Hands-on Learning Opportunities Research Articles

Social Values, Family Work Involvement and School Education of Children in a Rural Area of Satu-Mare County

This article presents the results of a research carried out in a rural area of Satu-Mare County, which aimed to identify the practices regarding work in family agricultural households of rural children in connection with their school education. Our study is an exploratory research on the involvement of rural children in household work, as well as of the meanings that parents give to family work and school education, taking into account their value systems, expectations, relationships with their families and other relevant factors. For the collection of quantitative data, we used a questionnaire based survey on a representative sample of children and their parents, while for the qualitative data semi-structured interviews were conducted with parents and focus group interview with teachers. The research results reveal that the involvement of children in the work of family households is considered by parents as a natural component of the family socialization of children, related to the need to acquire work skills characteristic of the rural way of life. Among parents there is a preoccupation for the balance between school education and household activities, with an emphasis on the relevance of practical education. Child labour can negatively affect school performance; however, rural life offers children valuable hands-on learning opportunities.

Training, Supervising, and Supporting Summer Treatment Program Staff: Staff Perspectives on Essential Ingredients

ABSTRACT Background The Summer Treatment Program (STP) is a well-established and efficacious evidence-based treatment for children with attention-deficit/hyperactivity disorder (ADHD) and other behavioral concerns, where counselors and teachers implement a range of evidence-based practices (EBPs) across recreational and educational contexts. Objective The present study evaluates STP staff experiences with training, supervision, and their role in implementing the STP intervention, as well as how their experiences impact their future educational and career goals. Method Participants included 50 STP-Prekindergarten (STP-PreK) staff members (72.0% counselors, 14% lead counselors, 14% teachers) employed at two different sites over two summers. A subset of 14 STP-PreK staff members completed semi-structured follow-up interviews discussing training, supervision, job experience, and their future goals. Results Overall, with the training and supervision received, staff viewed the STP intervention elements as acceptable and easy to implement. Key factors staff highlighted in their learning process included the importance of a supportive environment, opportunities for hands-on learning with feedback, personal self-efficacy, and the role of supportive peers. Staff indicated working at the STP impacted both their use of EBPs and views on their career goals. Conclusions Recommendations for improving STP staff training, supervision, and experiences, as well as implications for future research on the training and supervision of the mental health workforce implementing EBPs with children with externalizing behavioral concerns, are discussed.

SHORT COMMUNICATION PAPER: " STRENGTHENING CONTINUING NURSING EDUCATION: A COMPREHENSIVE MODULE USING MOOCS FOR EFFECTIVE RISK COMMUNICATION IN GLOBAL HEALTH EMERGENCIES"

This study develops an innovative Massive Open Online Course (MOOC) module specifically designed for continuing nursing education considering the critical need for efficient healthcare risk communication in the context of global health emergencies. The study utilised Thiagarajan's 4D development model, which was modified into a 3D model consisting of the stages: define, design, and develop. Through a comprehensive literature analysis, the study attempted to identify variable risk communication strategies that are crucial for successfully handling the always-evolving complexity of health emergencies. A mixed-method approach was utilised to evaluate the readiness among nurses for learning through MOOCs, hence guiding the design and development processes. By employing rigorous literature reviews and focus group discussions, researchers identified and validated crucial information, which ultimately resulted in the development of a MOOC course on the IIUM iTtaleem platform. The developed MOOC module was thoroughly examined by subject matter experts to ensure its accuracy. The pilot test conducted with SASMEC nurses revealed a notable improvement in the participants' understanding and confidence regarding risk communication. The module's interactive elements, such as virtual simulations and case studies, were praised for offering hands-on learning opportunities. The result of the research is a MOOC module that can be accessed worldwide, containing video lectures, quizzes, and virtual scenarios. The dissemination of guidelines for integration into nursing education programmes has highlighted its capacity to strengthen healthcare systems in the face of global health concerns. Future intentions include implementing multilingual translations and partnering with international nursing organisations to guarantee ongoing relevance and influence in the dynamic field of global health emergencies.

Adapting scientific modeling practice for promoting elementary students’ productive disciplinary engagement

ABSTRACT This study explores the adaptations made by elementary school teachers to promote student Productive Disciplinary Engagement (PDE) during modeling activities within an online learning context. PDE means students make collective intellectual progress by using disciplinary practices and ideas to formulate possible solutions or answers. Given the abrupt transition to remote education instigated by the COVID-19 pandemic, student engagement and hands-on learning opportunities have faced significant challenges. This study adopts a collective case study design with an interpretivist perspective, investigating three fourth-grade teachers over the 2020–2021 school year. We collected multiple data sources, including professional learnings, observations, teacher interviews, and student artifacts. The study identified four significant themes pertaining to teacher adaptations that corresponded with increased students’ PDE: leverage technology tools for constructing models; maximise student-centered choice and position students as epistemic agents in modeling; incorporate family and community resources for modeling; and utilise students’ diverse knowledge and expertise in modeling. These findings contribute to our understanding of effective strategies for promoting student engagement and the practical application of scientific modeling in online learning environments.

Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course

This paper describes an innovative approach to teaching about family development over the life course through an application project and assesses its effectiveness in student learning. The integration of genograms and expanded family development theory (FDT) into one project aims to provide an engaging and useful structure for the assignment and promote the inclusion of diverse families. In this assignment, students (1) create their family genogram and (2) write an accompanying paper to identify and apply the FDT stages and developmental tasks to each generation of their family. Assessment results demonstrate that this project provided students with a practical opportunity to apply theoretical course content to diverse, real-life families and helped to recognize family trends across generations. Students appreciated the hands-on learning experience and opportunity for self-reflection, which promoted engagement with course materials. Incorporating genograms and the expanding family life cycle helps to overcome the limitations of the original FDT by being inclusive of all families, thus contributing to more effective preparation of competent professionals.

Comparing Online Soybean Processing Module Including a Laboratory Component to On-Campus Module

Hands-on learning activities enhance course outcomes in college courses based on increased exam scores and student satisfaction; however, online courses pose challenges for creating hands-on learning opportunities. The objective of this study was to compare online and on-campus students’ perception and performance on a soybean processing and products module with a laboratory component. The modules included identical lectures and discussion board questions. Students then participated in a hands-on laboratory exercise at home or on-campus investigating the effect of added soy protein at various levels on muffins physical and sensory properties. Baking kits were mailed to online students. All students were given detailed written instructions on how to prepare muffins for the exercise. Upon completion of the laboratory exercise, students wrote a scientific abstract on their findings. At the end of the module, all students (n=194) completed an assessment survey about their perception of the module. Seventy-two percent of online students met or exceeded expectations on the abstract assignment while 92% of on-campus students met or exceeded expectations. In both courses, ninety percent of students agreed or strongly agreed the laboratory improved their ability to apply knowledge to practical issues. Regarding knowledge gained, students reported an increased awareness of products that contain soy and methods for processing soybeans into ingredients. A common response was that students would be more likely to try soy products in the future because they were less concerned with off flavors and interested in the nutritional benefits of soy products.

A Comparative Analysis of NEP 2020 with existing National Policy of Education 1986

Education plays a powerful and meaningful role in building nation, education sets the future of the nation, the destiny of its common people. The Government of India announced new Education Policy 2020 based on the recommendation by an expert committee headed by Dr. Kasturirangan, former Chairman of the Indian Space Research Organization (ISRO). After 34 years Indian Govt. is going to change the way, we study. This paper tries to highlights various policies announced in the higher education system. In a layman language NEP, 2020 is updating of education system derived from traditional concept of 1980s to 21st century to adapt and accept changes with advancing technology. The current educational policies in India focus mostly on theoretical subjects, leaving students with little opportunity for hands-on learning, which is a big barrier to taking advantage of international career prospects. As NEP 2020 is one of the most promising policies which have been introduced and the question relies on to what extent the objectives of the policy will be achieved

A Call to Prioritize Safety in STEM and CTE: Addressing Overcrowded Classes and Other Critical Safety Issues

Authentic hands-on learning experiences are paramount for applying content and practices in science, technology, engineering, and mathematics (STEM) and career and technical (CTE) education. Such learning experiences are foundational for preparing P-12 students for future post-secondary and workplace opportunities. However, valuable hands-on learning opportunities often involve some level of potential safety hazards and resulting health and safety risks. While progress has been made in some aspects of STEM education and CTE safety, numerous safety issues and barriers remain. This article provides a detailed overview of some of the most pertinent health and safety issues from the literature and recent studies (e.g., overcrowding and occupancy load). Moreover, this article provides important information for policy makers, state departments of education, teacher preparation programs, school systems, school administrators, curriculum directors, educators, and other stakeholders to make data-informed decisions to improve safety in P-12 STEM education and CTE programs.

Creative STEM Pathways - Supporting Pacific Learners through 3D Printing

The low participation of Pacific students in tertiary STEM studies has implications for schools as they consider how best to engage these learners in STEM subjects (Science, Technology, Engineering and Mathematics). This article reports on an innovative project that supports Pacific learners with STEM learning through 3D printing technology. Creative STEM Pathways is a university-led initiative which has successfully brought 3D technology to the classroom, providing culturally-sustaining, hands-on and relevant learning opportunities. We used an Appreciative Inquiry lens to help us explore how the programme could create positive learning experiences. In this article, we share experiences of its development and delivery. We highlight successes and challenges, offering practical insight to those considering similar innovation in the classroom.

Course-Based Undergraduate Research Experiences as a Potential CURE-All for Applied Research Training and Real-World Knowledge Acquisition

Calls have been made for higher education to offer students hands-on and experiential learning opportunities. This paper explores the development and implementation of an advanced undergraduate research methods course offered in fall 2020 and 2022. After initially conducting research on its first offering in 2020, the instructor navigated changes based on self-reflective, student, and community partner feedback. Students, agency partners, and the instructor-of-record participated in mid and end-of-semester evaluations, focus groups, interviews, and follow-up surveys during both iterations of the course with new data offering insights into course perceptions, pitfalls, and impact. Findings suggested that students had generally positive experiences in the class. The course’s applicability and relevance additionally contributed to increased student engagement and motivation. While prior literature identifies the utility of experiential learning in gaining real-world research skills, the applied criminal justice research course additionally highlights motivation and investment as defining characteristics.

393 Impact of Concurrent Enrollment in Laboratory and Lecture Sections of an Animal Reproduction Course on students’ Final Course Percentages

Abstract As undergraduate animal science student populations shift to more diverse backgrounds, hands-on learning activities have been shown to increase engagement and are necessary for students with diverse backgrounds in animal exposure. Student feedback and engagement in the classroom suggest that students value and seek hands-on learning opportunities. The outcomes of lecture courses with concurrent enrollment in laboratory or hands-on style courses warrant evaluation. Thus, our study aimed to investigate potential impacts of concurrent enrollment in lecture and laboratory sections on final course percentages. Data were collected from students enrolled in the farm animal reproduction lecture and (or) laboratory courses in the spring semesters of 2021 and 2022 including final course percentage in lecture, college classification (sophomore, junior, senior), gender, and degree option (science or production focus). Student learning outcomes and structure of the laboratory course were designed to provide hands-on learning opportunities that coincided with concepts discussed in lecture. A total of 193 students majoring in Animal Science were included in the analysis, of which 65 were concurrently enrolled in the laboratory and lecture, and 128 were enrolled in the lecture alone. Students concurrently enrolled in laboratory and lecture had a greater (P < 0.03) final course percentage in the lecture as compared with those enrolled in lecture alone. Students in the science degree option had a greater (P < 0.01) final lecture course percentage when compared with those in the production degree option. Neither student gender nor college classification affected (P > 0.10) final lecture course percentage. At the end of the semester, students were surveyed about perceived value of the laboratory course on their learning. Among students enrolled in laboratory sections, only 1.6% indicated the hands-on activities did not improve their learning of course concepts in lecture. In 2022, 82.2% of students enrolled in lecture, but not in a laboratory section indicated they wished they had enrolled in a laboratory section, because they believe it would have improved their grade in the lecture course. These student beliefs are supported by our results which indicate that not only did taking the laboratory and lecture together improve student final course percentages, but that students valued the hands-on learning opportunities provided in laboratory sections. Benefits of hands-on learning activities warrant providing student access to these types of activities and incorporating them in lecture courses when laboratory classes are unavailable to improve student performance and experiences.

GLOBAL REVIEW OF SOLAR POWER IN EDUCATION: INITIATIVES, CHALLENGES, AND BENEFITS

This research paper comprehensively reviews the global initiatives, challenges, benefits, and future trends in integrating solar power into education. Educational institutions worldwide increasingly embrace solar energy to reduce carbon emissions, promote sustainability, and enhance educational experiences. From pioneering solar campuses in the United States to innovative programs in India and Australia, solar power integration in education is transforming campuses and curricula. However, this transformation has challenges, including financial constraints, regulatory complexities, and technical intricacies. To overcome these hurdles, institutions must leverage innovative financing models, collaborate with utilities, and prioritize education and outreach. The benefits of solar power integration span environmental, economic, educational, and societal dimensions, making it a compelling proposition for schools, colleges, and universities. Solar installations reduce ecological footprints, generate long-term cost savings, offer hands-on learning opportunities, and engage communities. Future trends indicate a shift toward energy storage solutions, microgrids, smart building integration, scalability, and data analytics. To maximize the potential of solar power in education, institutions must develop clear integration strategies, invest in training and professional development, and engage in policy advocacy. International collaboration and knowledge sharing are essential as educational institutions worldwide strive to lead in the transition to a sustainable and solar-powered future in education.
 Keywords: Solar Power, Education, Sustainability, Renewable Energy, Environmental Education, Solar Initiatives.

Impact of 3D-printed laboratory equipment in vibrations and controls courses on student engineering identity, motivation, and mindset

This paper describes the implementation of innovative 3D-printed laboratory equipment linked to inquiry-based learning activities designed to improve learning, increase engineering identity and motivation, and foster a growth mindset in students taking undergraduate level mechanical vibrations courses, control theory courses, and associated laboratories. These innovative designs create new opportunities for hands-on learning, are low-cost, portable, and can be adapted for use in multiple science and engineering disciplines. The learning activities are based on the POGIL model, which has been used across a variety of disciplines including engineering. We describe the features of three separate devices (spring-connected sliding carts, compliant parallel arms with fixed-free ends and a slider mass, and a pendulum with variable tip load) implemented using a quasi-experimental approach with 510 duplicated students across three semesters during the COVID-19 pandemic in multiple lecture courses and laboratory sections. We also present an assessment of impact based on descriptive statistical analyses of survey data for student-reported learning gains and pre-post paired comparison tests on validated instruments measuring perceptions of engineering identity, engineering motivation, and growth mindset. Further, we conducted a student focus group and include salient instructor observations. Results show most students participating in the learning activities using these devices report that it supported their learning “a lot” or “a great deal.” In addition, on six of seven surveyed learning outcomes, most students reported feeling confident enough to complete them on their own or even teach them to someone else. Our data did not show a measurable impact on engineering identity, engineering motivation, or growth mindset, though it does suggest further investigation is merited.

Is teaching and learning in Chinese higher education classrooms internationalized? Perspectives from international students in China

ABSTRACT While China has emerged as a leading host country for international students, it reinforces its determination to build a global knowledge system by integrating Chinese and Western epistemological traditions in teaching and learning to promote epistemic justice. The study aims to explore international students’ challenges to current approaches to teaching and learning in Chinese higher education institutions in relation to the internationalization of curriculum. The study employed a qualitative exploratory design and collected data using semi-structured interviews with 30 international students at two prestigious Chinese universities. Based on the thematic analysis, the results highlight that international students struggle with issues such as Chinese language-dominated instruction, lack of discussion and autonomy in the classroom, limited engagement with domestic (Chinese) students and insufficient practical or hands-on learning opportunities. These findings are analysed against common standards required for the internationalization of teaching and learning. These findings have implications for classroom pedagogy in higher education institutions in China to sustain the interest of international students.

Building Expertise in the Workplace: Occupational Therapists Learning Upper Limb Hypertonicity Practice

Introduction: Increasingly, novice occupational therapists are working in private practice. It is important to understand how to build clinical experience in complex practice areas. Upper limb hypertonicity management is a complex practice area requiring advanced workplace training. This study aimed to identify the teaching and learning processes that assist occupational therapists to acquire this expertise. Methods: Five hospital occupational therapists received 1.5-3 years of apprentice-style training in a specialist hypertonicity clinic. In-depth semi-structured interviews explored their experience. Qualitative Description was used to analyse the data. Results: Participants found that knowledge needed to be applied to practice and then revisited in a cyclical way to deepen their understanding and build their clinical skills. They benefited from having responsibilities graded and repeated opportunities for hands-on learning of embodied knowledge. Producing comprehensive progress notes and teaching colleagues and students were useful learning tools. Learning with a group of colleagues involved observation of the expert, intensive correction and guidance, and group discussion, reflection and questioning to build expertise. Conclusion: Workplaces need to intentionally support novice clinicians to gain expertise in complex practice areas using pedagogically sound training techniques. Continuous workplace training is needed to promote expertise in the face of changing healthcare funding policies.

Building a dementia-capable nursing workforce.

Undergraduate nursing students will play a pivotal role in caring for the rising numbers of older adults and people living with dementia (PLWD). However, many do not receive training in geriatrics or dementia and do not enter this field post-graduation, contributing to the workforce shortage. We aimed to capture students' interest and intention to work with PLWD, their suggestions about training, and to evaluate interest in a new elective long-term care (LTC) externship. We developed and administered a survey to Bachelor of Science in Nursing students consisting of questions modified from the Dementia Attitude Scale and related to respondents' health care experience, attitudes about caring for older adults, comfort working with PLWD, and willingness to develop geriatric and dementia care skills. We then conducted focus groups about desired curricular and clinical content. Seventy-six students completed the survey. The majority reported low interest in working with and low knowledge of caring for older adults and PLWD. Six focus group participants expressed interest in participating in hands-on learning opportunities. Participants identified specific training components to attract students to geriatrics education. Our findings informed the development, piloting, and evaluation of a new LTC externship at the University of Washington Schoool of Nursing.

Satisfaction of Nursing Students Toward Their Clinical Placement and Association with Their Academic Year at Private Nursing College Karachi Pakistan

Clinical placement is the setting of the physical environment and personnel teaching for healthcare workers, including nurses and nursing students. A clinical placement offers hands-on learning opportunities that can enhance your understanding of healthcare practices and procedures. Moreover, clinical placement could also provide networking opportunities and connections with healthcare professionals, which could help build their professional network. Objective: To measure the satisfaction of nursing students toward their clinical placement and association with their academic year at private Nursing College Karachi Pakistan. Methods: A cross-sectional analytical study was conducted in the Horizon School of Nursing and Health Sciences Karachi, Pakistan, from June 2022-September 2022. A total of 62 participants were part of the study; 3rd year and 4th-year students were enrolled. Moreover, a Convenient sampling technique was used for the data collection. Data were collected through a valid and reliable tool that was self-administered. Results: The study results show that. 12.9% of participants had a low level of satisfaction regarding their clinical placement, 51.6.% had a moderate level, and 35.5% had a high level of satisfaction. There was no significant difference between the satisfaction of nursing students toward their clinical placement with their academic year p-value (.193). Conclusions: Most students were satisfied with their clinical environment. But some still have poor satisfaction; it is essential to listen to nursing students' feedback regarding their clinical placement and take steps to address their concerns

Some Thoughts on the Teaching Reform of Tourism and Hotel Management Specialty

Tourism and hotel management are two disciplines that have seen significant growth over the years. With the rise in the tourism industry and an increased demand for hospitality services, the need for qualified professionals in the field has also increased. However, the traditional teaching methods used in these disciplines have been challenged in recent times. The aim of this thesis is to analyze the current state of tourism and hotel management education, identify the limitations of the traditional teaching methods and suggest possible solutions for teaching reform. This thesis argues that tourism and hotel management education need to incorporate more practical and experiential learning methods to better prepare students for the real world. This can be achieved through partnerships with industry stakeholders, more hands-on learning opportunities, and the integration of technology in the curriculum. By implementing these reforms, we can ensure that future graduates are better equipped to meet the evolving demands of the tourism and hospitality industry.

Serving the Underserved Amid COVID-19: The Case of a Virtual, Culturally Responsive Summer Engineering Camp

The societal disruptions due to the novel coronavirus (COVID-19) pandemic are well noted, especially in the context of science, technology, engineering, and mathematics (STEM) education. Absent a concerted effort to sustain hands-on learning opportunities in STEM amid the crisis, the consequences of COVID-19 may exacerbate existing inequities and racial disparities among youth of color further stratifying the STEM fields. In the current study, we applied a mixed-method descriptive case study design, using online learning theory and culturally responsive pedagogy as our conceptual framework, to describe how participants experienced this camp, held online due to disruptions of COVID-19, in the southeastern region of the USA. We also share findings from the implementation of a justice bots project, which enabled participants to connect social justice and engineering. Participants included middle school youth, undergraduate engineering students, and in-service math and science teachers. Data sources entailed focus groups, pre-post surveys, observations, and artifacts. Our results indicated that participants experienced gains in their communication skills, positive changes in attitudes toward STEM for middle school youth, established meaningful connections, and enhanced their technical knowledge. Middle school youth reported enjoying the online summer camp environment, though they had experienced more than a year of education online. Undergraduate engineering students asserted that it was challenging to communicate coding and other technical knowledge virtually but having to do so strengthened their capacity to teach others while honing their own competencies. Lastly, in-service math and science teachers reported a better understanding of the connection between engineering and social justice based on their experiences in the camp. We conclude this article with implications for engineering education.

Building a Dementia-Capable Nursing Workforce.

Today's undergraduate nursing students will play a pivotal role in caring for the rising numbers of older adults and people living with dementia (PLWD). Because current nursing training does not require dementia care competencies, new graduates may not be adequately prepared to care for this population. This study aimed to capture students' interest and intention to work with older adults and PLWD as a career path, and elicit their feedback on how best to structure educational and clinical training offerings that would attract them to this field. Long-Term care (LTC) settings blend clinical and residential features in a comprehensive setting uniquely suited for teaching nursing students about dementia. Hence, we evaluated students' interest in enrolling in a new elective rotation, the LTC Externship. We designed and administered a survey and conducted a focus group. The survey consisted of 20 questions modified from the Dementia Attitude Scale and eight questions related to respondents' health care experience and attitudes about nursing care for older adults, comfort working with PLWD, and willingness to further develop geriatric and dementia care skills. Focus group enrollment was limited to the first 8 participants who expressed interest and completed preliminary questionnaires. First and second-year Bachelor of Science in Nursing students at the University of Washington School of Nursing (SoN). Seventy Six of 223 (34%) students responded to the survey. The majority expressed low interest in working with older adults, as evidenced by the low survey response rate, low self-reported knowledge of nursing care for PLWD, and a lack of desire to work with older adults after graduation. Among the eight focus group participants, six expressed interest in acquiring additional knowledge and hands-on learning opportunities. Participants identified three specific training components that could attract students to geriatrics and LTC education: weekly structured seminars that reflect the depth of relevant scholarship; access to interactive, relevant pre-study materials developed by clinicians; and 4-6 hours per week of supervised paid, clinical training in hands-on skills. The findings informed the development of a LTC Externship at the UW SoN that is currently being piloted and evaluated.