-centered strategies using a repeated cross-sectional sample spanning over four academic years. Our results provide robust evidence that SCTS is positively associated with students’ grades in the long run. Heterogeneity analyzes additionally indicate that female students and those in the upper quantiles of the grade-distribution disproportionately benefit more from SCTS.

Clustering Analysis of Internal and External Factors Affecting Post-Pandemic Study Duration in XYZ Educational Institution Using the Orange Application

The COVID-19 pandemic has had a significant impact on various economic sectors in Indonesia, including the education system. Consequently, the educational landscape has undergone substantial changes, such as the shift from traditional classroom instruction to online learning. All students, regardless of their academic or non-academic backgrounds, have benefited from this transition in numerous ways. We are interested in identifying the most crucial factors that determine long-term learning outcomes and how academic and non-academic factors influence students' academic performance. The study will be conducted in October 2022 at SMK Negeri 6 Pekanbaru, and 529 out of 1400 participants will be randomly selected. We will use a Google Form with 22 questions to collect quantitative data.

Embracing the Extend Platform in Postgraduate Education: Unveiling Student Perspectives on Technological Trends in Course Delivery

Recent global events have made it crucial for higher education to continuously update course content with digital alternatives to meet evolving student expectations and enhance their learning experience. The extent of course redevelopment varies widely, depending on the specific learning outcomes. While numerous studies investigate the impact of digitally revitalized course materials on tertiary students, less is known about the user experiences of international postgraduate students in the context of a second language teaching methodology course using different delivery modes. Our study examined postgraduate students’ perceptions of Extend using the Technology Acceptance Model 2 (TAM 2). Extend is an online platform implemented as the main course delivery platform in two postgraduate courses at a large urban Australian university. The results from mid-term evaluation surveys and end-of-semester course evaluations indicated that most students had positive attitudes towards Extend, finding it beneficial for content inclusivity and course objective transparency. The findings highlight both the perceived usefulness and ease of use for building their independent learning journey. However, for a long-term successful learning outcome in delivering this platform across various class deliveries, other aspects related to individual differences need to be taken into consideration.

Student Notetaking media in Higher Education

This paper explores the evolution of research methodology in the study of student notetaking in higher education (HE) and its impact on pedagogic approaches. While acknowledging the importance of notetaking for student learning, the paper argues that the overreliance of randomized control trials (RCTs) has led to some potentially misleading conclusions about lectures in HE and the notes students make during them.
 The paper traces the historical development of research methodologies in student notetaking, highlighting the shift from early observational studies to experimental research focused on identifying effective notetaking styles. However, the paper contends that these experimental studies often failed to capture the complex real-world factors that influence student note taking behaviour and learning outcomes.
 Contradictory findings between experimental and observational research are presented, challenging the assumptions drawn from RCTs. Observational studies suggest that the quality and quantity of notes taken during lectures may have limited impact on long-term conceptual understanding and learning outcomes, while the revision and review process may play a more significant role.
 The paper also examines the issues of internal and external validity in experimental research on student notetaking. It argues that the experimental methodologies used in these studies often controlled for important contextual factors, resulting in misleading outcomes that do not translate well into real-world settings.
 Drawing on the concepts of holist underdetermination and auxiliary hypotheses, the paper emphasizes the need for mixed methodologies and a holistic approach to investigate and establish causation in the study of student notetaking. 
 In conclusion, the paper suggests that a shift in focus from student notetaking to the lecture itself may be necessary. It highlights the importance of considering the broader context, individual differences, and the review and revision process in understanding the impact of notetaking on student learning outcomes. The paper calls for a re-evaluation of experimental methodologies and a more comprehensive approach to studying student notetaking in higher education.
 

Active before passive tasks improve long-term visual learning in difficult-to-classify skin lesions

BackgroundVisual perceptual learning is essential in many domains, including medicine. Prior research has shown that combining active and passive tasks improves learning efficiency. However, previous studies have only implemented passive before active tasks, contradicting findings on productive failure learning designs. AimsWe aimed to replicate and extend earlier results by comparing 1) combined versus uniform active and passive tasks and 2) active before passive versus passive before active tasks in visual learning. The to-be-learned skill was the detection of pigmented skin cancer. SampleThe sample consisted of 161 university students without professional knowledge about skin lesion classification. MethodsWe randomly assigned the participants to four groups: 1) active before passive, 2) passive before active, 3) uniform active, and 4) uniform passive tasks. The students completed the learning intervention, an intermediate and three post-tests (immediate, two days delayed and two weeks delayed) online. ResultsIn line with our hypotheses, we found that learning with combined active and passive tasks led to higher diagnostic accuracy in difficult skin lesion classification tasks in the two weeks delayed post-test than learning with only one of the two task types. Furthermore, we found that active before passive tasks resulted in higher diagnostic accuracy than passive before active tasks. ConclusionOur findings suggest that initial active tasks improve long-term visual learning outcomes in difficult melanoma detection tasks, but future research needs to confirm this result and explore the underlying learning mechanisms further.

Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)

ABSTRACT The use of data to explain natural phenomena has been a core feature of science education, and science educators continue to call for an increased emphasis on teaching data practices. This mixed methods design-based research study adds to the growing body of research on data practices in science by explaining the learning trends of science teachers involved in a three-year collaborative professional development (PD) using computational thinking (CT) and self-regulated learning (SRL) as a means to support teachers in implementing data practices. The PD resulted in long-term high-quality teacher learning outcomes for all three elements of the PD (data practices, CT, and SRL) despite the upheaval of teaching platforms due to the COVID-19 pandemic. Since the teachers were involved in design-based research, their professional learning focused on collaboratively creating an electronic, interactive notebook with lessons for use in science classrooms across the United States. Creating a common product as an outcome of the PD may have served as motivation for teachers to learn about and implement more data practices, CT, and SRL, which suggests that design-based research is another valuable design for teacher PD.

The use of augmented reality for inquiry-based activity about the phenomenon of seasons: effect on mental effort and learning outcomes

Despite the profusion of studies on the use of augmented reality (AR) for teaching, the scientific results on the students’ learning do not fully converge. On the one hand, some studies have shown AR’s benefits, including autonomy and improvement of learning by reducing mental effort. On the other hand, other studies have highlighted the strong limitations of AR technology for learning, such as cognitive over loading in some specific cases. This study investigates the impact of AR on the mental effort and learning outcomes of students who were involved in an inquiry-based science training session. The sample was composed of French Master’s degree students. A control group who used physical modeling activities and an experimental group who used an AR model for the first time studied the phenomenon of the seasons. The students were tested on their learning outcomes and mental effort during the training session. Results revealed no significant differences, except for the short-term test which showed better learning results for the control group. Moreover, a link between mental effort and learning outcomes was observed independently of the group conditions. Despite the first use of an AR model to study a complex scientific phenomenon, the experimental group (AR) performs in similar way to the control group (without AR) in long-term learning outcomes and mental effort.

The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan

This study investigated the effectiveness of cognitive linguistics-based instruction (CLI), as compared to that of traditional instruction (TI), in classrooms where English present and past tenses were taught to Chinese learners of English as a foreign language (EFL). Seventy-nine non-English major freshmen at CEFR B1 level from a Taiwan university were divided into two groups: the CLI group ( N = 41) and the TI group ( N = 38). In CLI, the cognitive notion of immediacy/non-immediacy for the present/past tenses and how prototypical and peripheral senses of the English tenses are tackled in cognitive linguistics were introduced, and then interpretation tasks were given for familiarizing learners with the previously learned information. In TI, language facts were explained through grammatical taxonomies, such as generics encoded with simple present, and past events encoded with simple past, followed by interpretation tasks. To measure learning outcomes, a pretest, a posttest, and a delayed posttest were conducted one week before, one week after, and five weeks after the teaching intervention. A questionnaire was also given to explore learners’ learning awareness about English tense teaching. Results revealed that CLI could be a more efficient teaching method for tense selection than TI in both short- and long-term learning outcomes. In addition, learners receiving CLI, provided with tools for prospective autonomous learning, may make consistent progress, construct an ability to observe pragmatic contexts, and build better cross-linguistic awareness. These findings suggest positive implications for EFL teachers and researchers in integrating cognitive linguistics with grammar teaching.

Online Case-Based Course in Veterinary Radiographic Interpretation Generates Better Short- and Long-Term Learning Outcomes than a Virtual Lecture-Based Course.

Accurate interpretation of radiographs is necessary for the correct diagnosis and treatment of patients. Research has shown that active learning methods, including case-based learning, are superior to passive learning methods, such as lectures.1,2 Short-term learning outcomes were compared between two groups by enrolling 80 fourth-semester veterinary students in either an online case-based radiology course (n = 40) or a virtual lecture-based course (n = 40). Long-term learning outcomes were compared among three groups: one group completed case-based instruction in the fourth semester, followed by lecture-based instruction in the fourth semester (n = 19); the second group completed only lecture-based instruction in the fourth semester (n = 22), and the third group completed lecture-based instruction in the fourth semester, followed by case-based instruction in the fifth semester (n = 9). Learning was assessed using a multiple-choice examination and two independently written small animal radiograph reports. In the fourth semester, students completing the case-based course had higher examination scores and radiograph report scores than students who took the lecture-based course. Students completing the lecture-based course in the fourth semester and the case-based course in the fifth semester wrote better radiograph reports than students who completed both courses in the fourth semester; both groups wrote better reports than students who did not take the case-based course. A case-based diagnostic imaging course may be better than a lecture-based course for both short- and long-term retention of knowledge; however, there is a significant loss of knowledge following an instructional gap, and spaced refreshers may boost retention.

Long-Term Effects of an Informal Education Program on Tourist Environmental Perception

Tourism is one of the most important economic sectors worldwide, with significant overarching impact on the environment, including negative effects caused by tourist inappropriate behavior while on vacation. By providing informal educational activities, tourism also has an educative role that leads to positive learning outcomes and beneficial environmental effects. Here we present the short- and long-term outcomes of a project for environmental education (Glocal Education) carried out in three travel destinations, aimed at promoting sustainability variables (knowledge, attitude, and awareness) in participating tourists. Since psychological components can affect learning outcomes, we also considered tourist satisfaction in participating in the project and identification with its values, as well as the intention to travel with the hosting tour operator again in the future. Tourists were asked to complete evaluation questionnaires three times: before Glocal Education activities, right after activities (i.e., while still on vacation), and after at least one year from initial project participation. Short- and long-term learning outcomes were tested, and possible relations between these variables and psychological components (satisfaction, identification, and intention) of the learning experience were verified. Overall, knowledge, attitude and awareness increased in the short term, while in the long term, knowledge and attitude decreased, and awareness remained constant. In most cases, psychological components showed positive relation with sustainability variables, which suggested their important role in structuring and carrying out environmental education activities. This study suggests that informal environmental education activities can be advantageous for tourism stakeholders in terms of customer loyalty. Such activities can contribute to enhance environment literacy, by allowing tourists to observe the environmental impact caused by human activity, and understand how their day-to-day actions, even if small, might help address some of the current concerns for environmental conservation.

The Effectiveness and Student Perceptions of Peer-Conducted Team-Based Learning Compared to Faculty-Led Teaching in Undergraduate Teaching.

BackgroundToday’s professionals need to be capable of independent information retrieval, teamwork, and lifelong learning. To meet these demands, more active learning methods are needed in university teaching. Team-based learning (TBL) is a learner-centered method which enables activation of students in large classes.ObjectiveThe aim of this study was to compare a method combining peer teaching and TBL (peer-conducted TBL; pTBL) with faculty-led seminar teaching. More precisely, students’ opinions about teaching methods and immediate and long-term learning outcomes were aimed to compare.MethodsA faculty-led design was compared to a pTBL design when teaching pediatric and dermatological allergy in a seminar setting for 5th year medical students. For that purpose, students were randomly split into two learning groups. In a faculty-led seminar (n = 44 students) the instructor first lectured on each subject; then, named students from each group were asked to present clinical cases given to them beforehand and them raising questions were answered. In a pTBL group (n = 50) student’s prior knowledge was first tested. Then, randomly selected, pre-prepared students took a tutors role in a seminar and presented clinical case to be solved in groups by all students. Students’ performance was equally tested after both sessions and 5–6 months afterwards. Students’ opinions were asked by an electronic survey.ResultsIn this study, pTBL was significantly preferred over faculty-led learning (mean grade 8.5 vs 6.5). Those participating in pTBL group studied pre-learning material more actively than those in faculty-led group. However, there was no difference in learning outcomes (immediate or long term) between the groups.ConclusionStudents prefer teaching method in which they are self in active role. Combining TBL and peer teaching may further increase the accumulation of non-academic skills like expertise and proficiency.

Virtual reality approach for orthodontic education at School of Stomatology, Jinan University.

The development of virtual reality (VR) has exerted an enormous impact on higher education. However, the VR application in dental education is still at an early stage in China. This study explored the usability of a VR application in training the practical skills of dental students. We first utilized the "system usability scale" (SUS) to verify the validity of the VR application in this study. Next, the VR training on orthodontic bracket bonding was experienced by the participants. The subsequent survey was delivered to collect the participants' perception and evaluation of the VR system application in training the practical skills of prospective dentists. The SUS score was 76.17 ± 9.89, suggesting an above-average evaluation of the system's usability and maturity. The response from the questionnaire supplied relatively positive responses to the VR system application on "user experiences," "perceived usefulness of VR application on orthodontics," and "perceived ease of manipulation." The male students exhibited strong interest in manipulating the VR system and were more capable of manipulating the VR system than the female students. VR experience did not affect the participants' responses to the questions. Overall, the use of VR in dental education achieved the expected outcomes. Most students identified the VR training as an enjoyable learning process, and it could be repetitively experienced without further costs, which might have potential positive effects on long-term learning outcomes, although there is room to further improve the effectiveness evaluation of VR.

Transtorno do espectro do autismo (TEA): caracterização, diagnóstico e intervenção

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder with manifestation in the early stages of development, characterized by atypical development and behaviors, deficits in social communication and interaction and impact in the adaptive functioning of this population. Identification of developmental delays, proper diagnosis, referral to behavioral interventions and early educational support can lead to better long-term behavioral learning outcomes considering brain neuroplasticity. This material was developed as part of the Mackenzie Presbyterian University winter course and aims to provide an overview of characteristics, diagnosis and intervention, based on the literature on ASD.

Teaching Lab-based Courses Remotely: Approaches, Technologies, Challenges, and Ethical Issues

Online learning has gained substantial traction since the popularization of Massive Open Online Courses (MOOCs) over the last decade. After the dawn of the Covid-19 pandemic, online learning has become an indispensable mode of modern-day education. All educational institutions around the world are now compelled to switch to online classes as a physically safer and more flexible option for teaching and learning during the pandemic. Although many studies have examined the effectiveness of this online T&L mode, almost no attention has been paid to the use of virtual laboratories, which are an important means of teaching practical skills and complicated theories for science and engineering subjects. Like other online methods that have their particular advantages and disadvantages, the utility of virtual laboratories is detracted by the fact that they lack some of the qualities present in the actual experiments seen in traditional learning classrooms. In particular, virtual labs are not as effective as authentic lab experiments in developing soft skills that are typically acquired from students’ teamwork activities, in addition to lacking the ability to assess the various levels of knowledge acquisition, content mastery and student attention in class. Hence, the aim of this paper is to address these issues about the utility and drawbacks of virtual labs in achieving the long-term goals and learning outcomes of STEM education. In addressing these issues, the paper highlights the varying technologies, such as gaming and virtual reality, used by different educational institutions as substitutes for physical engineering laboratories. The final section of the paper discusses some of the ethical issues related to online learning for science and engineering subjects.