Need For Learning Research Articles

Two-year-olds selectively seek help, but not based on helper maturity.

Help-seeking is a strategy by which children signal their need for social learning. In three experiments, we examined when and from whom 2-year-old (N = 146 children; mean age = 31.4 months) US children from diverse ethnoracial and economic backgrounds (62% White; 9% Latine; 24% low-income) seek help in problem-solving contexts. In Experiment 1, children sought more help when unfamiliar (and thus unable to solve) than when familiar with a problem. In Experiment 2, children selectively sought help from knowledgeable as opposed to ignorant helpers. Against our prediction, children in neither experiment preferred mature (adult) over immature (infant or peer) helpers. In Experiment 3, children again did not prefer mature over immature helpers when helpers were depicted with realistic photos instead of line drawings (as in Experiments 1 and 2). We discuss the findings in relation to children's knowledge of their status as social learners.

Do Changing Times Call for Changing Definitions?

Scholars have noted changes in student engagement following the return to university classes after the COVID-19 lockdowns. The purpose of this study was to describe the perceptions of higher education instructors regarding student engagement over the past three years. The research team shared a link to an electronic questionnaire to recruit participants (n=108). Questions focused on common signs of disengagement and asked faculty about changes they perceived in students’ engagement prior to, during, and following the lockdowns. Following the return to classes, late work was perceived most often to signify disengagement. Behaviors participants interpreted as “student disengagement” are consistent with previously proposed definitions of post-traumatic stress. Although more research is needed to fully understand the phenomenon of student disengagement, it is likely educational practices within institutions of higher learning need to change to meet the needs of today’s students.

LGBT+ teachers in Ireland’s experiences in primary schools

ABSTRACT While legislation has been introduced in recent years to protect the rights of LGBT+ teachers in Ireland, teachers’ perspectives on the current reality are mixed and challenges still exist. Some teachers are comfortable stating their sexuality in schools, while others are not. This paper focuses on the views of seven primary school teachers, who discussed their experiences as LGBT+ employees in Irish schools during semi-structured interviews. The findings point to the importance of effective leadership as a means to make schools truly inclusive for all. The teachers also reported the wider school context being important including colleagues’ attitudes towards inclusion and, in particular, LGBT+ issues. The need for school-wide professional learning was seen as central to becoming a truly inclusive school, whereby teachers are equipped with the skills and knowledge to combat discrimination in all its forms. Finally, the study highlights the issue of LGBT+ teacher well-being and how this can be affected by the level of support shown to teachers in schools.

An analysis of Metaverse literacy and college teachers’ need for learning: the need for a cognition perspective

ABSTRACT The concept of the Metaverse has increased in realizability with the rapid development of emerging technology, and this has led to the need for cognition of how to create a Metaverse world in educational settings. However, there is still little discussion in the existing research on teachers’ understanding of Metaverse literacy and their need for learning. In order to expand the understanding of this issue, in this study we developed a Metaverse literacy scale to assess teachers’ understanding of Metaverse literacy and their need for learning about the Metaverse. Adapting the importance-performance quadrant analysis approach, we integrated four quadrants: Keep up with professional development, possible motivation for future professional development, low priority for professional development, and prospective professional development. Results indicated that the need for learning to use Metaverse technology in the educational field is low, as most of the questions fell into the “Prospective professional development” quadrant. The attributes located in this quadrant can threaten teaching practices designed to attract students to face the Metaverse age. The results imply that Metaverse-related technologies can be used by college teachers to develop their students’ Metaverse literacy and to promote teachers’ and students’ Metaverse literacy competence.

Analysis of the Use of Differentiated Instruction Learning Strategies in Answering Diverse Learning Needs in the Classroom of MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal

This study aims to analyze the effectiveness of the use of Differentiated Instruction (DI) strategies in responding to diverse learning needs in the classroom of students at MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal. The research method used is a qualitative approach with data collection techniques through observation, interviews, and document analysis. The results of the study indicate that the implementation of DI can increase students' motivation, involvement, and understanding of the subject matter. Teachers apply grouping based on interests and abilities and vary learning methods to adjust to student characteristics, which contribute positively to their learning outcomes. The implementation of DI faces challenges in the form of limited time, resources, and learning facilities. Teachers need additional preparation to adapt materials and methods, and institutional support is needed so that the implementation of DI runs optimally. This study concludes that DI is an effective learning strategy in improving the quality of education in school environments with diverse learning needs, and recommends that schools support the implementation of DI through ongoing training and improving learning facilities.

Gynecologic Pathology Journal Club: A 2-year, Worldwide Virtual Learning Experience With a Focus on Mentorship and Inclusion.

Journal clubs (JCs) are a common format used in teaching institutions to promote trainee engagement and develop skills in seeking out evidence-based medicine and critically evaluating literature. Digital technology has made JC accessible to worldwide audiences, which allows for increased inclusion of globally diverse presenters and attendees. Herein we describe the experience of the first 2 years of a virtual gynecologic pathology JC designed with the goal of providing mentorship and increasing inclusivity. JC began in a virtual format in April 2020 in response to the need for remote learning during the coronavirus disease 2019 pandemic. Each JC had 1 moderator, lasted 1 hour, featured up to 3 trainees/early-career pathologists, and covered articles on gynecologic surgical pathology/cytopathology. Trainees were recruited through direct contact with moderators and advertising through social media (eg, Twitter). A template was used for all presentations, and before presenting, live practice sessions were conducted with the moderator providing constructive feedback and evaluations were provided to presenters and attendees for feedback. Recordings of the meetings were made publicly available after the event through YouTube, a society website, and emails to registrants. Fifty-nine presenters participated, covering 71 articles. Most were trainees (53/59; 89%) from North America (33/59; 56%), with additional presenters from Asia (14/59; 24%), Australia/Oceania (5/59; 8%), Africa (4/59; 7%), and Europe (3/59; 5%). An average of 20 hours were spent per month by moderators on the selection of papers, meeting preparation, and provision of mentorship/feedback. Live events had a total of 827 attendees, and 16,138 interactions with the recordings were noted. Among those who self-identified on provided surveys, the attendees were most commonly from Europe (107/290; 37%) and were overwhelmingly practicing pathologists (275/341; 81%). The experience, including mentorship, format, and content, was positively reviewed by attendees and presenters. Virtual JC is an inclusive educational opportunity to engage trainees and early-career pathologists from around the world. The format allowed for the JC to be widely viewed by attendees from multiple countries, most being practicing pathologists. Based on feedback received, virtual JC appears to expand the medical knowledge of the attendees and empower presenters to develop their expertise and communication skills.

Action Research for Enhancing the English Learning Needs of College Students

This study explored English learning challenges faced by freshman students in a Hainan vocational university. Participants, who had completed vocational diplomas and professional internships, struggled with English, affecting their undergraduate coursework. Analysis of the data revealed several key issues, including lack of interest and motivation, disconnect from practical needs, overemphasis on vocabulary and grammar, dissatisfaction with learning outcomes, inappropriate assessment standards and content, lack of relevance to major, and exam-oriented learning. In response, a remediation plan is proposed, aiming to stimulate learning interest, strengthen foundational skills, enhance classroom engagement, leverage technology and resources, promote cultural awareness and communication skills, and implement regular feedback and assessment. A new round of action research will be conducted to evaluate the effectiveness of this plan and make further improvements. The aim is to provide valuable insights and pave the way for tailored educational interventions to support the academic journey of these students.

Analyzing urban water metabolism of Adama city using water mass balance method for advancing water sensitive interventions

Urban water metabolism focuses on measuring water inflows and outflows within a defined urban system. As an emerging concept, it provides valuable understandings into water flow dynamics, supporting evidence-based decision-making. One approach to quantify these flows is the urban water mass balance method, which accounts for both human-induced and natural water resources. By equating these flows, it identifies whether water movement within the system is linear or circular. The primary goal of water mass balance analysis is to assess how closely a city aligns with water-sensitive management approaches. However, urban metabolism studies are rare in developing countries, where cities often lack the experience to estimate water inflows and outflows for informed water-sensitive interventions. This study addresses this gap by analyzing Adama city in Ethiopia using the water mass balance method to measure its water metabolism. The result revealed that the city faces a negative water balance with outflows exceeding inflows by 46.89 million cubic meters annually. The results indicated that Adama’s water flow follows a linear “take-make-use-dispose” model. The imbalance in Adama’s water cycle is driven by urbanization, impervious surfaces, and climate change, which increase runoff and evaporation. The study found that 61.3% of the city’s water comes from a centralized system, with 90% sourced from distant rivers through a telecoupling system. In the city, inadequate water harvesting, high population density and intensive water use are worsening water scarcity. Urban water metabolism indicators reveal significant losses and indicating the need for water conservation efforts. Despite the reliance on centralized systems, the study identifies strong potential for decentralized solutions and alternative water harvesting. To tackle these challenges, the research recommends adopting water-sensitive strategies such as low-impact development, sustainable urban drainage systems, and water-sensitive urban design and planning. These approaches can reduce the negative effects of urbanization, mitigate urban water scarcity risks and improve water management through water sensitive management approach. The study also emphasizes the need for collaborative learning, community involvement, and innovative technologies, supported by legal frameworks to ensure effective water wise interventions. Shifting toward circular water management and decentralized water systems will boost Adama’s resilience and promote sustainable water resource management, making the city more internally self-sufficient.

Development and validation of a questionnaire to evaluate Students Learning Needs using XR Technology

Abstract Background Extended Reality (XR) technology intends to combine or mirror the physical world, including innovative tools that can be applied in education increasing students’ engagement, improving comprehension, and leading to better outcomes. Under the umbrella of the PedXR project about an Extended Reality Learning Framework for Pediatric Nursing students in Higher Education (Erasmus +- 2023-1-EL01-KA220-HED-000161808), a survey was conducted aiming to validate a questionnaire to evaluate Students’ Learning Needs using XR technology (SLN-PedXR). Methods The questionnaire was developed by item generation through a literature review. The SLN-PedXR was validated in terms of content validity through PedXR Consortium (EL, CY, BE, BG) reviews. The psychometric properties of the final instrument were assessed in a sample of 106 nursing students of the Faculty of Nursing, University of Athens, Greece. Results The findings demonstrate high internal consistency (Cronbach’s alpha = .877). Principal component analysis was conducted to reduce dimensions and establish construct validity and internal consistency of the developed questionnaire. Following pilot-testing and consortium review, the final validated questionnaire consists of 45 items divided into 3 subcategories (current learning needs satisfaction, preferable learning modules, XR development). Conclusions The SLN-PedXR is a valid and reliable tool for evaluating students’ learning needs using XR technology. Key messages • In the rapidly evolving landscape of technological advancements, educational institutions must integrate innovative learning tools into their curricula. • The discernment of students’ learning needs and the formulation of tailored modules stand as pivotal determinants to optimize educational outcomes particularly within the domain of nursing education.

Redesigning of Flexible Learning Itinerary Configurator (FLIC) for the Design of Learning Situations in Compulsory Education (FLIC-IPAFLEX)

This paper presents the redesign process of FLIC, a web application developed for creating personal learning itineraries in higher education, now adapted for primary and secondary education as FLIC-IPAFLEX. This redesign meets the need for personalised learning through flexible pathways. It supports teachers in creating learning situations (LSs) as per the criteria set forth by the new Spanish Education Law (LOMLOE). The SCRUM model, integrated into Design-Based Research (DBR), was employed, implementing several iterative cycles involving teachers to validate the tool’s utility. The platform facilitates the creation, publication, and reuse of LS by enabling the filtering of competencies, evaluation criteria, and basic knowledge, as well as integrating with Google Classroom, an application widely used by teachers. The results show a positive user evaluation, highlighting its ease of use and capacity to foster collaboration among teachers, thereby promoting the co-design of flexible and adaptive LSs. FLIC-IPAFLEX aims to contribute to the field of learning design technologies, aligning with the demands of compulsory education and supporting collaborative processes within the educational environment.

Talent Management in the Era of Digital Transformation: Challenges and Prospects

This article explores the intricate landscape of talent management in the context of digital transformation, highlighting the associated challenges and prospects that organizations face. Utilizing a qualitative approach, the study employs a comprehensive literature review and library research to synthesize existing knowledge on the evolving role of talent management in a rapidly changing digital environment. The findings reveal that digital transformation significantly impacts recruitment, retention, and development strategies, necessitating a shift in traditional talent management practices. Organizations must adapt to technological advancements and changing workforce expectations, embracing new tools and methodologies to effectively engage and develop talent. Key challenges identified include the skills gap, resistance to change, and the need for continuous learning and development. Conversely, the prospects for enhancing employee engagement and fostering innovation through strategic talent management practices are promising. The study concludes that organizations must adopt a proactive and adaptive approach to talent management, ensuring alignment with digital transformation initiatives to achieve sustained competitive advantage. This research contributes to the ongoing discourse on talent management by providing valuable insights into the interplay between digital transformation and effective talent strategies, offering practical recommendations for practitioners and scholars alike.

‘At sea with Lucas’: narrative case study of an early childhood educator faced with a critical incident / ‘En la mitad del mar con Lucas’: estudio de caso narrativo de una maestra de educación infantil ante un incidente crítico

The purpose of this article is to identify and understand the voices and I-positions of Francia, an experienced Chilean educator, in a critical incident that proved fundamental in her identity construction. The adaptation to a school institution in her novice professional development period as an early childhood educator emerges as a significant episode worth exploring. Through a narrative case study and the application of dialogical self-analysis tools, internal, external and outer voices are identified, like the I as someone postponed, the I as a protector, the I as a professional, the I as a collaborator and the school as an outer protective voice. This case highlights the tension between childcare and teacher self-care, revealing a transition towards professionalism. What stands out are collaboration and the need for professional learning in how to deal with critical situations, especially situations related to diversity, underscoring the importance of ethics and consideration of institutional contexts.

Telesimulation Use in Emergency Medicine Residency Programs: National Survey of Residency Simulation Leaders

Introduction: Coronavirus 2019 (COVID-19) accelerated the need for virtual learning including telesimulation. Many emergency medicine (EM) programs halted in-person simulation and trialed telesimulation, but specifics on its utilization and plans for future use are unknown. Telesimulation has been defined as “a process by which telecommunication and simulation resources are utilized to provide education, training, and/or assessment to learners at an off-site location.” Our objective in this study was to describe the patterns of telesimulation usage in EM residency programs during COVID-19-induced learning restrictions as well as its anticipated future utility. Methods: We identified EM simulation leaders via the EMRA Match website, institutional websites, or personal contact with residency coordinators and directors, and invited them to participate by email. Participants completed a confidential, web-based survey consisting of multiple-choice items and one free-response question, developed by our study team with consideration of survey research best practices and Messick’s validity framework. We collected data between January–February 2022. We calculated descriptive statistics for multiple-choice items and examined the free-response answers for common themes. Results: We obtained contact information for simulation leaders at 139 EM residency programs. Survey response rate was 65% (91/139). During in-person restrictions, 62% (56/91) of programs used telesimulation. Assuming all restrictions lifted, 38% (34/90) of respondents planned to continue to use telesimulation, compared to 9% (8/91) using telesimulation before COVID-19. Most respondents planned to use telesimulation for medical knowledge (26/34, 76%) and communication/teamwork-focused cases (23/34, 68%). In response to the free-response question regarding experience with and plans for use, we identified three major themes: 1) telesimulation is a valuable alternative to in-person learning; 2) telesimulation is an option for learners unable to participate in person; and 3) telesimulation is challenging for procedural education. Conclusion: Despite the relatively limited use of telesimulation in EM residencies prior to COVID-19, an increased number of programs have plans to continue incorporating telesimulation into their curricula. This plan for continued use opens opportunities for further innovation and scholarship within simulation education.

Daily peak demand forecasting using Pelican Algorithm optimised Support Vector Machine (POA-SVM)

The knowledge of daily peak load consumption is crucial for energy planning, energy management, and resource allocation, as it is an essential element of supply-side management. This knowledge is obtained from accurate predictions of which traditional methods are falling short due to constantly changing demand. Hence, there is a need for Machine Learning (ML) models that are more efficient in hybridised or enhanced forms. This paper presents the use of a novel Pelican Algorithm optimised Support Vector Machine (POA-SVM), a hybridised ML Algorithm, to predict peak load and its corresponding peak hour for proper planning. It evaluates the performance of four Support Vector Machine (SVM) models: standard SVM, SVM optimised with Bayesian Optimisation (SVMB), SVM optimised with Particle Swarm Optimization (PSO-SVM) and POA-SVM on both raw and normalised datasets. Its analysis includes a comparison of performance metrics such as Root Mean Squared Error (RMSE), Mean Squared Error (MSE), Mean Absolute Error (MAE), and R-squared (R²) to determine the models' accuracy and goodness of fit. Furthermore, we experiment with K-fold cross-validation and the hold-out validation method, finding that K-fold cross-validation yields better performance metrics for all models. Notably, the POA-SVM model shows superior performance across all metrics, particularly on the raw dataset, making it a robust choice for forecasting peak demand and its corresponding hour of the day.

Co-designing an interprofessional digital education resource on delirium: a student-led approach

BackgroundInterprofessional education is crucial for healthcare students to develop collaborative skills and provide effective patient care. However, opportunities for interprofessional learning are often limited in healthcare curricula. The present study aimed to engage students from different health professions in co-designing an educational resource on delirium recognition and management through an interprofessional lens and explore their experiences of this process.MethodsTwo co-design workshops were conducted with students from medicine, nursing, pharmacy, and occupational therapy programmes at two universities across the island of Ireland. Focus groups were held following these workshops to explore students’ experiences of the co-design process. The workshops involved a range of activities, including theme generation, scenario development, resource creation (podcasts, simulations), and focus group discussions. Data from focus groups were analysed thematically.ResultsA total of 19 students participated across the two workshops. Three themes were identified: (1) Relationship development, where students identified the benefits of co-creating the resource and valued the flexibility, collaboration, and social aspects of the co-design approach; (2) Interprofessional collaboration, which challenged students’ assumptions about other disciplines, fostered teamwork and communication, and highlighted the need for early and continuous interprofessional learning; (3) Professional growth, with students reporting increased confidence in managing delirium, working with other professions, and engaging in novel experiences like podcasting and simulation.ConclusionsThe co-design process facilitated interprofessional collaboration, peer learning, and personal growth among healthcare students. Students appreciated the opportunity to co-create an educational resource while developing interprofessional skills. The study demonstrates the potential of co-design as a methodology for enhancing interprofessional education and promoting effective teamwork in healthcare.

Learner perceptions of a national CLIL innovation in foreign languages in the Republic of Ireland (5474)

This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021–2023 for learners aged 15–16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot module? A CLIL module on the theme of Fair Trade based on geographical and mathematical skills and content was taught through either French, German, Italian or Spanish. Models varied between schools—most undertook the module by teaching two to three lessons per week within a six-eight week period. A minority taught through this approach throughout the year. Results are presented from learner focus groups in three diverse school contexts and an online learner questionnaire drawn from all participating learners in these schools. Group discussions were recorded and transcribed. Thematic analysis was undertaken based on the Process Motivation Model for investigating CLIL in the classroom (PMM). Analysis and discussion include the positive impact on a large majority of learners and practical implications around the nature of learning a linear school subject in TY. Lessons learned include the need to extend this innovation to the wider curriculum, and the need for further professional learning for teachers. Constraints due to the nature of TY year and the module are acknowledged.

Penerapan Media Komik untuk Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran IPA di SD Negeri 006 Rambah Samo

This research was motivated by the problems that occurred at SD Negeri 006 Rambah Samo, namely the scores obtained by students were still far from the KKM set. This study aims to determine the application of comic media to increase student learning motivation in science subjects at SD Negeri 006 Rambah Samo. This research is classroom action research. The subject of this study is all students of grade V of SD Negeri 006 Rambah Samo totaling 22 people. This research consists of two cycles. Data collection using interviews and documentation. The results of the research showed that the desire and desire succeeded in the initial condition was 43.21%, the first cycle was 69%, the second cycle was 75.28%. the existence of encouragement and need in learning was 49.52%, cycle I was 72.5%, cycle II was 85.2%, there were hopes and ideals of 51.60%, cycle I was 77%, cycle II was 80%, reward activities in learning were 53.57%, cycle I was 75.28%, cycle II was 85%, interesting activities in learning was 49.28%, cycle I was 70.85%, cycle II was 90%. In the initial condition, the number of students who reached KKM was 10 people, in the first cycle there were 12 students and in the second cycle there were 22 students. In cycle II, student motivation has reached the indicator. It can be concluded that the application of comic media can increase students' motivation to learn

Accessory or Necessary? The Needs of Mobile Learning in Unleashing Student's Creativity in Art Classrooms

Accessory or Necessary? The Needs of Mobile Learning in Unleashing Student's Creativity in Art Classrooms

Abusive litigation in China: comparative insights and practical approaches for reform

This article provides a comprehensive examination of abusive litigation in both civil and criminal cases in China, focusing on its forms and impacts. It proposes nuanced regulatory approaches that emphasize the importance of identifying responsible parties and implementing appropriate compensation measures. In the Chinese legal system, abusive litigation varies by context. In civil cases, it often manifests as actions that clog the courts and drain legal resources, raising concerns about lawyer accountability and the financial burdens on victims. Although frequently discussed in Chinese literature, the above topic has seen limited comparative analysis, despite similar problems existing across different jurisdictions and a clear need for mutual learning. The article suggests that, in civil cases, insights from English and Dutch law could assist Chinese regulators in reducing incentives for lawyers to pursue unmeritorious or abusive cases and improving compensation for victims. In the criminal law context, abusive litigation is more prevalent in minor offenses in China, primarily due to issues related to the public power structure. The proposal emphasizes the need to optimize power distribution within the Chinese legal system, thereby safeguarding the integrity of the law and upholding human rights.

The Opinions of Theology Faculty Undergraduates and Graduates on Interdisciplinary Learning

Interdisciplinary learning improves cognitive skills and increases motivation for learning and teaching in higher education. Interdisciplinary education, which requires the collaboration of different disciplines, contributes to the development of students by integrating disciplinary knowledge and providing a multidimensional perspective. Thus, interdisciplinary education has become an alternative approach to discipline-centered education in higher education. Interdisciplinary learning is necessary for postmodern life because it eliminates the limitations of disciplinary education. The complex nature of the problems posed by postmodern life requires the collaboration of many disciplines. Current political, economic, social, religious, and legal issues are too complex to be solved from the perspective of a single discipline. Discipline-centered education may not be sufficient to provide solutions to current problems or to equip students with problem-solving skills. For this reason, this study reveals that interdisciplinary learning, which is increasing in higher education, can also be applied to higher religious education. The purpose of this study is to demonstrate the outcomes of interdisciplinary learning in higher religious education through a sample training. In the academic year 2023/2024, an interdisciplinary training was conducted on the common problems of theology and other disciplines, and the results were revealed through the views of 16 participants. The research was conducted as a case study by using the qualitative research method, and the research data were coded under four themes: (1) need for interdisciplinary learning in higher religious education, (2) disciplines associated with higher religious education, (3) outcomes of interdisciplinary learning, and (4) suggestions for interdisciplinary education. According to the research findings, the participants believe that courses in higher religious education have interdisciplinary content, that interdisciplinary education is necessary in higher religious education, and that interdisciplinary learning contributes to personal and professional development. It is recommended that studies be carried out using alternative approaches to improve higher religious education.