Learning Mode Research Articles

How learning modes shape organizational performance

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings A doing, using and interacting (DUI) approach can significantly enrich an organization’s capacity to learn without considerable investment in formal R&D activities. By placing greater emphasis instead on such as imitation and network building, these operators become better placed to ensure learning positively affects performance. Research limitations/implications n/a Practical implications n/a Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Muscarinic cannabinoid suppression of excitation, a novel form of coincidence detection.

Δ9-tetrahydrocannabinol (THC), the chief psychoactive ingredient of cannabis, acts in the brain primarily via cannabinoid CB1 receptors. These receptors are implicated in several forms of synaptic plasticity - depolarization-induced suppression of excitation (DSE), metabotropic suppression of excitation (MSE), long term depression (LTD) and activation-dependent desensitization. Cultured autaptic hippocampal neurons express all of these, illustrating the rich functional and temporal heterogeneity of CB1 at a single set of synapses. Here we report that coincident activation of muscarinic acetylcholine receptors and elicitation of DSE in autaptic hippocampal neurons results in a substantial (~40%) and temporally precise inhibition of excitatory transmission lasting ~10minutes. Its induction is blocked by CB1 and muscarinic M3/M5 receptor antagonists and is absent in CB1 receptor knockout neurons. Notably, once it is established, inhibition is reversed by a CB1, but not a muscarinic, antagonist, suggesting that the inhibition occurs via persistent activation of CB1 receptors. We refer to this inhibition as muscarinic cannabinoid suppression of excitation (MCSE). MCSE can be mimicked by coapplication of muscarinic and cannabinoid agonists and requires Ca2+-release from internal stores. As such, MCSE represents a novel and targeted form of coincidence detection - important for many modes of learning and memory -- between cannabinoid and muscarinic signaling systems that elicits a medium-duration depression of synaptic signaling. Given the known roles of muscarinic and cannabinoid receptors in the hippocampus, MCSE may be important in the modulation of hippocampal signaling at the site of septal inputs, with potential implications for learning and memory, epilepsy and addiction.

Exploring the efficacy of explicit encoding and fast mapping in second language vocabulary acquisition among Chinese graduate students

Exploring the efficacy of explicit encoding and fast mapping in second language vocabulary acquisition among Chinese graduate students

Learning to fear novel stimuli by observing others in the social affordance framework.

Fear responses to novel stimuli can be learned directly, through personal experiences (Fear Conditioning, FC), or indirectly, by observing conspecific reactions to a stimulus (Social Fear Learning, SFL). Although substantial knowledge exists about FC and SFL in humans and other species, they are typically conceived as mechanisms that engage separate neural networks and operate at different levels of complexity. Here, we propose a broader framework that links these two fear learning modes by supporting the view that social signals may act as unconditioned stimuli during SFL. In this context, we highlight the potential role of subcortical structures of ancient evolutionary origin in encoding social signals and argue that they play a pivotal function in transforming observed emotional expressions into adaptive behavioural responses. This perspective extends the social affordance hypothesis to subcortical circuits underlying vicarious learning in social contexts. Recognising the interplay between these two modes of fear learning paves the way for new empirical studies focusing on interspecies comparisons and broadens the boundaries of our knowledge of fear acquisition.

Sustainable Teaching and Learning E-learning Model towards Redesigning Transformative Learning Model for Knowledge Sharing & Infrastructure Enhancements Post COVID-19

Background: Recently, e-learning has become a very basic, integral part of technologybased learning. Wide trends are increasing day by day because of the demands and its usage based on working remotely due to highly penetrated mobile handheld devices and digital media. The smart campus infrastructure has played a vital role to its full extent towards Z millennium students in the 20th century. The teaching and learning accessibility depends on terms of various cost-based affordable platforms, either with synchronous learning or asynchronous mode of learning. Methods: The current research explores the changeling leading to infrastructural reforms as per the need for digital media for e-learning during and after COVID-19 spreads. The perspectives in 2 forms of research study are: 1st working on infrastructural needs and demands for the smart campuses and online learning challenges and 2nd is working on platforms technology utilization for better accessible resources for all learners. This work studied different aspects during and after COVID-19, leading to the importance of uninterrupted internet access, phone, hardware and reliability, etc. In this work, the importance of gamification study and flipped classrooms for enhancing learner performance to highly engage them in learning environments focused research model on learner engagement on Gamified perceiving study with Smart PLS-SEM was investigated. Promoting sustainability in its entirety through knowledge transfer and contributions to address various challenges in the redesign of learners' syllabi to meet educational needs, emphasizing online learning to integrate various modes of learner platforms, personalized teaching and learning, peer-to-peer communication for learner enhancement, and student engagement through gamification are studied. Results: Learners who are enrolled at the school, college, and university levels of education increased exponentially post-COVID-19. More than 90% responded to school closures with different learning abilities. Nearly 50% of countries in the world are merging guidance with faculty training. The enrolment in online courses has surged to more than 80%, and the success rates for online courses have increased to more than 70%. The eventual outcome is to emphasize the two aspects of the online platform of teaching and learning by giving students higher outcomes and intelligent aspects of a smart campus. The learners progress in terms of less network connectivity loss, efficient chat system, knowledge sharing, online assessments, micro-learning, increasing engagement, and gamification rewards in online learning. PLS-SEM results indicate the fitness values for a fit model with x2/df as 1.50 and RMSEA as 0.059. Conclusion: From the learning prospective, the research focuses on inferring the importance of gamified learning applications for student learning satisfaction levels. This enhances and improves their fun learning competence.

Freshman Undergraduate Students’ Attitudes Towards Online English Learning: A Case Study at Al-Balqa Applied University

The purpose of this research is to examine how first-year undergraduates at Al-Balqa Applied University feel about taking English classes online. The study collects data on 215 students' views on online learning's efficacy, technical tools, difficulties, learning modes, and general satisfaction using a standardized questionnaire. The data was analyzed using statistical tools such as t-tests, ANOVA, chi-square tests, and regression analysis. The results show that people are usually happy with online education, which is great because of all the benefits it offers, such ease and adaptability. Problems with internet access and being motivated were, however, major obstacles. There are notable gender disparities in the study's findings on preferred learning styles and a preference for mixed learning modalities. A high level of happiness with online learning was predicted by factors such as having access to the internet, the ability to choose when and how to study, and the opportunity to collaborate with classmates. According to the study's conclusions, online education programs should have a strong technical foundation, interactive learning resources, and individualized assistance. Despite its useful insights, the study notes its small sample size and lack of generalizability, pointing the way toward potential future studies.

Interactive 3D visualisation technique used in pulmonary rehabilitation in chronic obstructive pulmonary disease: A randomised controlled study evaluating quality of life, compliance and use of health care.

A pulmonary rehabilitation (PR) programme, including exercise training, education, and behaviour change, is highly recommended in treatment guidelines for chronic obstructive pulmonary disease (COPD). A new PR educational material for PR using an interactive three-dimensional (3D) visualisation technique was developed. There is little known regarding using 3D in this setting. The aim was to evaluate, within a PR programme setting, differences between outcomes of education through interactive 3D compared with education by means of 2D visualisation in patients with COPD regarding health-related quality of life (HRQL), physical capacity, exercise self-efficacy, compliance to exercise training, compliance to medication, and the use of health care and to describe learning styles. Patients were cluster randomised to PR at the University Hospital clinic, including exercise training, for 10 weeks with education by 3D (n = 27) or education by traditional 2D technique (n = 17). At follow-ups, HRQL, physical capacity, self-efficacy, handgrip strength, compliance to exercise training, compliance to medication and health care utilisation were assessed. No significant differences were observed in HRQL in relation to COPD between the groups after 10 weeks. Differences were found in handgrip strength at baseline and at 10 weeks (p < 0.01). The 3D group had improved scores in HRQL assessed with the Leicester Cough Questionnaire (LCQ-S) psychological domain (p = 0.022). In the 2D group, the LCQ-S social domain (p = 0.028), psychological domain (p = 0.021) and the St George's Respiratory Questionnaire total (p = 0.050) were increased. The most common learning mode and learning style in both groups was reflective observation and divergent style. An interactive education in 3D technique used in a PR programme for patients with COPD yielded no significant differences compared to conventional techniques. Three-dimensional techniques can be used in PR for COPD as an alternative to conventional techniques. ClinicalTrials.gov (identifier:NCT02802618).

Stakeholders' Emotional Perceptions of Online Education Courses Based on New Media Big Data and Strategies for Integrating and Using Course Resources

Online education is an important component of education reform and one of the important learning modes in today's society, which can achieve the goal of learning anytime, anywhere and for everyone. Therefore, this paper constructs an analysis model of online education course emotional perception and course resource integration based on new media big data from the stakeholder's perspective. The experimental results show that different emotions will have a greater impact on students' online learning effects, and negative emotions will gradually increase as students' learning is carried out. In addition, students are more concerned about the learning environment and content itself in terms of teacher resource integration, and have relatively less need for interaction and support. While teachers focus more on the functional experience of the platform when integrating course resources, they pay relatively less attention to students' emotions and social experiences, ignoring the role of emotions in influencing students' learning.

Comparison of the Distance Learning Modalities Regarding Teaching Capacities and Performances on the Learners

ABSTRACTEspecially after the COVID‐19 pandemic, people have distances among each other, and this situation has affected everything. Education, which has been the most important thing for humanity since the beginning of history, has also been affected. To continue and survive the system, people started using and adapting different distance learning with the help of electronic devices, internet and technology. However, the impact of these new distance learning modalities does not have the same teaching capacity and performance on the learners. Besides, evaluation of the learners, fairness, interaction, feedback, etc. are the other important problems of the new distance learning modalities. Nevertheless, to discover the effect of the distance learning modalities regarding teaching capacities and performances on the learners, they are compared in this study with an integrated fuzzy multi criteria decision making model. The proposed model consists of two parts; fuzzy analytic hierarchy process and ELECTRE methods. In the first part, weights and the decision matrix are calculated by using a fuzzy analytic hierarchy process. Then, in the second part, distance learning modalities are evaluated with the application of the ELECTRE method through the decision matrix according to weights.

Putting in the Last Piece: A Comprehensive Profiling of Learners’ Collocational Competence

This study aims to provide a comprehensive profile of collocational competence, a key component of one’s overall linguistic competence. For the maximum of ecological validity, we elicited naturalistic oral/written production data from 84 Chinese intermediate EFL learners and performed a 2×2 fashion of analysis on their performance in each of the six aspects, namely, collocation accuracy rate, collocation associative strength, collocation density, collocation diversity, and two relevant lexical levels. The findings not only show learners’ various inadequacies compared to native speakers, but also reveal the substantial discrepancies between their implicit and explicit collocational knowledge. Our result largely bears out Wray’s Dual Model, and some pedagogical implications are suggested accordingly, including a learning mode shift from bottom-up to top-down to remedy the situation.

STEM Faculty Professional Development: Measuring the Impact on College Student Grades and Identifying Critical Program Components

ABSTRACTHigher education institutions commonly provide faculty professional development (PD) in teaching and learning, with the goal of enhancing student outcomes by improving instructional quality. Yet few existing studies link PD participation with student outcome measures. Empirical evidence on the impact of PD on student performance in higher education, particularly in STEM (Science, Technology, Engineering, and Mathematics) education is limited. Using institutional data from a large state university in California, we address this gap by estimating the impact of two online PD programs on student performance: an asynchronous program about developing online courses, open to faculty from all disciplines; and a synchronous program designed exclusively for STEM faculty, concentrating on STEM‐specific challenges and active learning strategies in online instruction. Using a difference‐in‐difference approach, our results indicate that both PD programs improved student grades, while only the STEM‐specific PD improved DFW rates and addressed equity gaps. To explain the difference in results between the two PD programs, we invoke a theoretical model positing that to improve student outcomes, faculty PD must teach strategies known to improve student performance, it must teach that content in ways known to improve faculty learning, and it must support faculty as they implement new strategies.

Enhancing study engagement and inclusion of students with disabilities in higher education through self-determination

ABSTRACT Despite the well-established benefits of supporting students’ autonomy, competence, and relatedness (as outlined in Self-Determination Theory) for study engagement, its potential to enhance the study experience, success, and inclusion of students with disabilities (SWD) in Higher Education (HE) remains understudied. This qualitative study explores the engaging study experiences reported by SWD in a segregated English course aiming to promote autonomy, competence, and relatedness, as well as the extent to which these factors facilitated these experiences. Based on interview data (N = 9) analysed using deductive and inductive strategies, five learning modes were identified, with the engaging study experiences relating almost equally to competence, autonomy, and relatedness. Most of the engaging study experiences occurred through dialogue with the teacher and participation in support groups, underscoring the importance of teacher-student and student-student interaction in enhancing these students’ study engagement. Given the universal nature of self-determination, the findings have implications for diverse fields within HE. Contrary to the current negative perception of segregated groups, this paper argues that when such groups promote autonomy, competence, and relatedness, they can effectively engage SWD in learning and, as a result, enhance their inclusion in HE. Practical implications and directions for further research are discussed.

Learning by making – student-made models and creative projects for medical education: systematic review with qualitative synthesis

Study ObjectiveStudent-centered learning and unconventional teaching modalities are gaining popularity in medical education. One notable approach involves engaging students in producing creative projects to complement the learning of preclinical topics. A systematic review was conducted to characterize the impact of creative project-based learning on metacognition and knowledge gains in medical students.MethodsA systematic search was conducted using MEDLINE and Embase via Ovid, PubMed, CINAHL, Web of Science, Cochrane CENTRAL, and Scopus from January 1st, 1995, to July 6th, 2023. Studies using quantitative, qualitative, or mixed-methods approaches that explored the impact of creative project-based lessons on medical students' educational outcomes were included. Two investigators independently screened the titles and abstracts and extracted data from included articles. A narrative synthesis was conducted to summarize study designs and outcome measures. Content analysis was conducted to generate codes and themes. Study quality was assessed using the Mixed Methods Appraisal Tool in view of the range of study types employed.ResultsThe review included 17 studies published between 2010 to 2022. These studies implemented various creative project interventions such as handicraft models, drawings, and concept maps covering multiple topics, including anatomy, histopathology, and fundamental sciences. The identified themes of Enhanced Learning, Collaborative Learning, and Deep Learning led to further themes of Student Engagement, Student Disengagement, and Faculty Engagement. Collaborative learning involves students working in teams and benefitting from effective mentorship. Creative projects facilitated deep learning objectives via interdisciplinary learning and promoted new ways of perceiving concepts. Learning was enhanced through increased interactivity, high conceptual fidelity and improved knowledge retention.ConclusionCreative projects undertaken by medical students exhibit attributes that facilitate the acquisition of collaborative and deep learning objectives through self-directed learning, cognitive load modulation, and metacognitive behaviours. Faculty mentorship and group learning amongst peers facilitate these processes, although challenges such as high task demands, cognitive and emotional intensiveness, and mismatch with students; professional identities remain. Overall, students and faculty received these interventions well, thus, warranting further exploration for uses in medical curricula.Trial registrationNot applicable as this study is a systematic review.

What Makes a Youth Study Travel Product Popular in China? An Enquiry from the Perspective of Industry Suppliers

ABSTRACT This study aims to explore the features of an attractive and popular youth study travel product in China by using an interpretive qualitative approach. Through purposive and snowball sampling, 17 thematic interviews were conducted with industry suppliers of different levels and locations in China. Thematic analysis indicates that an ideal youth study travel product in China should have features including engaging learning content, attractive learning mode, growth opportunities, professional study travel facilitators, trustworthy study travel providers, and sound travel arrangements, in addition to the product’s alignment with schools’ requirements. The study is one of the first to examine what constitutes popular youth study travel products from the industry practitioners’ perspective. Results provide important implications to study travel providers on designing and marketing their products in future.

Children's palliative care perceptions and educational needs among healthcare professionals in humanitarian settings.

Explore humanitarian healthcare professionals' (HCPs) perceptions about implementing children's palliative care and to identify their educational needs and challenges, including learning topics, training methods, and barriers to education. Humanitarian HCPs were interviewed about perspectives on children's palliative care and preferences and needs for training. Interviews were transcribed, coded, and arranged into overarching themes. Thematic analysis was performed using qualitative description. Ten healthcare workers, including doctors, nurses, psychologists, and health-project coordinators, were interviewed. Participants identified key patient and family-related barriers to palliative care in humanitarian settings, including misconceptions that palliative care was synonymous with end-of-life care or failure. Health system barriers included time constraints, insufficient provider knowledge, and a lack of standardized palliative care protocols. Important learning topics included learning strategies to address the stigma of serious illness and palliative care, culturally sensitive communication skills, and pain and symptom management. Preferred learning modalities included interactive lectures, role-play/simulation, and team-based case discussions. Participants preferred online training for theoretical knowledge and in-person learning to improve their ability to conduct serious illness conversations and learn other key palliative care skills. Palliative care prevents and relieves serious illness-related suffering for children with life-threatening and life-limiting conditions; however, most children in humanitarian settings are not able to access essential palliative care, leading to preventable pain and suffering. Limited palliative care knowledge and skills among HCPs in these settings are significant barriers to improving access to palliative care. Humanitarian HCPs are highly motivated to learn and improve their skills in children's palliative care, but they require adequate health system resources and training. These findings can guide educators in developing palliative care education packages for humanitarian HCPs.

Teachers’ Perspectives and Experiences in Higher Education Vocabulary Instruction

The selection of vocabulary learning strategies (VLS) is a pivotal action in the English teaching and learning process. This study aimed to explore what teachers perceive and experience in vocabulary instruction in higher education. A narrative approach was employed in this study. Using the purposive sampling technique under the criteria of a minimum of four years of experience as permanent English teachers and limited the area of study only to one of religious higher education in Central Kalimantan, five English teachers were enrolled as participants. Unstructured, open-ended interviews were used as the instrument for collecting the primary data. After collecting the stories, the data were reported and validated using triangulation. The results revealed that teachers believed that using a variety of learning strategies to engage learners to be interested in vocabulary instruction was useful. Then, the challenges both external and internal factors faced by teachers in vocabulary instruction could be handled by employing the strategies that fit the students’ characteristics, such as learning vocabulary through songs, games, and social media platforms such as TikTok, YouTube, Instagram, and so forth. Therefore, it can be drawn to the conclusion that teachers must always be creative and innovative in action by utilizing technology advancement. Besides, the use of differentiated instruction approach could be better employed by teachers for solutions to problems, particularly in facilitating diverse student characteristics. Next, the use of various modes of learning or multimodal sources can also help students in higher education to get very meaningful vocabulary learning.

Queer Methods and Pedagogies in Conal McStravick’s Learning in a Public Medium

This article considers the queer methods and pedagogies in Conal McStravick’s artist research project Learning in a Public Medium (2015–2018). The project considered the life and legacies of the late artist, educator, and writer, Stuart Marshall (1947–1993). Learning in a Public Medium exists within a lattice of contemporary artworks, projects, and research, undertaken predominantly by queer, trans, and non-binary artists, that engage LGBTQ+ archives and histories. McStravick’s project is exemplary of a queer historiographic practice that activates an ongoing relationship to past pedagogues through a public process of education. The emotions, feelings, and pull of the moment of the HIV/AIDS crisis of the late 1980s and early 1990s, commutes and transfers within the archive and artworks of Marshall, and the pedagogies of McStravick. Learning in a Public Medium staged an intra- and intergenerational mode of learning, to reflect on the remarkable legacy of Marshall and his deeply felt loss to AIDS-related illness. In the wake of another pandemic, and an increasingly hostile environment in the UK and internationally towards queer and trans communities, Learning in a Public Medium sought out tools and strategies from a past moment of pandemic and persecution, as a means of building political alliances and affinities in the present.

The Impact of Task Difficulty, Environmental Color Complexity, and Teaching Models on AR-Assisted Subway Maintenance Training

This paper investigates whether different task difficulties, color complexity, and choice of instructional application mode affect cognitive load, usability, visual discomfort, and job performance in subway overhaul training tasks and compares the findings under AR learning modes with those under traditional paper-based learning manuals. This study had sixteen participants and used eight experimental conditions. Tests were completed for environmental color complexity, task difficulty, and instructional application mode. The experimental variables were analyzed using three-way analysis of variance. The results showed that the color complexity of the carriage environment did not affect the participants’ cognitive load and performance, but the use of AR glasses in subway maintenance was influenced by task difficulty and instructional application mode. For example, the AR image format reduced task completion time by an average of 25.9% for easy tasks, while the AR real-time format reduced head deflections by an average of 83.9%, suggesting that there is reliable potential for applying AR to subway overhaul training. This paper can provide a theoretical basis for developing training strategies for the different environments and tasks difficulties of subway maintenance.

Satisfaction and Academic Achievement in Blended Learning Modality: Insights from CoViD-19 Era

Satisfaction and Academic Achievement in Blended Learning Modality: Insights from CoViD-19 Era

Corporate distance education: challenges and opportunities in the Central-west region of Brazil

Corporate education in distance learning addresses the demands of advancing technology and the rapid dissemination of information, reshaping employee training, aligning knowledge and skills, and teaching-learning outcomes in public organizations. This study explores the challenges and opportunities of corporate education in the distance learning modality within corporate schools associated with the Legislative, Executive, and Judiciary branches in Mato Grosso, Brazil. A qualitative research approach was employed, incorporating document analysis, non-participant observation, and semi-structured interviews. A total of 15 interviews were conducted with managers, educators, students, technicians, and analysts from the selected schools. Content analysis was the chosen methodology for interpreting the data. The results revealed that pedagogical structuring is the primary challenge, while effective planning represents the main opportunity for corporate schools in Mato Grosso.