Negative Learning Experiences Research Articles

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Blended learning (BL) has been widely adopted to improve students’ academic achievements in higher education. However, its success relies mainly on student engagement, which plays an essential role in active learning and provides a rich understanding of students’ experiences. The study utilized three self-designed scales—the Teacher Support Scale, Student Engagement Scale, and Student Learning Experience Scale—to gauge and examine the impact and relationship between perceived teacher support, student behavioral engagement, and the intermediary role of learning experiences. A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire. The results showed significant correlations between perceived teacher support, learning experience, and behavioral engagement. Perceived teacher support significantly predicted students’ behavioral engagement, with socio-affective support exerting the most substantial predictive effects. All predictive effects were partially mediated by learning experience (learning mode, online resources, overall LMS-based learning, interaction with their instructor and peers, and learning outcome). The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive (vs. negative) learning experiences. Suggestions for further research are offered for consideration.

Adaptive reinforcement learning-based control using proximal policy optimization and slime mould algorithm with experimental tower crane system validation

This paper presents a novel optimal reference tracking control approach resulted from the combination of a popular policy gradient Reinforcement Learning (RL) algorithm, namely Proximal Policy Optimization (PPO), and a metaheuristic Slime Mould Algorithm (SMA). One of the most important parameters in the PPO-based RL process is the learning rate, which has a big impact on how the parameters of the actor neural network (NN) are iteratively updated. In every episode of the RL process, the weights and the biases of the actor NN are multiplied with the learning rate, determining how much the learning agent will step into a certain direction computed based on previous experiences. The classical PPO algorithm usually relies on fixed values for the learning rates which rarely change, or not at all, during the learning process. However, its main drawback is that the learning agent cannot take advantage of positive momentum in the learning process by accelerating towards good learning experiences or slow down and quickly change the direction in the case of consecutive negative learning experiences. The main objective of the combination proposed in this paper is to create an adaptive SMA-based PPO approach applied to control systems, which instead of using fixed learning rate values, it uses the SMA to compute optimal values of the learning rates in each time step of the learning process based on the progress of the learning agent. This paper investigates if the adaptive SMA-based PPO control approach can be considered as an alternative to the classical PPO version, which employs fixed values of the learning rate. A comparison is carried out using control system performance indices gathered while performing an optimal reference tracking control task on tower crane system laboratory equipment.

Thai School Directors’ Lived Experiences and Attitudes Towards Global Englishes: Do They Impact Hiring Foreign National Teachers?

Research on language attitudes towards Global Englishes in many contexts has focused on teachers and learners. However, limited research has paid attention to school directors even though they are in a vital position to make changes at the school. This study explored the school director’s lived experiences, attitudes toward Global Englishes, and how their attitudes impact hiring foreign national teachers. Utilizing a narrative inquiry design, three school directors from different school sizes, levels, and types were interviewed multiple times per person to ensure data saturation. The findings showed that all school directors demonstrated standard language and native speakerism ideologies formed earlier in their schooling experiences, especially in English classes. Regardless of positive or negative English learning experiences, they developed an entrenched belief that English should be taught by ‘native speakers.’ Yet, the decision to hire foreign national teachers was not simply influenced by their lived experiences and attitudes toward Global Englishes. Instead, it was affected by the school budget, the level of students, and parents’ expectations. Above all, one troubled concern materialized – hiring someone who looked ‘native.’ Implications were discussed moving forward when considering implementing the Global Englishes paradigm.

L2 English and L3 Japanese motivation, international posture, and success of students in an English-medium instruction (EMI) program at a Japanese University

ABSTRACT English-medium instruction (EMI) is growing in popularity worldwide, including in Japan. However, students’ language learning motivation has not been fully researched in this context. Accordingly, this mixed-method study explores the roles of L2 English and L3 Japanese motivation in an EMI programme at a Japanese university. Applying L2 motivational self system and International Posture (IP) as theoretical frameworks, quantitative data from surveys (n = 66) and qualitative data from eight semi-structured interviews with international students were collected at an EMI programme of Policy Studies in Japan. The results indicate that motivation to learn L2, especially ideal L2 self, plays a significant role in student studies. Furthermore, a strong IP, including viewing study abroad (SA) in Japan as ‘an international learning environment’ where they can ‘experience the world’, was related to their use of English. In contrast, L3 motivation decreased for most participants owing to the lack of integrativeness, scarcity of opportunities to use L3, and negative learning experiences. In other words, SA in Japan does not automatically motivate students to learn Japanese.

Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score

Personalization is used in online learning to help students achieve SDG 4.C and Education 4.0 indicators. Not many studies have revealed prospective science student teachers’ online learning experiences. A good experience will provide positive and constructive self-knowledge for prospective science student teachers in designing 21st-century digital learning. This study aimed to inquire into prospective science student teachers’ views on online learning using the Net Promoter Score survey. This study involved 29 prospective science student teachers at one of the public universities in Indonesia. This study revealed that online learning provides freedom to express opinions and ideas freely, helps evaluate learning outcomes, online educational resources help understand the contents, and online simulations help understand concepts. The negative experiences in the online learning environment include the lack of interaction with lecturers, online learning has not yet built creative, innovative, and critical thinking skills and has not supported competency development. There is a significant difference between positive and negative online learning experiences, demonstrating how experiences can impact future teacher conception. Based on our findings, recommendations were provided to assist university lecturers in creating and designing an online learning environment to develop the professional competencies of prospective science student teachers.

L2 motivation in shadow education: analysing students’ L2 learning experience in online English private tutoring

ABSTRACT With a focus on the neglected ‘L2 learning experience’ component in Dörnyei’s L2 Motivational Self System (L2MSS), this study investigated secondary students’ L2 motivation in the context of online English private tutoring (EPT). Through narrative inquiry, students narrated their EPT experience online and reflected on it in comparison with that in the face-to-face environment. Through an initial questionnaire, in-depth interviews and follow-up conversations with 12 senior secondary students in Hong Kong, the study revealed the participants’ generally negative L2 learning experience in online EPT. This negativity stemmed from constant distractions and poor concentration, limited interaction with the tutor and peers and insufficient learning support in the online environment. These experiences disengaged and demotivated the students in the language learning process. The findings contribute to our understanding of the L2 learning experience component in L2MSS and the impact of L2 contexts on students’ L2 motivation. The study indicates that, for our participants, there are some irreplaceable elements in face-to-face tutoring (e.g. physical proximity, facial expressions), lack of which affected students’ engagement and motivation. This highlights the importance of researchers and practitioners in language education taking into account learners’ situated contexts and immediate learning environment when conducting relevant studies on L2 motivation.

Pre-service Teachers’ Reflections on Prior Experiences of Learning Social Studies

Reflection on prior learning experience is important for the professional development of pre-service teachers. Yet, little attention has been paid to how prior learning experiences influence pre-service teachers’ instructional practices. The purpose of this study was to examine pre-service teachers’ prior learning experiences of social studies and how they influence their instructional practices. This study involved a sample of 108 pre-service teachers in one teacher education institution in Oman. Qualitative data were gathered through online open-ended surveys and unstructured interviews. The findings indicated that pre-service teachers had been subject to a wide range of positive and negative experiences relating to their teachers, teaching and learning, and the subject. Given some issues in participants’ statements on memorization, overloaded content, and limited outdoor activities, it appeared that textbook-centered instruction dominated social studies classrooms. The findings from the interviews revealed that prior learning experiences influenced pre-service teachers’ instructional practices in three ways, encouraging them to: implement student-centered approaches, care about student engagement, and develop student interest in the subject. The study showed evidence that although participants associated their teachers with both positive and negative learning experiences, the teacher played a key role in shaping their prior learning experience and instructional practices.

Walking the Walk: A Review of Medical Students’ Perspective of a Surgical Theatre as the New Classroom

Medical school trains eligible students for a medical degree (MD). As part of the clinical years in the MD program, students attend surgical theatre sessions to learn medical concepts from hands-on experience in the theatre. This review aims to provide a comprehensive overview of the role surgical theatre plays in the learning process and clinical experience of medical students. Google Scholar, PubMed and NCBI databases were searched for articles from 1990 to March 2022 using the search terms ‘Operating Room’ or ‘Operating Theatre’ or ‘Surgical Theatre’ and ‘Learning’, ‘Medical Students’ and ‘Surgeons’. Only articles on medical students’ perceptions on their learning experience in the surgical theatre were included. Thirty-four articles were eligible for inclusion. Unpreparedness, anxiety, lack of clear learning outcomes, fear and intimidation were the most common reported experiences by students. These demotivate medical students from attending theatre, along with poor surgical field visibility, resulting in a negative learning experience. Positive experiences during theatre time were more likely to attract students to choose a future surgical career. Limitations include the inclusion of surgical residents’ perspectives and the exclusion of other surgical team members’ perspectives. Studies included students across different clinical years, and results were primarily based on subjective perceptions. Evidently, the surgical theatre is a great learning opportunity for medical students. However, for this learning environment to be beneficial, students need to be included during surgical discussions and procedures. Additionally, clear learning outcomes need to be present whilst adequately training students prior to their first surgical attendance.

Exploring the learning needs of clinicians in Belgium and Sweden regarding prone positioning and skin damage prevention: A qualitative study

IntroductionDuring the coronavirus pandemic (COVID -19), the use of prone positioning in critically ill patients with acute respiratory distress syndrome (ARDS) increased substantially. As a result, clinicians had to (re)learn how to treat the patient in the prone position while preventing adverse events such as pressure ulcers, skin tears and moisture-associated skin damage. AimThe purpose of the study was to determine participants' learning needs related to patients in the prone position and the prevention of skin damage, such as pressure ulcers, and what they perceived as a positive or negative learning experience. DesignThis study used a qualitative methodological framework and employed an exploratory design. ParticipantsA purposive sample of clinicians (n = 20) with direct or indirect work experience with prone ventilated patients was recruited in Belgium and Sweden. MethodsIndividual semi-structured interviews were conducted in Belgium and Sweden between February and August 2022. Data were analysed thematically using an inductive approach. The COREQ guideline was utilised to comprehensively report on the study. FindingsTwo themes were identified: ‘Adapting to a crisis’ and ‘How to learn’, with the latter having two subthemes: ‘balancing theory and practice’ and ‘co-creating knowledge’. Unexpected circumstances necessitated a personal adaption, a change in learning methods and a pragmatic adaptation of protocols, equipment and working procedures. Participants recognised a multifaceted educational approach which would contribute to a positive learning experience regarding prone positioning and skin damage prevention. The importance of poising theoretical teaching with practical hands-on training was highlighted with an emphasis on interaction, discussion, and networking between peers. ConclusionsThe study findings highlight learning approaches which may help inform the development of befitting educational resources for clinicians. Prone therapy for ARDS patients is not limited to the pandemic. Therefore, educational efforts should continue to ensure patient safety in this important area.

Drivers and Barriers of Social Sustainable Development and Growth of Online Higher Education: The Roles of Perceived Ease of Use and Perceived Usefulness

Online and distance learning classes have been touted for the last several years as an innovation in higher education that should help improve the entrepreneurial growth mindset of students. However, the reported negative online learning experience of many college students worldwide during the COVID-19 epidemic has shown that many opportunities remain to improve the sustainable development and growth of online visual instruction practices. In this study, we outline and investigate a set of hypotheses related to the perceived usefulness and perceived ease of use (from TAM) of online video instruction in higher education courses during the pandemic. We employ grounded theory using autoethnographic case studies as a data source. We found that (a) synchronous broadcast lectures improve participant attitude (H1) and motivation (H2) toward online instruction, (b) prerecorded video instruction increases participant perceived “ease of use” (H3) and perceived behavioral control (H4) of online instruction, but (c) indicators of recorded dates on pre-recorded video instruction decreases participant perceived “usefulness” (H5) and “certainty” (H6) of online instruction. We enrich the insights of popular motivation models for organizations and the higher education industry by outlining a set of emotional elements originating in neuroscience leadership research (SCARF) that might either amplify or diminish the perceived the ease of use and perceived usefulness to technology usage relationships when participations engage in online learning situations.

PBL Using AI Technology-based Learning Tools in a College English Class

This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools.

Association between neighbourhood composition, kindergarten educator-reported distance learning barriers, and return to school concerns during the first wave of the COVID-19 pandemic in Ontario, Canada.

Research to date has established that the COVID-19 pandemic has not impacted everyone equitably. Whether this unequitable impact was seen educationally with regards to educator reported barriers to distance learning, concerns and mental health is less clear. The objective of this study was to explore the association between the neighbourhood composition of the school and kindergarten educator-reported barriers and concerns regarding children's learning during the first wave of COVID-19 related school closures in Ontario, Canada. In the spring of 2020, we collected data from Ontario kindergarten educators (n = 2569; 74.2% kindergarten teachers, 25.8% early childhood educators; 97.6% female) using an online survey asking them about their experiences and challenges with online learning during the first round of school closures. We linked the educator responses to 2016 Canadian Census variables based on schools' postal codes. Bivariate correlations and Poisson regression analyses were used to determine if there was an association between neighbourhood composition and educator mental health, and the number of barriers and concerns reported by kindergarten educators. There were no significant findings with educator mental health and school neighbourhood characteristics. Educators who taught at schools in neighbourhoods with lower median income reported a greater number of barriers to online learning (e.g., parents/guardians not submitting assignments/providing updates on their child's learning) and concerns regarding the return to school in the fall of 2020 (e.g., students' readjustment to routines). There were no significant associations with educator reported barriers or concerns and any of the other Census neighbourhood variables (proportion of lone parent families, average household size, proportion of population that do no speak official language, proportion of population that are recent immigrants, or proportion of population ages 0-4). Overall, our study suggests that the neighbourhood composition of the children's school location did not exacerbate the potential negative learning experiences of kindergarten students and educators during the COVID-19 pandemic, although we did find that educators teaching in schools in lower-SES neighbourhoods reported more barriers to online learning during this time. Taken together, our study suggests that remediation efforts should be focused on individual kindergarten children and their families as opposed to school location.

또래학습 기반 소프트웨어 수업설계의 효과

Objectives This study aimed to reveal the effect of peer tutoring-based software instructional design on enhancing learners' computational thinking and learning experiences. Methods To this end, peer tutoring-based software classes were designed for 23 elementary school students participating in after-school classes, pre- and post-computational thinking skills were measured using Bebras Task, and a paired-sample t-test was conducted. In addition, the learners' learning experiences were derived by qualitatively analyzing the coding plans and reflection journals written by the students. Results As a result of the t-test, it was confirmed that the software class based on peer tutoring was helpful in enhancing the learner's computational thinking ability. As a result of qualitative analysis, the learner's positive learning experience was ‘improved task performance speed through division of labor and overcome difficulties through collaboration’, ‘active opinion presentation and efforts to overcome disagreement’, ‘consideration for peers’, ‘value experience of co-writing a coding plan’, and ‘repeated challenge to verify hypotheses’. Then ‘Unconditional acceptance of opinions and avoidance of conflict’, ‘problems of fairness in task weighting’, and ‘dissatisfaction with partners’ were confirmed as negative learning experiences. Conclusions This study was able to confirm that learners' cooperative interactions, such as active communication between peers and structured problem-solving exploration in software classes, affect learners cognitively and affectively. Based on this, it was confirmed that peer tutoring-based software is meaningful in suggesting important factors to be considered in designing classes.

Giving Students a Voice: Dyslexia and Language Learning Experiences from Childhood to Adulthood in Greece

This paper investigates the language learning experiences of Greek students in primary, secondary and tertiary education. Data were gathered from interviews with four students currently enrolled in higher education programs. The interviews focused on their language experiences and struggles from childhood to adulthood, teachers, peer relations and family. Data were analyzed using IPA. Findings indicate participants’ negative language learning experiences underwent changes in the course of their learning history. Their perceived struggles were more intense in primary school, yet they also had to negotiate a range of L1 and L2 obstacles in secondary and tertiary education. Teachers from the private sector emerged as the decisive factor in participants’ ability to overcome dyslexia-related difficulties and cope with the fierce competition of the Greek nationwide university entrance exams. Private sector teachers were also identified as the main factor for overcoming dyslexia-related difficulties in EFL. It is hoped that offering an account of their experiences will facilitate our understanding of dyslexia and the potential for inclusion for Greek dyslexic students across educational levels.

From online to offline education in the post-pandemic era: Challenges encountered by international students at British universities.

After 2 years of anti-pandemic struggles, universities in the United Kingdom have started to witness a reverse transition, a shift from online to offline education. This includes encouraging students to begin face-to-face programmes and allowing flexibility for remote learners, but later requiring all students to return to campus by a certain date. This paper aims to explore the challenges and impacts brought about by this new transition and provide recommendations for universities to enhance student experience for future adversity. This qualitative study conducted semi-structured interviews with 24 international students from a British university to explore their experiences during the transition. The results were analysed using thematic analysis. Our data revealed both internal and external challenges to students during the online-to-offline shift, which lead to a general resistance to said shift. Specifically, policy challenges (e.g., policy conflicts) imposed the most significant impacts on international students, resulting in psychological anxiety, financial losses, and negative learning experiences. The reduction of digital tools and learning materials during the shift also presented challenges to students who developed a reliance on digital resources while learning remotely. Other challenges have also been identified, including academic barriers and social engagement issues. By highlighting these challenges, this paper has practical implications for university policy decisions and provides recommendations for supporting students' transition back to traditional offline learning.

Adolescent Non-Arab Muslims Learning Arabic in Australian Islamic Schools: Expectations, Experiences, and Implications

Recent research into Arabic learning at Australian Islamic schools presented evidence of non-Arab Muslim learners’ dissatisfaction with Arabic learning. This article explores the Arabic learning experiences of non-Arab Muslim learners of Arabic (a-MLA) at Australian Islamic schools (AIS). This research gave voice to students and used a basic interpretive qualitative approach. Semi-structured interviews were triangulated using supplementary classroom observations. The data presented draw from the analysis of 40 participants’ interviews. Findings suggest that students expected learning to yield the acquisition of all language macro-skills and a capacity to read with comprehension, but that experiences and outcomes fell short of expectations. This led to disengagement, disruptions, and overall disillusionment and attrition in senior secondary. Students revealed a general dissatisfaction with the way programs were structured and with core aspects of their learning experience. Repetitive lessons focused on reading, translating and grammar study were connected to disruptions. The motivational implications of these negative learning experiences are discussed.

ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school

ABSTRACT This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively predicted later academic performance. With CDs and MAS, no cross-lagged effects were found, although both were correlated and very stable over time, and negatively predicted later academic performance. These different kinds of externalising problem behaviours seem to differ in the way in which they interact with students’ MAS and academic performance in the long term. Students with ADHD symptoms are likely to be more vulnerable to negative learning experiences and the development of MAS than students with CDs.

한국 대학생 영어학습자들의 종단적 영어 학습동기 변화: 회고적 모티그래프 및 자서전적 에세이를 중심으로

This paper investigates Korean EFL students’ learning (de)motivation factors according to the level of students’ English learning motivation. A total of 41 undergraduate students reflected on their past ten years of English learning experiences and submitted autobiographic essays with ‘motigraph,’ marking their annual changes of English learning motivation from 0 to 10. The data were analyzed with Grounded Theory. The findings revealed that the factors that increased or decreased English learning motivation were different according to students’ level of motivation. Students with low-level motivation were influenced by their teacher or parents, while those with high-level motivation were influenced by their past L2 learning experiences perceived positively by themselves. In both groups, the factors of emotional experiences caused by negative L2 learning experiences were the main reasons for demotivation. This paper emphasizes the importance of subjective appraisal in maintaining students’ L2 learning motivation and recovering from the state of demotivation.

Teachers’ Perceptions of Heritage Language Learners: A Large-scale Survey Study on Dialect Variation, Expectations, and Assessment Needs

Abstract Many case studies of heritage language learners (HLL s) have documented learners’ perceptions and experiences, including experiences of stigmatization in the classroom for use of a non-standard variation or for not meeting teachers’ expectations of an HLL. However, few have investigated teachers’ perceptions of their HLL s, and how these could address or illuminate documented negative learning experiences. The current study uses survey methodology to investigate language teachers’ language ideologies of heritage languages and perceptions of HLL s on a larger scale than previous efforts. The study is inclusive of teachers of different grade levels, types of classrooms, and, perhaps most importantly, different languages. By looking at a wide array of participants (N = 325), this study addresses the overarching question: How do language teachers perceive their HLL s in the classroom? The findings provide insight on teachers’ views of HLL s’ dialects, their expectations of learners, and the practical needs of teachers.

Distance Education During the COVID-19 Shutdown: A Process Model of Online Learner Readiness, Experiences and Feelings of Learning

The COVID-19 pandemic that forced the closure of campuses in the spring of 2020 accelerated the diffusion of distance education in Universities worldwide. The need to shift to distance education without time to prepare or train teachers or students led to what has been called a crisis learning situation in what was far from a seamless transition. This article surveyed 200 students at a large university in the United States at the end of the spring semester in 2020 about their online learner readiness including access to technological infrastructure (computers and highspeed Internet access), computer self-efficacy, computer anxiety, and how that influenced positive and negative learning experiences and feelings about distance education and learning. A four-stage Structural Equation Model shows a detailed picture of the distance education process and suggests intervention points to improve its outcomes. Results suggest that access to technological infrastructure are necessary but not sufficient for successful distance education experiences and point to the critical importance of computer self-efficacy and anxiety in predicting positive (or negative) learning experiences, which lead to increased feelings of learning and the likelihood that students will choose distance education in the future.