Meaningful Educational Experience Research Articles

Decent Work, Meaningful Education or Potential Exploitation? The Role of Universities in Ensuring the Quality of Academic Internships in Australia, Finland and France

Academic internships have become a well-entrenched feature of the tertiary education landscape and are perceived to facilitate the transition into graduate employment. However, such experiences straddle the worlds of work and education, which begs the questions: should they be regulated as work, or learning, or through specific regulation and what role should universities have? This paper examines the educational and labour regulation applicable to academic internships in Australia, Finland and France and presents qualitative empirical insights examining how university staff in each jurisdiction manage academic internships in the context of local labour laws and educational regulations. It is concluded that national regulations in France regulate academic internships so as to achieve ‘meaningful education’ for participants, while in Finland the regulatory approach appears to be tailored to ensuring academic interns are engaged in ‘decent work’. In contrast, Australia’s current regulatory context appears inadequate to consistently ensure either of these outcomes, leaving academic interns at increased risk of having neither a meaningful educational experience, nor decent work, and being exploited. Universities in Australia and Finland have an increased role in guaranteeing quality internships. However, the preliminary empirical data suggests that this role may not be consistently fulfilled.

Augmented Reality: a Tool That Encourages Teaching-Learning

Objective: The objective of this study is to investigate Augmented Reality, with the aim of to promote teaching-learning in students of traditional secondary schools in the municipality of Aguachica, Cesar Colombia. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Data analysis and tabulation, computers and information processing, educational, technology, aumented reality stand out, providing a solid basis for understanding the context of the investigation. Method: The methodology adopted for this research comprises for the present research, didactic activities mediated with augmented reality (AR) were implemented as an academic tool, facilitating the acquisition of knowledge by students in an interactive, authentic and focused way; is a basic secondary school student. Data collection was carried out through to assess this degree of satisfaction, a quantitative methodology was applied through student surveys. Results and Discussion: The results obtained revealed according to the research methodology, augmented reality represents a unique educational medium that offers educators the possibility of designing, adapting, and extending meaningful educational experiences for students. Research Implications: The digital age imposes challenges and changes on the education sector (institutions, teachers, students, families) with respect to pedagogical and didactic strategies, which were traditionally carried out in the classroom, but which have now also been extended to any social environment. Originality/Value: This study contributes to the literature by exploring how augmented reality can transform traditional educational methods. The relevance and value of this research are evidenced by lies in demonstrating how augmented reality can revolutionize education by making learning more interactive and effective, facilitating the understanding of complex concepts and fostering critical and creative skills in students.

Implementation of the 2013 Curriculum in Integrated Thematic Learning in Elementary Schools: Strategies, Challenges, and its Impact on Learning

Education is the process of imparting knowledge, character development, and producing a more harmonious social order and way of life, including through the development of students' intellectual capital, skills, and intellectual development. One of the innovations brought by the introduction of the 2013 curriculum is the integrative theme learning model. To provide meaningful educational experiences to students, integrative thematic learning connects various disciplines and materials through themes. The 2013 curriculum states that in order to place students as the center of the learning process, teachers must play an active role as facilitators and motivators of learning. This article aims to explain how the 2013 curriculum is applied to integrative thematic learning, and its impact on the teaching and learning process in elementary schools. The implementation of the curriculum in integrative thematic learning shows several challenges, such as difficulties in determining assessment or evaluation criteria for students, teachers' lack of understanding in compiling thematic integrative lesson plans, limited teaching aids, and the use of traditional learning methods that are less varied. The proposed solution is training and education for teachers, principals, and supervisors to acquire skills and knowledge in implementing the curriculum according to students' needs. By implementing a variety of learning methods, it is hoped that it can increase student motivation and independence in the learning process.

The Role of Artificial Intelligence in Shaping High School Students' Motivation

This study explores the integration of Artificial Intelligence (AI) in high school education, focusing on its implications for student motivation and learning through the framework of Self-Determination Theory. As AI technologies like ChatGPT4 become more prevalent in educational settings, their potential to enhance learning by catering to students' needs for competence is significant. However, this investigation also highlights the challenges associated with AI misuse, which can undermine students' autonomy and relatedness, leading to academic dishonesty and superficial learning. The research underscores the importance of balancing technological advancements with ethical engagement and intrinsic motivation. Through qualitative analysis, including interviews and thematic analysis of student and teacher feedback, the study reveals a nuanced picture of AI's role in education. It suggests that while AI offers considerable benefits, its integration requires careful consideration of ethical use, digital literacy, and the cultivation of intrinsic motivation. The findings advocate for educational policies and practices that not only leverage AI's potential to enrich learning experiences but also address the challenges posed by its misuse. This study contributes to the ongoing discourse on technology in education, emphasizing the need for a balanced approach to AI integration that supports ethical standards and promotes a meaningful educational experience.

Impacts of stakeholder engagement on curriculum implementation in Ethiopian Defense University

This study explored the impact of stakeholder engagement on curriculum implementation at Ethiopian Defense University (EDU). It focuses on examining the effects of partnerships, stakeholder motivation, and decision-making on curriculum implementation. As a result, a descriptive survey research design with a mixed research approach was employed. A total of 166 respondents (109 students, 51 instructors, and six college commandants) were the participants of the study. Commandants were selected by purposive sampling, and instructors and students were selected randomly. Questionnaires and interviews were tools or sources of data. The quantitative data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (one-way ANOVA and independent samples t-test), whereas the qualitative data were analyzed through verbal description. Findings revealed that instructors value stakeholders’ support and commitment, while students appreciate the positive impact on their learning experience. The finding revealed that there is a strong positive correlation between stakeholder engagement and curriculum implementation effectiveness, emphasizing the importance of continuous interaction, feedback collection, and stakeholder knowledge for curriculum alignment. It also emphasizes the need for stakeholder engagement in decision-making processes and partnerships to improve curriculum implementation outcomes. The findings of the study may inspire further research and dialogue on stakeholder engagement in curriculum implementation, encouraging international audiences to explore innovative approaches and best practices that promote meaningful educational experiences for students in the field of pedagogy. The researcher suggested that EDU should prioritize stakeholder motivation, partnerships, and decision-making for effective curriculum implementation. This promotes ownership, engagement, and shared responsibility. Additionally, EDU should prioritize stakeholder engagement, support, understanding, commitment, and feedback to ensure the quality and effectiveness of curriculum implementation.

ANALYSIS OF QUALITY LEARNING URGENCY IN ISLAMIC RELIGIOUS EDUCATION

Quality learning is learning that creates an effective and meaningful educational experience for students. Quality learning must be in accordance with the learning objectives that have been set. Every activity or material presented must support the achievement of the learning objectives that have been set. Quality learning should stimulate students to develop problem solving skills. This can be achieved by assigning assignments or projects that require analysis, synthesis, and creative thinking. Quality learning respects students' individual differences. This includes understanding students' learning styles, levels of understanding, and their specific needs, and providing appropriate support. Quality education cannot be cheap, or rather it doesn't have to be cheap or free. However, quality education does not require asking where the money will come from to form all these qualities. The government is obliged to guarantee that every citizen receives an education and guarantees access for the lower classes to quality education. In this way, schools will no longer worry about where the funds will come from, and the community will no longer have difficulty getting access to quality schools with affordable educational costs. Quality learning is an investment in students' personal and academic development. It's not just about relying on a particular method, but also about creating a learning environment that motivates, supports, and encourages students' intellectual and moral growth

Fostering critical literacy in secondary education through short stories in English

The present study focused on the use of short stories as a pedagogical tool to cultivate critical literacy in secondary school students learning English as a foreign language, it was carried out in a public institution in Cúcuta, Norte de Santander, Colombia. Its main objective was to describe short stories as a pedagogical tool to foster critical literacy in the teaching of English. This qualitative research was based on the sociocritical paradigm with an inductive method and a spiral design, using participatory action approach. A lesson plan was developed and executed that strategically incorporated short stories, assessing their impact through observations in field notes, recordings, and focus group discussions. The results highlighted the advantages of short stories in education: as a powerful pedagogical resource to foster critical perspectives on social and cultural reality, and as a useful tool to improve linguistic aspects. The short stories also proved to be motivating, enriching English learning and promoting a meaningful educational experience. In summary, the study underlined the effectiveness of short stories in boosting critical literacy and improving language skills, advocating for the exploration of critical literacy practices throughout secondary education and their integration from primary education.

Demonstrating Pedagogical Content Knowledge Through the Development of Educational Science Board Games

Preservice teachers who are specialising in the teaching of the subject natural science at a primary school level, ought to demonstrate the ability to present lessons that provoke a joyful yet meaningful educational experience amongst learners. One such approach that was taken, was when natural science preservice teachers were tasked with developing educational science board games as a means to enrich their teaching practice during a recent school visitation opportunity. However, given this educational exercise, what remains a mystery from a teacher development perspective is whether this exercise provoked some form of ‘pedagogical thinking’ among preservice teachers? It is with this question in mind, that the study investigated whether the task of developing educational science board games sparked the ability of preservice teachers to demonstrate knowledge of pedagogical content. The study draws on a modified understanding of Shulman’s pedagogical content knowledge model, which in the context of gamification requires one to effectively transmit ‘subject knowledge’ in an interactive manner through ‘educational board game practices and engagement’. Using a focus group discussion and photo-voice methodology as data collection techniques, this qualitative study uncovered how preservice teachers demonstrated i) knowledge of the curriculum, ii) knowledge of instructional strategies, iii) knowledge of learner-thinking, and iv) knowledge of assessment. This study holds a series of implications for future research in the field of initial teacher development and STEM education. For example, it will be interesting to uncover how preservice teachers experience the use of educational board games in their teaching. In addition, it will also be interesting to discover how educational board games can be used in other STEM subjects such as mathematics, technology, and physical science. Ultimately, more research is also required on the learning benefits of educational board games from a learner’s perspective.

Exploring STEM Education for Real-World Climate Change Concerns to Empower Students as Change Agents

This article explores the application of STEM (Science, Technology, Engineering, and Mathematics) curriculum to real-world problems, with a focus on increasing the relevance and community involvement in climate change projects. Students are empowered to actively contribute to the resolution of problems in their communities when they are involved in community-based activities. This method encourages student involvement, critical thinking, and a sense of social responsibility. STEM projects must be aligned with suitable grade levels and selected major real-world problems to be successful and appropriate. Climate change was chosen as a real-world topic because of its urgency and far-reaching repercussions, which necessitate multidisciplinary approaches and innovative solutions. Students gain critical thinking skills, problem-solving ability, and a sense of environmental stewardship by immersing them in the subject of climate change. The article outlines a qualitative approach that involves literature review, group discussions, and educator observations to lay a solid theoretical foundation and ensure the strategy's success. The debate focuses on the significance of meaningful educational experiences, ways for preparing educators for community involvement, and the need to recognize and celebrate accomplishments. Students get a deeper knowledge of scientific principles while developing the skills and mindset to address global concerns as responsible global citizens by integrating STEM education, community involvement, and climate change.

Assisting in a computer science education centre as a field-based internship for pre-service teachers

ABSTRACT Background and Context To offer more experiences in the field, our study employed secondary school pre-service teachers as assistants in courses for secondary school students learning computer coding with the help of smart textiles. Objective Did pre-service teachers assisting in CS courses have more highly developed pedagogical content knowledge (PCK) and more positive attitudes toward computer science teaching than a control group. Method We administered a teacher questionnaire (N = 47) with items related to pre-service teachers’ awareness of CS and attitudes toward CS learning environments. Data on emotional experiences were collected. Findings Two moderate effects helped to explain variances between the groups on measures of belief in effectiveness of CS learning and peer support over time. Their positive experiences were confirmed by their decline in negative emotions. Implications The results of our research might help to expand our not yet very broad knowledge of meaningful educational experiences for pre-service teachers’ CS education.

THE IMPORTANCE OF ART SUBJECT IN COMPLETE EDUCATION SCHOOLS

This research explores the intersection between art and integral education, seeking to understand how the significant insertion of artistic practices can contribute to the student’s full development in the Brazilian educational context. Based on works by authors such as Gadotti (2009), Cavaliere (2014), and Oliveira (2019), the research highlights the importance of art not only as a discipline, but as a catalyzing tool for expression, creativity and socio-emotional development. The results reveal practical and structural challenges in the effective implementation of artistic practices, as evidenced by the research by Cardoso and Oliveira (2022). The gap between theory and practice highlights the need for a thorough review of educational policies to ensure that art is meaningfully integrated into everyday school life. Legislation at the state level, exemplified by laws in Goiás, signals the search for pedagogical innovation and the need for constant updates to align educational practices with contemporary demands. This legislative dynamism suggests a constant dialogue between theory and practice, emphasizing the importance of a flexible and adaptable approach in implementing artistic practices in comprehensive education. By drawing horizons for a comprehensive education enriched by art, this research contributes to the development of strategies and policies that promote a more complete and meaningful educational experience for students, going beyond the mere transmission of formal knowledge.

OLDER ADULT VOLUNTEERS AS MENTORS IN GERIATRIC EDUCATION

Abstract Health professions education that involves older adults has been shown to be effective in improving students’ clinical skills and attitudes towards older adults. With the goal of introducing healthcare students to geriatric care through first-hand experiences, the “Seniors Assisting in Geriatrics Education (SAGE)” Program involves older adult volunteers age 65+ in virtual person-centered health promotion visits with teams of three to four students. Through an application process, mentors are selected and receive orientation materials before visits with their assigned team. Students represent eight disciplines: dietetics, medicine, nursing, pharmacy, physical therapy, physician assistant studies, social work, and speech language pathology. Students practice basic clinical skills and screening techniques while working as a team and receiving feedback and input from their mentor. In 2022, we surveyed older adult volunteers to evaluate their mentor experience using open-ended and Likert style questions on a scale from strongly agree to strongly disagree. Survey responses (n=99) show that most mentors agreed students collaborated well (94%), health promotion topics for each visit were beneficial (83% to 85%), and they were satisfied with their SAGE experience (96%). Mentors identified opportunities for improvement related to student and mentor preparation, in-person versus online visits, and establishing rapport between mentors and teams. Results were used to enhance mentor training and engagement and to create community partnerships for recruitment and mentor diversity. By prioritizing recruitment of and training for volunteers, older adults can actively and effectively participate in meaningful educational experiences with health professions students.

CONCEPT AND CONTENT OF EDUCATIONAL PARADIGM

It was determined that the educational paradigm is a fundamental aspect of educational practice, which forms the way of thinking, structuring and evaluating education. Research has shown that different paradigms have a significant impact on student learning outcomes, highlighting the importance of adopting a more learner-centered and constructivist approach to education.Enshrining educational paradigms in law has been found to be essential to ensuring that education meets desired goals and outcomes. By implementing the desired paradigm in curriculum, teacher training and development, assessment, and resourcing, policymakers can create a more effective and meaningful educational experience for students.Arguments are given in favor of the fact that the development of educational programs is one of the ways of introducing educational paradigms into laws. The curriculum is the foundation of education and it determines what students learn and how they learn it. By incorporating a particular educational paradigm into the curriculum, policymakers can ensure that teachers provide education that is consistent with the desired paradigm.The current educational paradigm in the European Union is considered, which emphasizes the importance of providing high-quality, relevant, and inclusive education and training that prepares students for active participation in society and the workforce. The EU's focus on key competencies and lifelong learning reflects a wider shift in educational paradigms towards more learner-centered, flexible, and personalized approaches to learning that emphasize the development of 21st-century skills.The relationship between educational paradigms and educational programs is analyzed. They have been found to be closely related concepts that together shape the way learning is conceived, structured, and evaluated. The educational paradigm defines the goals and outcomes, content, and structure, as well as methods and strategies used in the educational program. By understanding the relationship between these two concepts, educators c an d esign m ore e ffective and meaningful educational programs that fit their educational paradigm.

Research trends in meaningful learning in distance education environments: A review of articles published in Q1 to Q3 indexed journal from 2012 to 2022

This study aims to investigate the idea that there is a functional and efficient mechanism for meaningful learning. This study is a literature review with various references to data sources. This study's essential focus is on the difficulties and possibilities of meaningful distant learning. An amount of 21 publications had released between 2012 and 2022. Use the SEforRA.com search engine to find information for research. Thematic Analysis to examine the results and show the findings. The research findings shed light on several topics related to meaningful learning, including perceptions, challenges for teachers and students on distance meaningful education, and learning practices. The findings also explain how meaningful learning is in distance learning. The Results show that meaningful learning activities incorporated into distance learning activities enable teachers and students will gain authentic and meaningful experiences that will benefit their education, such as adding teachers' insights for their future teaching practices. The outcomes of this exploratory study have several consequences for anyone involved in remote education, including administrators, teachers, instructional designers, and policymakers, who want to ensure that students have meaningful educational experiences.

A proposed framework for inclusive business schools

Diversity, equity and inclusion (DEI) are now recognized as fundamental issues for higher education institutions. Business schools (BSs) in Western countries have therefore implemented a wide range of actions to integrate all talents and offer a meaningful educational and learning experience to all students. Beyond the moral imperatives of ensuring equal opportunity and diversity, BSs need to go a step further in order to manage this diversity and become inclusive organizations that create open environments where every student can truly find their place and be empowered in a collective dynamic. Anchored in the paradigm of organizational inclusion, this article defines how student inclusion can be put into practice in business schools by involving their stakeholders. It also proposes a framework to foster inclusive Business Schools and enable them to embrace their societal role. We suggest that the inclusive BS framework be built on three pillars – student integration, student learning, and student experience.

Student Researchers’ Reflections on the AAA Undergraduate Fellowship

AbstractWhen the American Anthropological Association offered its Undergraduate Research Fellows program in 2019–2020, the intent was not only to obtain ethnographic insights into the college‐workforce transition for anthropology majors, but also to provide a meaningful educational experience to the participating student‐researchers. Previously (Ginsberg and Jackson, this issue), we have situated the fellowship program with reference to ethnography of higher education and native ethnography; in this paper, by contrast, we contextualize it with scholarship on high‐impact practices in undergraduate education, including research opportunities, collaborative assignments, and community‐based learning. We then present reflections from the student‐researchers themselves regarding what they learned through participation in the fellows program. In their reflections, the fellows describe a process of becoming more central members of three overlapping communities of practice: the AAA research team, their respective home departments, and the discipline of anthropology overall. We conclude by discussing reasons why anthropology is particularly well suited to provide undergraduate research opportunities, and why doing so would strengthen the discipline as well.

Tablet-based versus presentation-based seminars in radiology: Effects of student digital affinity and teacher charisma on didactic quality.

Tablets are being adopted as teaching medium in medical education more frequently. Here we compared two teaching formats in a radiology seminar using a tablet-based student-centred approach guided by teachers and traditional presentation-based, teacher-centred instruction. The aim was to investigate the effects on academic performance, estimated learning gain, didactic quality, as well as how teacher charisma and student digital affinity influence these elements. Data from 366 students were collected. Student digital affinity, didactic quality of, and overall satisfaction with the seminars were rated for each teaching format over three semesters, whereby in the last semester, students additionally estimated their learning gain, took a knowledge and image interpretation test, and rated teacher charisma. The tablet-based seminars yielded significantly higher ratings for didactic quality and overall satisfaction. However, the presentation-based seminars proved superior with respect to academic performance as well as estimated learning gain. When employing tablets, teacher charisma correlated with estimated learning gain, and digital affinity affected didactic quality. Additionally, good seminar organization, comprehensible learning objectives, and optimal variation of learning activities were identified as important factors. This study suggests a complex interplay of various factors concerning teachers, students, and didactics that can be assessed and improved to assure the successful curricular implementation of tablets. Of note, tablet integration and thereby active engagement of students with imaging analysis skills does not automatically result in greater declarative knowledge. Nevertheless, understanding the complexities of structuring and delivering tablet-based, teacher-guided instruction is essential to creating meaningful educational experiences.

The potential of the basic research laboratory experience in medical training

Scientific evidence demonstrates, year after year, the importance of consolidating knowledge through meaningful educational experiences for students. This pedagogical approach focused on learning as the construction of meaning represents a much more profitable experience in the learning process, since it implies an active role of the student, leaving the comfort zone of being a mere receiver of knowledge. In this sense, medical education is increasingly adopting this thinking and is modifying curricular plans and ways of working with students in the search for transforming traditionalist approaches to education into educational forms that accompany the current era of knowledge, crossed by technologies and ubiquitous and autonomous learning

블렌디드 러닝에서 대학생의 학습활동이 역량 및 전공수업 만족도에 미치는 영향

Objectives In this study, the university's teaching and learning outcomes are viewed as competency improvement and major class satisfaction. Since these are influenced by students' active class-related activities, this study compared the influence of students' active class-related activities and analyzed the relationship. Methods To this end, the relationship between class-related activities derived as outcomes was analyzed with a structural equation model for blended learning students at a University in Busan, a non-metropolitan area. Pre-class activities, team-based teaching methods, and active learning participation were set as class-related activities, and competency improvement and major class satisfaction were set as teaching and learning outcomes. Results In the analysis results, the direct effect of challenging learning activities on competency improvement was greater than that of active learning activities. The positive influence on major class satisfaction was the largest in the total effect of challenging learning activities, followed by the direct effect of class preparation, the direct effect of challenging learning experiences, and the indirect effect of challenging learning activities that mediated competency improvement. Conclusions Based on the results, it is necessary to consider class design capable of class preparation and expand experience in active learning activities, challenging learning activities, and cooperative learning activities to induce competency improvement through meaningful educational experience in blended learning.

Affordances for a meaningful educational experience through Task-Based Learning: presence at a distance

The present study was prompted by the sudden appearance of the COVID-19 pandemic, which affected the education system as a whole. The virus did not spare learning English as a Second language (L2) and forced classes to go fully online. This transition imposed significant educational barriers, as interaction is essential for L2 developing. This study analyzes an online English course using Task-Based Learning mediated by a synchronous communication tool (Zoom). By using a model of community inquiry, we aim to investigate whether this technology-mediated learning environment affords a meaningful educational experience composed of three essential elements: cognitive presence, social presence, and teaching presence. Our study adopts a netnographic methodology adapting the ethnographic method to include the influence of online environments. Forty-two students from the Sul-rio-grandense Federal Institute of Education and Technology - Campus Pelotas from different technical and undergraduate programs answered an online Community of Inquiry questionnaire after participating in the online classes. Findings suggest that Technology-mediated Task-Based Learning affords the emergence of a relevant educational experience, helping students develop English as an L2 and presenting the potential to influence future pedagogical practices. Our results also suggest that this particular learning experience helped students to keep cognitively active during social isolation. Using a synchronous communication tool enhanced the learning process and learner’s agency, affording meaningful interaction and aiding students in navigating the difficult moment imposed by the COVID-19 pandemic.