Non-threatening Learning Environment Research Articles

Does Habits of Mind-Based Instruction Catalyze Literacy Development? The Case of Jordanian EFL Learners

This study examines the potential effect of habits of mind-based instruction on Jordanian EFL tenth-grade students’ literacy development. A quasi-experimental design was used, as two intact sections (n=35) were drawn from a pool of five tenth-grade sections from Hay Al -Arqoub Basic Mixed School, a public school in the North-West Badia Department of Education, Mafraq (Jordan). The two sections were randomly distributed into a control group (n=18) and an experimental group (n=17). A pre-/post- test was used to assess the participants’ performance before and after the implementation of an eight-week habits of mind-based instructional program. Descriptive statistics of both central tendency and dispersion (e.g., means, Standard deviations, variance) were used to analyze the date. The findings revealed that the participants of the experimental group outperformed those in the control group in both reading and writing. The findings stress the importance of a conducive, non-threatening learning environment in which learners feel ‘safe’ to ask questions, engage in literacy-related activities, and interact with peers to achieve common goals. With practice, habits of mind become behaviors for students and teachers to build on, value, and use to handle situations in and outside the classroom.

Analysis of Nature-Based-Learning for Children with Autism Spectrum Disorder in Elementary School Age: A Systematic Review

The education system in the world is continually evolving. Nature-Based Learning (NBL) is an innovative learning model in the field of education that can be applied to children with special needs, particularly those with Autism Spectrum Disorder (ASD). Children with ASD in elementary school age often experience difficulties in communication and socialization, necessitating appropriate interventions, one of which is the implementation of NBL as a learning model. This study is a qualitative research that utilizes literature review as the data collection method, analyzed using the Miles and Hubberman technique. The findings of this research reveal the significance of NBL in the elementary school age, where it creates a calm and non-threatening learning environment, facilitates collaboration, communication, and teamwork through group activities in nature. The impact of NBL on the psychological development of children with autism is highlighted, encompassing sensory regulation, reduced stress, improved focus, enhanced social skills, cognitive development, and a positive relationship with the environment.

Do avatar-assisted virtual classrooms work for students with low speaking confidence?: A qualitative study

PurposeThis study aims to explore if and to what extent an online avatar-assisted virtual classroom can work to alleviate groups of Japanese university students’ anxiety around giving spoken presentations. It also explores how to create a more inclusive language learning environment and encourage interaction between the students in the virtual classroom.Design/methodology/approachA self-reported survey compares the same group of students’ responses to three learning contexts: an everyday in-person or conventional English learning classroom; an online videoconferencing-based classroom, via Zoom; and an online “virtual” or avatar-based classroom simulation, via the software “Gather”.FindingsThe findings suggest that the avatar-assisted virtual classroom helps students experience the least amount of fear and apprehension when speaking out loud in English and improves their speaking confidence. Similar to the findings in terms of everyday in-person lessons, the overwhelming majority of students attending Zoom lessons showed high levels of anxiety toward speaking out loud.Originality/valueChallenges making use of the target language remain a persistent source of stress for Japanese students. The global shift toward online learning and the associated technologies have created opportunities to experiment with novel approaches to teaching. The discussion considers the data in the context of online classroom environments and existing speaking anxiety research. While the sample size is small, this study seeks to provide a safe and non-threatening learning environment for disadvantaged and diverse students, as well as suggestions for further research.

Supporting adults to become numerate citizens: a study of adult numeracy provision in Ireland

This paper revisits and reanalyses data from a study carried out in the further education and training sector in the Republic of Ireland to investigate (1) how adults access and participate in numeracy courses and (2) how adult numeracy provision might support active citizenship. We analysed 45 interviews with adult education providers, adult numeracy tutors, and adult learners to identify themes that connect adult numeracy with a human rights conception of citizenship as access to and participation in economic, social, and community life. This analysis found that the most common barriers to accessing adult numeracy courses arose from dispositional factors relating to fear, anxiety and lack of confidence with mathematics, largely due to negative experiences in formal schooling. To overcome these barriers, adults’ participation in numeracy courses was encouraged by integrating numeracy learning activities into real world contexts in a non-threatening learning environment. The interview analysis also illustrated ways in which adult numeracy education supported active citizenship in the economic, social, and community spheres, by (i) enhancing financial literacy and preparing adults for employment; (ii) fostering individual empowerment, family learning and social inclusion; and (iii) enabling civic engagement. Policies for promoting adult education typically aim to develop active citizenship, but without specifying how this is to be achieved. Our study is valuable because it illuminates potential connections between citizenship and numeracy as a dimension of adult education that is separate from literacy. The findings lead to recommendations for translating national and international policy frameworks into research-informed adult education programs.

Vlogging as an Assessment Tool in ELT: A Study Among Adult Learners in a Distance Learning Programme

The study was conducted to address the problem of English language speaking anxiety among adult ESL learners by introducing vlogging as one of the learning activities and as an assessment of speaking skills. The main objective of this action research was to establish whether vlogging assignments could assist in alleviating speaking anxiety among adult learners and in determining whether the students' vlogs posted in the class's Facebook group could be used as part of the course's speaking assessment to replace face-to-face presentation. A qualitative research design was adopted in this study. The study employed purposeful sampling, and the participants chosen came from an intact group of thirty adult learners who enrolled in a distance learning programme at a public university in Malaysia. The study was conducted in the students’ ‘English for Communication’ class over a study period of fourteen weeks. The data was collected at the end of the study period through focused group interviews and analysed using the thematic analysis method, and presented descriptively. It was found that vlogging is effective in increasing the students’ English talk time outside class which consequently contributes to increasing their self-confidence and alleviating speaking anxiety. Thus, it can be concluded that vlogging is effective in lessening language speaking anxiety among the participants and can effectively be used as an assessment tool to reduce test-taking anxiety. Facebook group is also found to be a suitable platform for group interactions as it provides a non-threatening learning environment for the learners. The findings of the study have potential implications for English language teaching among adult learners.

Re-prioritizing Teachers’ Social Emotional Learning in Rural Schools Beyond Covid-19

The inception of lockdowns by governments across the globe to control the spread of the COVID-19 pandemic has exposed many disparities in rural societies, particularly on the African continent. The social, cultural, and psychological processes have elicited variations in teachers’ responses to the devastating pandemic, illuminating African cultural realities in the quest for creating quality delivery of teaching and learning in schools. When teachers regard themselves as transformative change agents and not merely as oppressed people, this confirms their social identities and cultures and afford them opportunities to engage in critical reflection on the messages they convey in their classrooms. This case study employs semiotic analysis to explore some socio-cultural messages and emotional behaviours teachers exchange unwittingly in schools. Interviews were conducted via e-mail, as face-to-face contact with the respondents was not possible. The findings indicate that teachers conceive of themselves as disempowered “lay people” who are ill-equipped to respond adequately to situations such as the coronavirus pandemic, but are, nonetheless, “accountable” to the communities they serve. As its contribution, this paper presents teachers with the Social-Emotional coping skills of individual awareness, social awareness, and self-discovery, to help them thrive during periods of uncertainty. A semiotic reflection on the learning environment may empower teachers with inclusive and transformative strategies for ensuring their own and learners’ emotional well-being in a non-threatening learning environment beyond COVID 19.

Use of Video Blogs in Alleviating Public Speaking Anxiety among ESL Learners

Speaking ability is one of the integral language components in English language acquisition. This ability is a challenging one to master for ESL learners, as it involves several linguistic and non-linguistic features in presenting ideas and it is frequently associated with anxiety. Public speaking anxiety is a common issue faced by students learning a second language. Feelings such as stage fright and nervousness could contribute to their anxiety in communicating using the target language. Additionally, the classroom environment, the presence of the instructor and peer pressure could also be factors which pose a threat for students, particularly in public speaking settings. The present study aims to investigate whether public speaking anxiety can be alleviated through the use of online platforms and/ or video blogs. The creation of personal video blogs could potentially help learners by providing a safe and non-threatening learning environment in which to practise their public speaking skills. This study also aims to identify the factors that influence the use of video blogs as a public speaking platform. A mixed-method approach is designed to examine the effects of using video blogs. A set of questionnaires and semi-structured interviews were applied to groups of tertiary level ESL learners. Quantitative and qualitative approaches to data analysis were carried out and the results indicate that the use of video blogs does bring significant positive outcomes in reducing public speaking anxiety among ESL learners.

The challenge of planning learning opportunities for clinical medicine: a triangulation study in Iran

BackgroundAn essential characteristics of clinical education is the need to learn a large number of practical and communication skills along with theoretical knowledge. It is challenging to design learning opportunities (LOs) for clinical setting. We aimed to determine optimal learning opportunities from the viewpoint of Medical curriculum planners, to determine the gap between the current condition and the optimal condition in medical schools, and to present feasible tactic for clinical learning opportunities.MethodsThis study comprised of three sub-studies and was conducted using triangulation. The first sub-study was performed using the Modified Delphi method with a view to identifying optimal learning opportunities. Data was collected by online focus group discussion and a questionnaire. The second sub-study was conducted with the aim of comparing the current condition and the optimal condition. Data was collected from nine medical schools across Iran using a checklist, available documents, observation, and interview. The third sub-study was conducted using an expert panel comprising of seven curriculum planners of the M.D. program. The goal of this phase was to provide feasible tactic to improve clinical education in medical schools.ResultsIn the first sub-study, the participants determined all items, including student-centered learning, non-threatening learning environment, and record and management system of clinical learning opportunities as implementable learning opportunities with over 70% consensus. However, in the second sub-study, student-centered teaching methods were practiced in 33% of medical schools and the non-threatening learning environment in 67% of the schools, while the record and management system of learning opportunities was not launched in any of the schools. From the viewpoint of the expert panel members, learning opportunities adapted to clinical contents, specification of content-based learning opportunities, and continuous supervision on learners to achieve the expected learning outcomes were among clinical learning opportunities with over 70% consensus.ConclusionsStudent-centered clinical learning practices, together with virtual learning methods, can lead to clinical enhancement. Opportunities such as interactive and participatory practices should gain further consideration. Also assigning responsibility to learners and monitoring them are strategies for enhancement.

Personal Explorations in the Study of Ethnic and Race Relations

Many have discussed the inherent problems in teaching race and ethnic relations courses. Students often come to class with preconceived ideas about their social world, and a range of feelings and experiences including confusion, biases and misconceptions. Therefore, significant barriers to learning exist prior to the first day of class. To address these challenges, I developed a teaching strategy that created a student-centered, non-threatening learning environment where students could thoughtfully discuss and collaborate on group projects covering emotionally charged subjects. In doing so I organized my course, Race and Ethnic Relations, around the students’ use of family histories. This essay includes qualitative data from student projects, and their reflections on the effeciveness of this assignment. Student reflections revealed their relative comfort in holding discussions and presenting information on sensitive and challenging topics.Keywords:Student-centered learning, student collaboration, race and ethnic relations, and ethnic family histories

Virtual reality hip arthroscopy simulator demonstrates sufficient face validity

PurposeTo test the face validity of the hip diagnostics module of a virtual reality hip arthroscopy simulator.MethodsA total of 25 orthopaedic surgeons, 7 faculty members and 18 orthopaedic residents, performed diagnostic supine hip arthroscopies of a healthy virtual reality hip joint using a 70° arthroscope. Twelve specific targets were visualised within the central compartment; six via the anterior portal, three via the anterolateral portal and three via the posterolateral portal. This task was immediately followed by a questionnaire regarding the realism and training capability of the system. This consisted of seven questions addressing the verisimilitude of the simulator and five questions addressing the training environment of the simulator. Each question consisted of a statement stem and 10-point Likert scale. Following similar work in surgical simulators, a rating of 7 or above was considered an acceptable level of realism.ResultsThe diagnostic hip arthroscopy module was found to have an acceptable level of realism in all domains apart from the tactile feedback received from the soft tissue. 23 out of 25 participants (92%) felt the simulator provided a non-threatening learning environment and 22 participants (88%) stated they enjoyed using the simulator. It was most frequently agreed that the level of trainees who would benefit most from the simulator were registrars and fellows (22 participants; 88%). Additionally, 21 of the participants (84%) agreed that this would be a beneficial training modality for foundation and core trainees, and 20 participants (80%) agreed that his would be beneficial for consultants.ConclusionsThis VR hip arthroscopy simulator was demonstrated to have a sufficient level of realism, thus establishing its face validity. These results suggest this simulator has sufficient realism for use in the acquisition of basic arthroscopic skills and supports its use in orthopaedics surgical training.Level of evidenceI.

Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence.

Although maternal-child care is a pillar of primary health care, there is a global shortage of maternal-child health care providers. Nurse educators experience difficulties providing undergraduate students with maternal-child learning experiences for a number of reasons. Simulation has the potential to complement learning in clinical and classroom settings. Although systematic reviews of simulation are available, no systematic reviews of qualitative evidence related to maternal-child simulation-based learning (SBL) for undergraduate nursing students and/or educators have been located. The aim of this systematic review was to identify the appropriateness and meaningfulness of maternal-child simulation-based learning for undergraduate nursing students and nursing educators in educational settings to inform curriculum decision-making. The review questions are: INCLUSION CRITERIA TYPES OF PARTICIPANTS: Pre-registration or pre-licensure or undergraduate nursing or health professional students and educators. Experiences of simulation in an educational setting with a focus relevant to maternal child nursing. Qualitative research and educational evaluation using qualitative methods. North America, Europe, Australia and New Zealand. A three-step search strategy identified published studies in the English language from 2000 until April 2016. Identified studies that met the inclusion criteria were retrieved and critically appraised using the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) by at least two independent reviewers. Overall the methodological quality of the included studies was low. Qualitative findings were extracted by two independent reviewers using JBI-QARI data extraction tools. Findings were aggregated and categorized on the basis of similarity in meaning. Categories were subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings. Twenty-two articles from 19 studies were included in the review. A total of 112 findings were extracted from the included articles. Findings were grouped into 15 categories created on the basis of similarity of meaning. Meta-synthesis of these categories generated three synthesized findings.Synthesized finding 1 Students experienced simulated learning experiences (SLE) as preparation that enhanced their confidence in practice. When simulation was being used for evaluation purposes many students experienced anxiety about the SLE.Synthesized finding 2 Pedagogical practices thought to be appropriate and meaningful included: realistic, relevant and engaging scenarios, a safe non-threatening learning environment, supportive guidance throughout the process, and integration with curriculum.Synthesized finding 3 Barriers and enablers to incorporating SLEs into maternal child education were identified including adequate resources, technological support and faculty development. Students and educators recognized that some things, such as relationship building, could not be simulated. Students felt that simulation prepared them for practice through building their self-confidence related to frequently and infrequently seen maternal-child scenarios. Specific pedagogical elements support the meaningfulness of the simulation for student learning. The presence or absence of resources impacts the capacity of educators to integrate simulation activities throughout curricula.

BLENDED-LEARNING USING THE GLOBAL HEALTH NETWORK ONLINE RESOURCES: A PILOT STUDY

BackgroundEnhancing The Global Health Network's online offerings (TGHN eLearning, www.theglobalhealthnetwork. org) through local facilitation of its outputs may enable its uptake by clinical research staff. To explore this issue, we...

Peer Assisted Tutorial to cultivate self-directed learning practice among first year medical students in Anatomy

Background & Objectives: Anatomy is the foundation stone of medical education upon which knowledge is built over time. Tutorials are a part of curriculum along with routine dissection and practical in teaching anatomy. A conventional tutorial lacks active learning habits among students. Knowledge explosion demands the students to inculcate self-directed learning habits from the beginning of medical education. Peer assisted tutorials is one such strategy to imbibe self-directed learning culture. Methodology: The study was conducted on regular tutorial batch of 25 students in 2 groups (group A & B) with 2 topics (brachial plexus & mammary gland) by cross over method. Pre and post test was administered followed by immediate feedback questionnaire. Results: The study revealed improvement in post test scores of both group but statistically significant in study groups. There was significant improvement in comparison of post test scores between study and control wings of group A (brachial plexus) but not in group B (mammary gland). The questionnaire revealed peer learning was active, interactive which fostered in depth understanding of subject in a non-threatening learning environment. Interpretation & Conclusion: The benefits and drawbacks of the innovation are discussed and compared with earlier studies. Peer learning supports the saying “to teach is to learn twice” which is evident from this study. Key words: Peer learning, Self-directed learning, Active learning, Anatomy, Tutorials

Implementing peer learning to prepare students for OSCEs.

First-year nursing students undertaking a first-year clinical skills module were given an opportunity to take part in a voluntary peer learning scheme, where they would learn from more senior students. It was envisaged this would help the students prepare for the module's summative assessment-an objective structured clinical examination (OSCE), which students can find stressful. The first-year students found peer learning helped them improve clinical skills, reduced anxiety and increased their self-confidence, and they appreciated the non-threatening learning environment and constructive feedback. The more senior students felt it helped prepare them for their mentoring role after registration. Incorporating peer learning more widely into the curriculum would allow it to be evaluated in more depth.

Simulation as a learning Approach and its Influence on Self-Efficacy and Intrinsic Motivation of Nursing Students

Abstract Simulation provides a safe, non-threatening learning environment, which allows for the development of student self-efficacy and confidence when attempting skills in the actual clinical environment. Aim of the study: to assess the effect of simulation as a learning approach on self-efficacy and intrinsic motivation of the first year medical nursing student in Damanhour University (Egypt). Settings: Faculty of Nursing Damanhour University. Sampling all medical surgical nursing students enrolled at the first year, (n=311) at the academic year 2014-2015. Tools: Two tools were used to collect data. Tool I: General Self-Efficacy Scale (GSE) Tool II: Intrinsic Motivation Inventory (IMI); as well as demographic characteristics. Results: Confidence level and intrinsic motivation increased significantly post – simulation intervention. A significant positive weak correlation between total self- efficacy and total intrinsic motivation. There is a statistical significant difference between self-efficacy and both gender and studying hours. Conclusion Simulation is an active learning strategy that can effectively be integrated into all levels of nursing education to foster student-centered instruction. Results of this study showed that there was a significant difference in the students' self – efficacy and intrinsic motivation after using simulation. Recommendation Educators should be encouraged to use the various forms of simulation when appropriate with nursing students.

Physiotherapy students’ perceptions about the learning opportunities included in an introductory clinical module

Background. Clinical education forms a core component of physiotherapy training. However, the transition from the classroom to clinical learning environments can be challenging. An introductory clinical placement with appropriate learning opportunities is therefore important to ensure that learning outcomes are reached. Objectives. To determine second-year physiotherapy students’ perceptions about the learning opportunities provided in an introductory clinical module and to determine their perception about the attainment of the learning outcomes. Methods. A descriptive case study was undertaken, using mixed methodology. All 39 second-year physiotherapy students were invited to participate. Data were collected using a self-developed questionnaire which focused on the outcomes of the module and the perceived value of the learning opportunities. A focus group discussion was conducted with a random subset (n=15) of the population. Results. The response rate to the questionnaire was 79% (n=31). Peer learning by observing senior students, demonstrations by clinical lecturers and the assessment of specific skills were perceived by students to be particularly useful. However, several learning opportunities did not contribute effectively to learning. Participants highlighted a transitional process between classroom and clinical environments during which they became aware and could respond mentally to the demands of a clinical placement. Conclusions. The clinical education introductory module provided valuable opportunities, where students learnt productively in a non-threatening learning environment. Junior students linked theoretical and practical concepts to clinical implementation. Peer mentoring and progressive mastering were valuable learning strategies. Reflection and students’ emotional adjustment to clinical practice are topics for further investigation.

Role of Individual Learning Pathways in Non-Threatening Teaching and Learning Environment Development

The paper covers a diverse range of topics, the areas of interest for this particular paper include (a) knowledge structures and mental models, (b) problem solving processes, (c) metacognition, (d) skill acquisition, (e) individual learning styles, and (f) transfer of learning. The following brief synopsis of the paper serves to illustrate the focus of this work, validates current practice in higher education, and identifies a set of principles that can help instructional designers address individual cognitive learning

Teacher-Led Initiatives in Supporting Learner Empowerment among Malay Tertiary Learners

Purpose – Learner empowerment or learner autonomy is regarded by some theorists as the self-propelled, sole effort of the learner. However, in creating self-directed learners who are empowered to learn, the role of significant others such as the instructor is imperative. This study shows how a committed lecturer can play an instrumental role in facilitating self-directed learning among learners. Methodology – Learner autonomy in vocabulary learning was successfully facilitated among a group of Malay tertiary learners pursuing a Business Studies course in Malaysia. This qualitative study explored the lecturer’s proactive efforts and initiatives in raising learners’ confidence in learning vocabulary. Data were collected through reflective in-depth interviews with the lecturer and learners at the end of every week for one month to obtain insights into their learning experiences. Findings – The lecturer’s pedagogical approaches of providing sufficient learning opportunities in class, teaching vocabulary in context, using vocabulary lists and direct methods, and building lessons spirally to reinforce learning made complex tasks become manageable and achievable. These efforts were well-commended by the learners in this study. The lecturer's conscious decisions, namely, encouraging collaborative learning tasks and not forcing reluctant speakers were guided by her awareness of the learners’ cultural background which impinged on their learning preferences, thus, creating a non-threatening learning environment. Significance – This study establishes the case that learner empowerment is not teacherless learning but is fostered when the instructor is able to pitch the lesson at an appropriate level and create a conducive and positive learning environment to synchronise with the learners’ cultural traits.

Classroom Management Practices – Observations in Selected Malaysian Classrooms

Classroom management has always been an uphill task for most teachers especially the novice ones. In order to face the challenges of the classroom, teachers should always be aptly prepared with knowledge and skills of managing behaviour. This is to ensure learners are always in a safe and meaningfully engaged nonthreatening learning environment. Indulging in good practices of classroom management such as maintaining order and creating a conducive classroom environment reflects a competent teacher. Teachers must have principled understanding and knowledge about how they should act in classrooms in terms of strategies to discipline students. This is essential to bring out the best of abilities in learners. The objective of this investigation was for teacher-trainees to critically observe how trained classroom teachers dealt with disruptive behaviours in several primary classrooms in Kuala Lumpur, Malaysia. It also sought to examine the possible reasons and suggest ways of overcoming those disruptive behaviours. This exercise was also undertaken to illuminate the teacher-trainees about good classroom management practices. The observations revealed several disruptive behaviours displayed by pupils. These disruptive behaviours occurred mostly due to the teacher’s’ inadequate classroom management skills. Although the findings of this observation may not be generalized to other classroom context due to its small scale observation, the knowledge and experience from this observation could contribute towards worthy understanding to the teaching fraternity especially to teacher-trainees. Finally, it augurs well for teacher-trainees, to reflect upon their pedagogical strategies in relation to classroom organization and management. Good classroom management practices reflect a competent teacher.

Postgraduate Supervision: Exploring Malaysian Students’ Experiences

Abstract Postgraduate supervision has been a subject of close scrutiny all around the globe demanding transparency, parity and rigour as students cross international boundaries, prompting reflection and critical analysis of the student-centered paradigm shift in higher education. Therefore, this study investigated supervisees’ experiences of postgraduate supervision in Malaysia. The study involved 66 postgraduate students from two public universities in Malaysia. Data were collected via a questionnaire and semi structured interviews. Initial findings revealed supervisees were only moderately satisfied with postgraduate supervision. Respondents indicated that an effective supervisor is a ‘people’ oriented person who is a motivator, a confidence booster and one who respects the student as a fellow researcher. Besides being an expert in his/her area of interest, the supervisor must be willing to transfer his/her knowledge and skills to the student in a flexible and non-threatening learning environment. Findings further revealed that supervisors displayed highest levels of competency and supervision providing most help and guidance at the initial stage of writing the research proposal. Supervision lessens after the acceptance of the proposal and less guidance is given at later stages. Supervisees highlighted they encounter most problems and challenges during the final stage of their research – i.e. the thesis writing, viva and correction stages. Respondents also felt that institutional support was below average and suggested the need for better run postgraduate centres and more flexible financial packages to create learning communities for postgraduates. The implications of the study suggest that it is imperative for supervisors to understand a range of postgraduate supervisory approaches to cater to the varying needs and expectations of students.